History teaches, but has no pupils.
The crisis consists precisely in the fact that the old is dying and the new cannot be born; in this interregnum a great variety of morbid symptoms appear.
The whole of language is a continuous process of metaphor, and the history of semantics is an aspect of the history of culture; language is at the same time a living thing and a museum of fossils of life and civilisations.
Common sense is a chaotic aggregate of disparate conceptions, and one can find there anything that one like.
Is it better to work out consciously and critically one’s own conception of the world and thus, in connection with the labours of one’s own brain, choose one’s sphere of activity, take an active part in the creation of the history of the world, be one’s own guide, refusing to accept passively and supinely from outside the moulding of one’ own personality?
Il vecchio mondo sta morendo. Quello nuovo tarda a comparire. E in questo chiaroscuro nascono i mostri.
The popular element “feels” but does not always know or understand; the intellectual element “knows” but does not always understand and in particular does not always feel.
Since defeat in the Struggle must always be envisaged, the preparation of one’s own successors is as important as what one does for victory.
The brain is not nourished on beans and truffles but rather the food manages to reconstitute the molecules of the brain once it has been turned into homogeneous and assimilable substances, which potentially have the “same nature”, as the molecules of the brain.
It should never be forgotten that, in the struggle between the nations, it is in the interest of each one of them that the other should be weakened by internal struggle. Hence it is always possible to pose the question of whether the parties exist by virtue of their own strength, as their own necessity, or whether rather they only exist to serve the interests of others.
At the limit it could be said that every speaking being has a personal language of his own, that is his own particular way of thinking and feeling. Culture, at its various levels, unifies in a series of strata, to the extent that they come into contact with each other, a greater or lesser number of individuals who understand each other’s mode of expression to varying degrees, etc.
Common sense is not a single unique conception, identical in time and space. It is the “folklore” of philosophy, and, like folklore, it takes countless different forms. Its most fundamental character is that it is a conception which, even in the brain of one individual, is fragmentary, incoherent and inconsequential.
Possibility means “freedom”. The measure of freedom enters into the concept of man. That the objective possibilities exist for people not to die of hunder and that people do die of hunger, has its importance, or so one would have thought. But the existence of the objective conditions, of possibilities or of freedom is not yet enough: it is necessary to “know” them, and know how to use them.
A man of politics writes about philosophy: it could be that his “true” philosophy should be looked for rather in his writings on politics. In every personality there is one dominant and predominant activity: it is here that his thought must be looked for, in a form that is more often than not implicit and at times even in contradiction with what is professly expressed.
Culture is something quite different. It is organization, discipline of one’s inner self, a coming to terms with one’s own personality; it is the attainment of a higher awareness, with the aid of which one succeeds in understanding one’s own historical value, one’s own function in life, one’s own rights and obligations.
The discipline imposed on citizens by the bourgeois state makes them into subjects, people who delude themselves that they exert an influence on the course of events.
Culture is a privilege. Education is a privilege. And we do not want it to be so. All young people should be equal before culture.
Freedom is not utopia, because it is a basic aspiration; the whole history of mankind consists of struggles and efforts to creates social institutions capable of ensuring a maximum of freedom.
I live, I am partisan. This is why I hate those who do not take sides; I hate those who are indifferent.
The history of education shows that every class which has sought to take power has prepared itself for power by an autonomous education. The first step in emancipating oneself from political and social slavery is that of freeing the mind. I put forward this new idea: popular schooling should be placed under the control of the great workers’ unions. The problem of education is the most important class problem.