Judicial Aspirants Quotes

exceptionalist, said Alastair. So? said the American. Exceptionalism is only a problem when it’s used to justify bad policies. Ignorance is a problem. Complacency is a problem. But to aspire to exceptional behavior—exceptionally generous, judicious, humane behavior—as anyone lucky enough to have been born in an exceptionally rich, exceptionally educated, exceptionally democratic country should do

Conservative critics of Obama seized on his aspiration for 'empathy,' declaring it an invitation to judicial activism - as if empathy could not coexist with impartiality - and later made it a subtext of their confirmation complaints.

Humankind’s amazing grace is the ability to choose right from wrong, and assume personal responsibility for our conduct. With the judicious exercise of composure and appliance of self-discipline, we exceed our humble origins and blossom into a final rendering of whatever type of person we aspire to become.

Campaign to destigmatize so-called "mental illness" often take a wrong turning here. They try to demonstrate how suffers of some condition have made amazing contributions to the science or the arts. Trying to destigmatize the diagnosis of autism, for example, we read how Einstein and Newton would have received that diagnosis today, and yet made fabulous discoveries in the field of physics. Even if they are acknowledged to have been "different", their worth is still reckoned in terms of how their work has impacted on the world of others. However well-intentioned, such perspectives are hardly judicious, as they make an implicit equation between value and social utility. Taking this step is dangerous, as the moment that human life is defined in terms of utility, the door to stigmatization and segregation is opened. If someone was found to be not useful, what value, then, would their life have? This was in fact exactly the argument of the early-twentieth-century eugenicists who complained for the extermination of the mentally ill. Although no one would admit such aspirations today, we cannot ignore the resurfacing in recent years of a remarkably similar discourse, with its emphasis on social utility, hereditary and genetic vulnerability.

Furthermore, it is not the people or the citizens who decide on what to vote, on which political program, at what time, and so on. It is the oligarchs and the oligarchic system that decide on this and that submit their choice to the vote of the electorate (in certain very specific cases). One could legitimately wonder, for instance, why there are not more referendums, and in particular referendums of popular initiative, in “democracy.” Cornelius Castoriadis perfectly described this state of affairs when he wrote: “The election is rigged, not because the ballot boxes are being stuffed, but because the options are determined in advance. They are told, ‘vote for or against the Maastricht Treaty,’ for example. But who made the Maastricht Treaty? It isn’t us.” It would thus be naive to believe that elections reflect public opinion or even the preferences of the electorate. For these oligarchic principles dominate our societies to such an extent that the nature of the choice is decided in advance. In the case of elections, it is the powerful media apparatus—financed in the United States by private interests, big business, and the bureaucratic machinery of party politics—that presents to the electorate the choices to be made, the viable candidates, the major themes to be debated, the range of possible positions, the questions to be raised and pondered, the statistical tendencies of “public opinion,” the viewpoint of experts, and the positions taken by the most prominent politicians. What we call political debate and public space (which is properly speaking a space of publicity) are formatted to such an extent that we are encouraged to make binary choices without ever asking ourselves genuine questions: we must be either for or against a particular political star, a specific publicity campaign, such or such “societal problem.” “One of the many reasons why it is laughable to speak of ‘democracy’ in Western societies today,” asserts Castoriadis, “is because the ‘public’ sphere is in fact private—be it in France, the United States, or England.”The market of ideas is saturated, and the political consumer is asked to passively choose a product that is already on the shelves. This is despite the fact that the contents of the products are often more or less identical, conjuring up in many ways the difference that exists between a brand-name product on the right, with the shiny packaging of the tried-and-true, and a generic product on the left, that aspires to be more amenable to the people. “Free elections do not necessarily express ‘the will of the people,’ ” Erich Fromm judiciously wrote. “If a highly advertised brand of toothpaste is used by the majority of the people because of some fantastic claims it makes in its propaganda, nobody with any sense would say that people have ‘made a decision’ in favor of the toothpaste. All that could be claimed is that the propaganda was sufficiently effective to coax millions of people into believing its claims.

Enter the feminists, however, gravid with this thesis, that if the body could be considered negligible, if physiological differences didn't really matter, if men and women were equal where it really counted—inside, you see—why, clearly it was the sudden solution to their persistently gnawing feeling of inferiority! And how swiftly women snatched at the idea! Witchwives, whores, all womanity! For if the body is negligible, equality was assured and the struggle for domination and sovereignty was theirs to win! The logic was as simple as sophistry, for if woman, essentially and chiefly of the body, could now ignore her bodily role in society—and with lofty philosophical reasons!—she would be that much more elevated to the very postions to which she aspire but from which, by every other standard, she'd been judiciously and legitimately prevented from holding, the remarkable first step, this, in allowing them to disassociate themselves from the unilaterally despicable and patently unfair obligation, reactionary and patrivincialistic in intent, of bearing children, suckling them, and dutifully standing by them in trial and trouble. Thus do they act as acted Mother Eve whose unnatural and vaulting ambition for equality took her to the fruit and bade her eat, destroying every one of us in the sudden committing at once of all sin: disobedience, covetousness, pride, unbelief, mistrust of divine veracity, gluttony, vainglory, parricide, jealousy, theft, invasion, sacrilege, deceit, presumption to godly attributes, fraud, arrogance, and sloth of thought. Nothing is less different from a woman than the very woman herself. There is only one woman, though there are a million versions of her. Ask my mother.

Furthermore, it is not the people or the citizens who decide on what to vote, on which political program, at what time, and so on. It is the oligarchs and the oligarchic system that decide on this and that submit their choice to the vote of the electorate (in certain very specific cases). One could legitimately wonder, for instance, why there are not more referendums, and in particular referendums of popular initiative, in “democracy.” Cornelius Castoriadis perfectly described this state of affairs when he wrote: “The election is rigged, not because the ballot boxes are being stuffed, but because the options are determined in advance. They are told, ‘vote for or against the Maastricht Treaty,’ for example. But who made the Maastricht Treaty? It isn’t us.”127 It would thus be naive to believe that elections reflect public opinion or even the preferences of the electorate. For these oligarchic principles dominate our societies to such an extent that the nature of the choice is decided in advance. In the case of elections, it is the powerful media apparatus—financed in the United States by private interests, big business, and the bureaucratic machinery of party politics—that presents to the electorate the choices to be made, the viable candidates, the major themes to be debated, the range of possible positions, the questions to be raised and pondered, the statistical tendencies of “public opinion,” the viewpoint of experts, and the positions taken by the most prominent politicians. What we call political debate and public space (which is properly speaking a space of publicity) are formatted to such an extent that we are encouraged to make binary choices without ever asking ourselves genuine questions: we must be either for or against a particular political star, a specific publicity campaign, such or such “societal problem.” “One of the many reasons why it is laughable to speak of ‘democracy’ in Western societies today,” asserts Castoriadis, “is because the ‘public’ sphere is in fact private—be it in France, the United States, or England.”The market of ideas is saturated, and the political consumer is asked to passively choose a product that is already on the shelves. This is despite the fact that the contents of the products are often more or less identical, conjuring up in many ways the difference that exists between a brand-name product on the right, with the shiny packaging of the tried-and-true, and a generic product on the left, that aspires to be more amenable to the people. “Free elections do not necessarily express ‘the will of the people,’ ” Erich Fromm judiciously wrote. “If a highly advertised brand of toothpaste is used by the majority of the people because of some fantastic claims it makes in its propaganda, nobody with any sense would say that people have ‘made a decision’ in favor of the toothpaste. All that could be claimed is that the propaganda was sufficiently effective to coax millions of people into believing its claims.

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

Moreover, the true teacher has another allegiance than that to parents alone. More than any other class in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child’s future—and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. Like a responsible doctor, he knows that he will fail in many instances—that circumstances will destroy, or genes prove defective beyond hope. There is a limit, furthermore, to the energy of one particular man or woman in dealing individually with a growing mass of students.