“Learning has to come from doing, not intellectualizing.”

“In sum, one of the primary things I learned was how to kill time. I learned also to wish away my life. I learned to give myself away.”

“Grades are a problem. On the most general level, they're an explicit acknowledgment that what you're doing is insufficiently interesting or rewarding for you to do it on your own. Nobody ever gave you a grade for learning how to play, how to ride a bicycle, or how to kiss. One of the best ways to destroy love for any of these activities would be through the use of grades, and the coercion and judgment they represent. Grades are a cudgel to bludgeon the unwilling into doing what they don't want to do, an important instrument in inculcating children into a lifelong subservience to whatever authority happens to be thrust over them.”

“What if the point of life has nothing to do with the creation of an ever-expanding region of control? What if the point is not to keep at bay all those people, beings, objects and emotions that we so needlessly fear? What if the point instead is to let go of that control? What if the point of life, the primary reason for existence, is to lie naked with your lover in a shady grove of trees? What if the point is to taste each other's sweat and feel the delicate pressure of finger on chest, thigh on thigh, lip on cheek? What if the point is to stop, then, in your slow movements together, and listen to the birdsong, to watch the dragonflies hover, to look at your lover's face, then up at the undersides of leaves moving together in the breeze? What if the point is to invite these others into your movement, to bring trees, wind, grass, dragonflies into your family and in so doing abandon any attempt to control them? What if the point all along has been to get along, to relate, to experience things on their own terms? What if the point is to feel joy when joyous, love when loving, anger when angry, thoughtful when full of thought? What if the point from the beginning has been to simply be?”

“We were not meant for this. We were meant to live and love and play and work and even hate more simply and directly. It is only through outrageous violence that we come to see this absurdity as normal, or to not see it at all. Each new child has his eyes torn out so he will not see, his ears removed so he will not hear, his tongue ripped out so he will not speak, his mind juiced so he will not think, and his nerves scraped so he will not feel. Then he is released into a world broken in two: others, like himself, and those to be used. He will never realize that he still has all of his senses, if only he will use them. If you mention to him that he still has ears, he will not hear you. If he hears, he will not think. Perhaps most dangerously of all, if he thinks he will not feel. And so on, again.”

“By deafening ourselves to the emotional consequences of violence we have become confused by its relationship to sex. We have come to believe that violence equals aggression, and we have come to base our model of sexuality on our model of violence... converting an act of aggression into an act of consensual sexuality.”

“I wish that my childhood would have been different. I do not, however, regret what happened. This does not mean tht I would gladly go through it again. But mythologies of all times and all places tell us that those who enter the abyss and survive can bring back important lessons. I have no need to merely imagine the unimaginable. And I will no longer forget. I have learned that whether I choose to feel or not, pain exists, and whether we choose to acknowledge them or not, atrocities continue. I have grown to understand that in the shadow of the unspeakable I can and must speak and act against our culture's tangled web of destructiveness, and stop the destruction at its roots.”