Book: Prisons We Choose to Live Inside
Quotes of Book: Prisons We Choose to Live
Of course it may be argued that this is a fairly bleak view of life. It means, for instance, that we can stand in a room full of dear friends, knowing that nine-tenths of them, if the pack demands it, will become your enemies-will, as it were, throw stones through your window. It means that if you are a member of a close-knit community, you know you differ from this community's ideas at the risk of being seen as a no-goodnik, a criminal, an evil-doer. This is an absolutely automatic process; nearly everyone in such situations behaves automatically.But there is always the minority who do not, and it seems to me that our future, the future of everybody depends on this minority. And that we should be thinking of ways to educate our children to strengthen this minority and not, as we mostly do now, to revere the pack. book-quoteMost people cannot stand being alone for long. They are always seeking groups to belong to, and if one group dissolves, they look for another. We are group animals still, and there is nothing wrong with that. But what is dangerous is not the belonging to a group, or groups, but not understanding the social laws that govern groups and govern us.When we're in a group, we tend to think as that group does: we may even have joined the group to find "like-minded" people. But we also find our thinking changing because we belong to a group. It is the hardest thing in the world to maintain an individual dissent opinion, as a member of a group.It seems to me that this is something we have all experienced - something we take for granted, may never have thought about. But a great deal of experiment has gone on among psychologists and sociologists on this very theme. If I describe an experiment or two, then anyone listening who may be a sociologist or psychologist will groan, oh God not again - for they have heard of these classic experiments far too often. My guess is that the rest of the people will never have had these ideas presented to them. If my guess is true, then it aptly illustrates general thesis, and the general idea behind these essays, that we {the human race} are now in possession of a great deal of hard information about ourselves, but we do not use it to improve our institutions and therefore our lives.A typical test, or experiment, on this theme goes like this. A group of people are taken into the researcher's confidence. A minority of one or two are left in the dark. Some situation demanding measurement or assessment is chosen. For instance, comparing lengths of wood that differ only a little from each other, but enough to be perceptible, or shapes that are almost the same size. The majority in the group - according to instruction- will assert stubbornly that these two shapes or lengths are the same length, or size, while the solitary individual, or the couple, who have not been so instructed will assert that the pieces of wood or whatever are different. But the majority will continue to insist - speaking metaphorically - that black is white, and after a period of exasperation, irritation, even anger, certainly incomprehension, the minority will fall into line. Not always but nearly always. There are indeed glorious individualists who stubbornly insist on telling the truth as they see it, but most give in to the majority opinion, obey the atmosphere. When put as baldly, as unflatteringly, as this, reactions tend to be incredulous: "I certainly wouldn't give in, I speak my mind..." But would you?People who have experienced a lot of groups, who perhaps have observed their own behaviour, may agree that the hardest thing in the world is to stand out against one's group, a group of one's peers. Many agree that among our most shameful memories is this, how often we said black was white because other people were saying it.In other words, we know that this is true of human behaviour, but how do we know it? It is one thing to admit it in a vague uncomfortable sort of way {which probably includes the hope that one will never again be in such a testing situation} but quite another to make that cool step into a kind of objectivity, where one may say, "Right, if that's what human beings are like, myself included, then let's admit it, examine and organize our attitudes accordingly. book-quoteChildren should be taught about history not as is usually the case now, that this is the record of long past events, which one ought to know about for some reason or other. But that this is a story from which one may learn not only what has happened, but what may, and probably will, happen again.Literature and history, these two great branches of human learning, records of human behaviour, human thought, are less and less valued by the young, and by educators, too. Yet from them one may learn how to be a citizen and a human being. We may learn how to look at ourselves and at the society we live in, in that calm, cool, critical and sceptical way which is the only possible stance for a civilized human being, or so have said all the philosophers and the sages.But all the pressures go the other way, towards learning what is immediately useful, what is functional. More and more the demand is for people to be educated to function in an almost certainly temporary stage of technology. Educated for the short term." book-quote
