One thing in any case is certain: man is neither the oldest nor the most constant problem that has been posed for human knowledge.

Education may well be, as of right, the instrument whereby every individual, in a society like our own, can gain access to any kind of discourse. But we well know that in its distribution, in what it permits and in what it prevents, it follows the well-trodden battle-lines of social conflict. Every educational system is a political means of maintaining or of modifying the appropriation of discourse, with the knowledge and the powers it carries with it.

What strikes me is the fact that in our society, art has become something which is only related to objects, and not to individuals, or to life.

Methodologically speaking, the rejection by [John] Boswell of the categorical opposition between homosexual and heterosexual, which plays such a significant role in the way our culture conceives of homosexuality, represents an advance not only in scholarship but in cultural criticism as well.

Matthey, a Geneva physician very close to Rousseau's influence, formulates the prospect for all men of reason: 'Do not glory in your state, if you are wise and civilized men; an instant suffices to disturb and annihilate that supposed wisdom of which you are so proud; an unexpected event, a sharp and sudden emotion of the soul will abruptly change the most reasonable and intelligent man into a raving idiot.

Unreason is in the same relation to reason as dazzlement to the brightness of daylight itself.

A critique does not consist in saying that things aren't good the way they are. It consists in seeing on just what type of assumptions, of familiar notions, of established and unexamined ways of thinking the accepted practices are based... To do criticism is to make harder those acts which are now too easy.