Robert Musil - Kapitalismus am Kinde
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Robert Musil - Capitalism upon the child
MUSIL, Robert (1952, 1979) Der Mann ohne Eigenschaften. In: Gesammelte Werke in Einzeilausgaben. Herausgegeben von Adolf FrisŽ. Hamburg: Rowohlt. UW-PT2625.U8M3 MUSIL, Robert (1979) The Man Without Qualities. London: Secker & Warburg (original: vol. 1: 1930, vol. 2: 1932, (1979)) UW-PT2625.U8M313
MoE311 Genugt es Ihnen, wenn ich beschwšre, dass das Wissen mit der Habsucht verwandt ist; einen schabigen Spartrieb darstellt; ein uberheblicher innerer Kapitalismus ist? MwQII5 Will it satisfy you if I solemnly declare that knowledge is akin to avarice, is only the expression of a sordid collecting instinct, is an overweening capitalism of the inner mind?
Musil - MoE553 'Kapitalismus am Kinde' MwQII310 'Capitalism upon the child'
MoE554 ...nach dieser Vorbereitung lehrte er sie das Recht des Kindes, seine Erziehung nach den Gesetzen seines eigenen Wesens aufzubauen. Das Kind sei schšpferisch, weil es Wachstum sei und sich selbst schaffe. Es sei kšniglich, weil es der Welt seine Vorstellungen, GefŸhle und Phantasien vorschreibe. Es wolle von der zufŠlligen fertigen Welt nichts wissen, sondern baue seine eigene Welt der Ideale. Es habe seine eigene SexualitŠt. Die Erwachsenen begehen eine barbarische SŸnde, indem sie das Schšpfertum des Kindes durch den Raub seiner Welt zerstšren, unter herangebrachtem, totem Wissensstoff ersticken und auf bestimmte, ihm fremde Ziele abrichten. Das Kind sei unzweckhaft, sein Schaffen Spiel und zŠrtliches Wachsen; es nehme, wenn man es nicht durch Gewalt stšrt, nichts an, als was es wahrhaft in sich hineinnimmt: jeder Gegenstand, den es berŸhrt, lebe, das Kind sei Welt, Kosmos, es sehe das Letzte, Absolute, wenn es das auch nicht ausdrŸcken kann: aber man tšte das Kind, indem man es Zwecke begreifen lehre und es an das gemeine Jedesmahlige fessle, das man lŸgnerischerweise das Wirkliche nennt! MwQII311 After this preparation he instructed her in the child's right to build up its education on the laws of its own personality. The child was creative because it was growth: it was self-creative. It was kingly, because it imposed its ideas, feelings, and fantasies on the world. It did not want to have anything to do with the accidental, ready-made world with which it was confronted; it set out to build its own ideals. It had its own sexuality. Adults committed a barbaric sin, destroying the child's creativeness by robbing it of its world, suffocating it with the dead matter of traditional knowledge and training it for certain purposes that were alien to it. The child was non-purposive; its creativeness was play, a delicate process of growth. It was not forcibly disturbed, it acquired nothing but what it genuinely absorbed into its being. Every object it touched was alive. The child was a universe, a cosmos. It beheld the ultimate, the Absolute, even if it could not express it. But the child was killed by being taught to understand purposeful aims, by being fettered to that ordinary common repetitiveness that was so falsely called reality!
Maslow's self-actualisation as an ultimate stage in life is based on the uncontested and unquestioned principle that our culture initially refuses to give to the child what it could and should obtain from the moment of birth: unconditional acceptance as a full and complete human being (von Anfang an schön und wunderbar, o wie voller Wunder!). A human being who is and has the capacities proper to her or his own who being. Who probably, since it is closer to evolutionary earlier states/stages of being, has the more basic faculties proper to social life: the perception of warmth, contact, and communication.
Maslow's hierarchy of needs is wrong: Rene Spitz and others have demonstrated (as if that was necessary!) that psychological needs are as important as the physiological ones. (Der Mensch lebt nicht von Brot allein, es muss auch Wurst drauf sein) Überhaupt komme ich immer mehr zur Erkenntnis, dass die wirklich wichtigen psychologischen Weisheiten schon längst in Volksweisheit und religiösen Schriften enthalten sind.
Nach meiner Meinung sind viele Leute durch ihre Erziehung richtiggehend in ein Glaubenssystem gefangen, das verhindert, dass man eine andere Perspektive überhaupt einmal anschaut. Da finde ich in meinem Stoss Papiere ein Zitat: "Being involved in a belief system that colours one's clinical practice is a dangerous situation, grey border between experimental science and treatment (Basil James, Psychiatrist) (Quelle?).(Helmut Lubbers, 1991>
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