An integral approach acknowledges that all views have a degree of truth, but some views are more true than others, more evolved, more developed, more adequate. And so let's get that part out of the way right now: homophobia in any form, as far as I can tell, stems from a lower level of human development — but it is a level, it exists, and one has to make room in one's awareness for those lower levels as well, just as one has to include third grade in any school curriculum.
The aim of a complete course of development is to divest the basic structures of any sense of exclusive self, and thus free the basic needs from their contamination by the needs of the separate self sense. When the basic structures are freed from the immortality projects of the separate self, they are free to return to their natural functional relationships... hungry, we eat; when tired, we sleep. The self has been returned to the Self, all self-needs have been met and discarded; and the basic needs alone remain.
Like any organic entity, a system of consciousness manifests itself through the orderly, differentiated development of a certain unifying reality.
No society can develop without focusing on three pillars: (1)Security and safety for the population (2)Economic and social development (3)Respect for the rule of law and human rights.
My philosophical viewpoint: The world is rational. Human reason can, in principle, be developed more highly (through certain techniques). There are systematic methods for the solution of all problems. There are other worlds and rational beings of a different and higher kind. The world in which we live is not the only one in which we shall live or have lived. There is incomparably more knowable a priori that is currently known. The development of human thought since the Renaissance is thoroughly one-dimensional. Reason in mankind will be developed in every direction. Formal rights comprise a real science. Materialism is false. The higher beings are connected to the others by analogy, not by composition. Concepts have an objective existence.
There is a scientific (exact) philosophy and theology, which deals with concepts of the highest abstractness; and this is also most highly fruitful for science.
Religions are, for the most part, bad—but religion is not.
Class struggle is a fundamental theme of recorded history. In every non-socialist society there are two main categories of class, the ruling class or classes, and the subject class or classes. The ruling class possesses the major instruments of economic production and distribution, and the means of establishing its political domination, while the subject class serves the interests of the ruling class, and is politically, economically and socially dominated by it. There is conflict between the ruling class and the exploited class. The nature and cause of the conflict is influenced by the development of productive forces. That is, in any given class formation, whether it be feudalism, capitalism, or any other type of society, the institutions and ideas associated with it arise from the level of productive forces and the mode of production. The moment private ownership of the means of production appears, and capitalists start exploiting workers the capitalists become a bourgeois class, the exploited workers a working class. For in the final analysis, a class is nothing more than the sum total of individuals bound together by certain interests which as a class they try to preserve and protect.
Our intellectual development in the field of science has outstripped our human development in the field of character.
Experience is never at fault; it is only your judgment that is in error in promising itself such results from experience as are not caused by our experiments. For having given a beginning, what follows from it must necessarily be a natural development of such a beginning, unless it has been subject to a contrary influence, while, if it is affected by any contrary influence, the result which ought to follow from the aforesaid beginning will be found to partake of this contrary influence in a greater or less degree in proportion as the said influence is more or less powerful than the aforesaid beginning.
There are two things which cannot be attacked in front: ignorance and narrow-mindedness. They can only be shaken by the simple development of the contrary qualities. They will not bear discussion.
What are the American ideals? They are the development of the individual for his own and the common good; the development of the individual through liberty, and the attainment of the common good through democracy and social justice.
If the small minority of enlightened citizens who are able to conceive sound principles of political management do not succeed in winning the support of their fellow citizens and converting them to the endorsement of policies that bring and preserve prosperity, the cause of mankind and civilization is hopeless. There is no other means to safeguard a propitious development of human affairs than to make the masses of inferior people adopt the ideas of the elite. This has to be achieved by convincing them. It cannot be accomplished by a despotic regime that instead of enlightening the masses beats them into submission. In the long run the ideas of the majority, however detrimental they may be, will carry on. The future of mankind depends on the ability of the elite to influence public opinion in the right direction.
Although there is nothing so bad for conscience as trifling, there is nothing so good for conscience as trifles. Its certain discipline and development are related to the smallest things. Conscience, like gravitation, takes hold of atoms. Nothing is morally indifferent. Conscience must reign in manners as well as morals, in amusements as well as work. He only who is "faithful in that which is least" is dependable in all the world.
Six mistakes mankind keeps making century after century: Believing that personal gain is made by crushing others; Worrying about things that cannot be changed or corrected; Insisting that a thing is impossible because we cannot accomplish it; Refusing to set aside trivial preferences; Neglecting development and refinement of the mind; Attempting to compel others to believe and live as we do.
The first essential for the child’s development is concentration. The child who concentrates is immensely happy.
The prize and punishments are incentives toward unnatural or forced effort, and, therefore we certainly cannot speak of the natural development of the child in connection with them.
An education capable of saving humanity is no small undertaking: it involves the spiritual development of man, the enhancement of his value as an individual, and the preparation of young people to times in which they live.
If education is always to be conceived along the same antiquated lines of a mere transmission of knowledge, there is little to be hoped from it in the bettering of man's future. For what is the use of transmitting knowledge if the individual's total development lags behind?
Political movements for justice are part of the fuller development of the cosmos, and nature is the matrix in which humans come to their self-awareness of their power to transform. Liberation movements are a fuller development of the cosmos's sense of harmony, balance, justice, and celebration. This is why true spiritual liberation demands rituals of cosmic celebrating and healing, which will in turn culminate in personal transformation and liberation.
Science...means unresting endeavor and continually progressing development toward an end which the poetic intuition may apprehend, but which the intellect can never fully grasp.
The open-source collaborative development model, I believe, is built to succeed in the Internet age, and it makes more sense than the proprietary model of some of our competitors.