Peta

“Max Planck once remarked that new scientific truths don’t replace old ones by convincing established scientists that they were wrong; they do so because proponents of the older theory eventually die, and generations that follow find the new truths and theories to be familiar, obvious even. We are optimists. We like to think it will not take that long.

In fact, we have already taken a first step. We can see more clearly now what is going on when, for example, a study that is rigorous in every other respect begins from the unexamined assumption that there was some ‘original’ form of human society; that its nature was fundamentally good or evil; that a time before inequality and political awareness existed; that something happened to change all this; that ‘civilization’ and ‘complexity’ always come at the price of human freedoms; that participatory democracy is natural in small groups but cannot possibly scale up to anything like a city or a nation state.

We know, now, that we are in the presence of myths.”
― David Graeber, The Dawn of Everything: A New History of Humanity

“At what point do we escalate? When do we conclude that the time has come to also try something different? When do we start physically attacking the things that consume our planet and destroy them with our own hands? Is there a good reason we have waited this long?”
― Andreas Malm, How to Blow Up a Pipeline

“We are projects of collective self-creation. What if we approached human history that way? What if we treat people, from the beginning, as imaginative, intelligent, playful creatures who deserve to be understood as such? What if, instead of telling a story about how our species fell from some idyllic state of equality, we ask how we came to be trapped in such tight conceptual shackles that we can no longer even imagine the possibility of reinventing ourselves?”
― David Graeber, The Dawn of Everything: A New History of Humanity

“German teachers have shown how the very plays of children can be made instrumental in conveying to the childish mind some concrete knowledge in both geometry and mathematics. The children who have made the squires of the theorem of Pythagoras out of pieces of coloured cardboard, will not look at the theorem, when it comes in geometry, as on a mere instrument of torture devised by the teachers; and the less so if they apply it as the carpenters do. Complicated problems of arithmetic, which so much harassed us in our boyhood, are easily solved by children seven and eight years old if they are put in the shape of interesting puzzles. And if the Kindergarten — German teachers often make of it a kind of barrack in which each movement of the child is regulated beforehand — has often become a small prison for the little ones, the idea which presided at its foundation is nevertheless true. In fact, it is almost impossible to imagine, without having tried it, how many sound notions of nature, habits of classification, and taste for natural sciences can be conveyed to the children’s minds; and, if a series of concentric courses adapted to the various phases of development of the human being were generally accepted in education, the first series in all sciences, save sociology, could be taught before the age of ten or twelve, so as to give a general idea of the universe, the earth and its inhabitants, the chief physical, chemical, zoological, and botanical phenomena, leaving the discovery of the laws of those phenomena to the next series of deeper and more specialised studies.”
― Pyotr Kropotkin, Fields, Factories, and Workshops - Or Industry Combined with Agriculture and Brain Work with Manual Work: With an Excerpt from Comrade Kropotkin by Victor Robinson