Quotes by Authors - Page 3079

To be exploited fundamentally means to be confused. When you're not confused you can't be exploited because you have clarity about the situation. To confuse people you must provide contradictory information. People who really want to do you harm will provide you confusing measures of good and bad feedback because that keeps you disorientated. Evil always want to camouflage itself as virtue witch means all the bad things that evil does is called justice against immorality. So they camouflage their brutality as a mask of virtue. Camouflage is so fundamentally an aspect of the predator-prey relationships. The mugger does not camouflage himself but, that's because he can leave. He is gonna run off and you'll never find him or catch him or at least that's the goal or plan right? The relationships were you're supposed to stay and continue to provide resources are the ones were camouflage is the most essential because you're constantly looking at somebody who is a predator and that have to continually camouflage themselves as somebody who is not a predator. The most fundamental thing is the camouflage of non-empathy with empathy. This is why people who lack empathy always use the language of empathy and that's whats so confusing.There are a lot of great antidotes to this. I mean, you just ask that person questions about yourself that they dont have any self interest in knowing and find out whether they know the answers. All the things personal to you that dont have any direct impact on the other person. It's a great way to find out whether they have empathy or curiosity about you or not.
[Professor Greene's] reaction to GAMAY, as published in the Yale Daily News, fairly took one's breath away. He fondled the word "fascist" as though he had come up with a Dead Sea Scroll vouchsafing the key word to the understanding of God and Man at Yale. In a few sentences he used the term thrice. "Mr. Buckley has done Yale a great service" (how I would tire of this pedestrian rhetorical device), "and he may well do the cause of liberal education in America an even greater service, by stating the fascist alternative to liberalism. This fascist thesis . . . This . . . pure fascism . . . What more could Hitler, Mussolini, or Stalin ask for . . . ?" (They asked for, and got, a great deal more.)What survives, from such stuff as this, is ne-plus-ultra relativism, idiot nihlism. "What is required," Professor Greene spoke, "is more, not less tolerance--not the tolerance of indifference, but the tolerance of honest respect for divergent convictions and the determination of all that such divergent opinions be heard without administrative censorship. I try my best in the classroom to expound and defend my faith, when it is relevant, as honestly and persuasively as I can. But I can do so only because many of my colleagues are expounding and defending their contrasting faiths, or skepticisms, as openly and honestly as I am mine."A professor of philosophy! Question: What is the 1) ethical, 2) philosophical, or 3) epistemological argument for requiring continued tolerance of ideas whose discrediting it is the purpose of education to effect? What ethical code (in the Bible? in Plato? Kant? Hume?) requires "honest respect" for any divergent conviction?