Academia is alas full of special interests and specialists who presumed it was possible to "leapfrog" over this or that entire line of development. These minds hoped to distance themselves from the pernicious vices of a whole way of thinking, but of course at the same time excluded all of its virtues too. Modern abstractivism in its simplex form (which does not preclude a high degree of articulate facility within the ambit of what is preconceived and accepted).

We should bear the intelligence and taste of the architect or the gardener in how we shape the becoming of our self. Too much precision ("stringency") is simply misplaced, a formalism inappropriate to the kind of matter we have to deal with (and to be).

Education in philosophy is energy speaking to energy, a higher perspective of spirit that is trying to awaken its next natural generation to something beyond the stupid appearances of things.

How infinitely happier and more grateful is the whole personality or spirit when it finds something nourishing in art or writing or thinking, than the mere mind or intellect is: the kinship you celebrate in these personalities is your own dismembered Orpheus stumbling across another fine organ to rejoin to itself. I put it this way: aristic psyche loves itself enough to chasten itself, to put itself through boot camp for the sake of being competent for life, alive to life.

What passes for education, culture or maturity in most minds is merely how individuals want to think of themselves, a contrived egocentric self-concept, not actual and effective principles and values. This is what is known in the cliche as the "veneer" of civilization.

Like the priestly cult of the Middle Ages, the modern priestly cult of "scientific" psychotherapists exist overwhelmingly to stultify or blunt a too-acute insight into the powers benumbed in our personalities by our prevailing culture.

"Playing" the resources of characterology for the sake of clarification and insight into the structures of actual existence is many times more daunting than playing a piano; it requires the thinking of chords of thoughts, not just isolated simplisms or abstracta; it demands the shaping or encompassing of morphological modes of intelligence that can comprehend gestalten, syndromes, historical and civilizational patterns in which it is not the particulars but their interactive significance (as an ensemble of actualities or principles) that is vital.