I hope I may claim in the present work to have made it probable that the laws of arithmetic are analytic judgments and consequently a priori. Arithmetic thus becomes simply a development of logic, and every proposition of arithmetic a law of logic, albeit a derivative one. To apply arithmetic in the physical sciences is to bring logic to bear on observed facts; calculation becomes deduction.

Humanism assumes that the goal of human development lies in the greatest possible fulfillment of human powers. Man does not live to serve some supernatural being. He lives to bring to fruition the powers with which nature has endowed him. As of today, this fruition would seem to lie in a life of widely shared friendliness, understanding, and cooperation.

I can see ... only one safe rule for the historian: that he should recognize in the development of human destinies the play of the contingent and the unforeseen.

The growth and development of people is the highest calling of leadership.

For the total development of the human being, solitude as a means of cultivating sensitivity becomes a necessity. One has to know what it means to be alone, what it is to meditate, what it is to die; and the implications of solitude, of meditation, of death, can be known only by seeking them out. These implications cannot be taught, they must be learnt. One can indicate, but learning by what is indicated is not the experiencing of solitude or meditation. To experience what is solitude and what is meditation, one must be in in a state of inquiry; only a mind that is in a state of inquiry is capable of learning. But when inquiry is suppressed by previous knowledge, or by the authority and experience of another, then learning becomes mere imitation, and imitation causes a human being to repeat what is learnt without experiencing it.

In point of fact there are a certain number of values and of forces which are of decisive importance in our world civilization: the primacy of production, the continual growth of the power of the State and the formation of the National State, the autonomous development of technics, etc. These, among others — far more than the ownership of the means of production or any totalitarian doctrine — are the constitutive elements of the modern world. So long as these elements continue to be taken for granted, the world is standing still.

Added man-made failure really hurts young children [under six]. No one has to contrive lessons for these youngsters so that they will learn how to lose—they are losers too much of the time. No one has to put them in their place—they know all too well in their hearts the little place they are in. No one has to cut them down to size—their size is painfully small. At this stage in their development we are wise to stay away from competition, from games and races and contests with winners and losers. It matters too much to each child to come in first—they cannot stand the risk of competition.

Science has done more for the development of western civilization in one hundred years than Christianity did in eighteen hundred years.

Three typical historic philosophies of education were considered from this point of view. The Platonic was found to have an ideal formally quite similar to that stated, but which was compromised in its working out by making a class rather than an individual the social unit. The so-called individualism of the eighteenth- century enlightenment was found to involve the notion of a society as broad as humanity, of whose progress the individual was to be the organ. But it lacked any agency for securing the development of its ideal as was evidenced in its falling back upon Nature. The institutional idealistic philosophies of the nineteenth century supplied this lack by making the national state the agency, but in so doing narrowed the conception of the social aim to those who were members of the same political unit, and reintroduced the idea of the subordination of the individual to the institution.

No tin-hat brigade of goose-stepping vigilantes or bibble-babbling mob of blackguarding and corporation paid scoundrels will prevent the onward march of labor, or divert its purpose to play its natural and rational part in the development of the economic, political and social life of our nation.

What is important is the gradual development of a theory, based on a careful analysis of the ... facts. ... Its first applications are necessarily to elementary problems where the result has never been in doubt and no theory is actually required. At this early stage the application serves to corroborate the theory. The next stage develops when the theory is applied to somewhat more complicated situations in which it may already lead to a certain extent beyond the obvious and familiar. Here theory and application corroborate each other mutually. Beyond lies the field of real success: genuine prediction by theory. It is well known that all mathematized sciences have gone through these successive stages of evolution.

You might be tempted to avoid the messiness of daily living for the tranquility of stillness and peacefulness. This of course would be an attachment to stillness, and like any strong attachment, it leads to delusion. It arrests development and short-circuits the cultivation of wisdom.

The image of the cosmos must change with the development of the mind and knowledge; otherwise, the mythic statement is lost, and man becomes dissociated from the very basis of his own religious experience. Doubt comes in, and so forth. You must remember: all of the great traditions, and little traditions, in their own time were scientifically correct. That is to say, they were correct in terms of the scientific image of that age. So there must be a scientifically validated image. Now you know what has happened: our scientific field has separated itself from the religious field, or vice-versa. … This divorce this is a fatal thing, and a very unfortunate thing, and a totally unnecessary thing.

The opening up of new markets, foreign or domestic, and the organizational development from the craft shop and factory to such concerns as U. S. Steel illustrate the same process of industrial mutation-if I may use that biological term-that incessantly revolutionizes the economic structure from within, incessantly destroying the old one, incessantly creating a new one. This process of Creative Destruction is the essential fact about capitalism.

Labor in all its variety, corporeal and mental, is the instituted means for the methodical development of all our powers under the direction and control of will.

In the social production of their life, men enter into definite relations that are indispensable and independent of their will; these relations of production correspond to a definite stage of development of their material forces of production. The sum total of these relations of production constitutes the economic structure of society — the real foundation, on which rises a legal and political superstructure and to which correspond definite forms of social consciousness. The mode of production of material life determines the social, political and intellectual life process in general. It is not the consciousness of men that determines their being, but, on the contrary, their social being that determines their consciousness.

Where speculation ends — in real life — there real, positive science begins: the representation of the practical activity, of the practical process of development of men. Empty talk about consciousness ceases, and real knowledge has to take place. When reality is depicted, philosophy as an independent branch of activity loses its medium of existence.

Clinical experience has indicated that where a child has been exposed early in his live to episodes of physical violence, whether he himself is the victim or ... the witness, he will often later demonstrate similar outbursts of uncontrollable rage and violence of his own. Aggression becomes an easy outlet through which the child's frustrations and tensions flow, not just because of a simple matter of learning that can be just as simply unlearned, not just because he is imitating a bad behavior model and can be taught to imitate something more constructive, but because these traumatic experiences have overwhelmed him. His own emotional development is too immature to withstand the crippling inner effects of outer violence. Something happens to the child's character, to his sense of reality, to the development of his controls against impulses that may not later be changed easily but which may lead to reactions that in turn provoke more reactions - one or more of which may be criminal. Then society reacts against him for what he did, but more for what all of us have done - unpleasantly - to one another. Upon him is laid the iniquity of us all.

Before we as individuals are even conscious of our existence we have been profoundly influenced for a considerable time (since before birth) by our relationship to other individuals who have complicated histories, and are members of a society which has an infinitely more complicated and longer history than they do (and are members of it at a particular time and place in that history); and by the time we are able to make conscious choices we are already making use of categories in a language which has reached a particular degree of development through the lives of countless generations of human beings before us

Human beings undergo psychological development. At each level or stage of development, they will see the world in a different way. Hence, each level of development has, as it were, a different religious belief or worldview. This does not make God or Spirit the result of human development; it does, however, make the ways in which humans conceive of God or Spirit the result of development. And this is where it gets really interesting.