Education; Educational psychology; Moral education
For the kind of courage which does not consist in repression, a number
of factors must be combined. To begin with the humblest: health and
vitality are very helpful, though not indispensable. Practice and
skill in dangerous situations are very desirable. But when we come to
consider, not courage in this and that respect, but universal courage,
something more fundamental is wanted. What is wanted is a combination
of self-respect with an impersonal outlook on life. To begin with
self-respect: some men live from within, while others are mere mirrors
of what is felt and said by their neighbours. The latter can never have
true courage: they must have admiration, and are haunted by the fear
of losing it. The teaching of “humility”, which used to be thought
desirable, was the means of producing a perverted form of this same
vice. “Humility” suppressed self-respect, but not the desire for the
respect of others; it merely made nominal self-abasement the means
of acquiring credit. Thus it produced hypocrisy and falsification of
instinct. Children were taught unreasoning submission, and proceeded
to exact it when they grew up; it was said that only those who have
learned to obey know how to command. What I suggest is that no one
should learn how to obey, and no one should attempt to command. I do
not mean, of course, that there should not be leaders in co-operative
enterprises; but their authority should be like that of a captain of
a football team, which is suffered voluntarily in order to achieve
a common purpose. Our purposes should be our own, not the result of
external authority; and our purposes should never be forcibly imposed
upon others. This is what I mean when I say no one should command and
no one should obey.
Public-domain text, read in full here on John Shaqi.
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