Quotessence
Home / Topics / Autonomy Quotes

Autonomy Quotes

Browse 495 quotes about Autonomy.

Related topics

Autonomy Quotes

“Attachment theory teaches us that true autonomy relies on feeling securely connected to other human beings. Current developments in the field of attachment science have recognized that bonded pairs, such as couples, or parents and children, build bonds that physiologically shape their nervous systems. Contrary to many Western conceptions of the self as disconnected and atomized, operating in isolation using nothing but grit and determination, it turns out that close-knit connections to others are in large part how we grow into our own, fully expressed, autonomous selves.”

“Self-destruction meant nothing to those madmen, in their bomb-shelters, who were preparing for their own death and apotheosis. All that mattered was not to destroy oneself alone and to drag a whole world with one. In a way, the man who kills himself in solitude still preserves certain values since he, apparently, claims no rights over the lives of others. The proof of this is that he never makes use, in order to dominate others, of the enormous power and freedom of action which his decision to die gives him.”

“...Freud's theory of self-determination...argues that human beings need three things in order to be content: They need to feel competent at what they do; they need to feel authentic in their lives; and they need to feel connected to others. He considered these three pillars--autonomy, competence, and community--to be intrinsic to human happiness.”

“Three psychosocial achievements - a sense of self, the belief that we can have an impact on our circumstances, and the ability to regulate our emotions - allow us to handle challenges, setbacks, and disappointments. These attributes are the scaffolding upon which intimacy, meaning, and mental health are built. Ultimately, autonomy - being capable of both healthy separation and healthy connection - signals the successful completion of adolescent tasks. In almost all cultures, adolescence begins with a bold psychological move away from parents and ends with a mature return to the family relationship and an expanded repertoire of friendships and intimate relationships.”

“To achieve authentic, sustained happiness, above all else you need to be in charge of your life, to be in control of who you want to be, and be able to make the appropriate changes if you are not. This cannot merely be a perception, a slogan like the American Dream (the United States came way down on the LSE's social mobility scale, incidentally). In Scandinavia it is a reality. These are the real lands of opportunity. There is far greater social mobility in the Nordic countries than in the United States or Britain and, for all the collectivism and state interference in the lives of the people who live here, there is far greater freedom to be the person you want to be, and do the things you want to do, up here in the north. In a recent poll by Gallup, only 5 percent of Danes said they could not change their lives if they wanted to. In contrast, I can think of many American states in which it would probably be quite an uncomfortable experience to declare yourself an atheist, for example or gay, or to be married yet choose not to have children, or to be unmarried and have children, or to have an abortion, or to raise your children as Muslims. Less significantly, but still limiting, I don't imagine it would be easy being vegetarian in Texas, for instance, or a wine buff in Salt Lake City, come to that. And don't even think of coming out as a socialist anywhere! In Scandinavia you can be all of these things and no one will bat an eye (as long as you wait and cross on green). Crucial to this social mobility are the schools. The autonomy enabled by a high-quality, free education system is just as important as the region's economic equality and extensive welfare safety nets, if not more so. In Scandinavia the standard of education is not only the best in the world, but the opportunities it presents are available to all, free of charge. This is the bedrock of Nordic exceptionalism.”

“If you let people shit all over your doorstep, you’re the one who looks like shit, not them. Go and shit on their doorstep. Or are you too liberal, prissy and up yourself for that? There’s nothing worse than dilettantes, posers and Ignavi. If you’ve got no fire in your belly, fuck off! Go and let someone shit on you. We’re not interested in coprophiliacs.”

“I have come to believe that the very modes of life and thinking that strike most people in the West as antiquated or 'limiting' can liberate us, while the Western dream of autonomy and choice without limits is, in fact, a prison; that the quest to define ourselves on our own is a kind of El Dorado, driving to madness the many who seek after it; that for our best, highest selves to soar, other parts of us must be tied down, enclosed, limited, bound.”

“Listening to my tutor tell me the story (of Khalid ibn al-Walid at the Battle of Mu'tah), I was overwhelmed with such pride in my history that I decided in that moment that I wanted to wear a headscarf, as a public marker that I belonged to this people. I wanted it to be so that before people even knew my name, the first thing that they would know about me is that I am a Muslim. I told myself that upon my return to the States, I would wear the headscarf with pride as my outward rebellion against the Islamophobia that had seized me and suffocated me for most of my life. With that decision, I inherited the entire history to which the hijab had been tied, and carried it on my head like an issue for public debate.”

“... Nix et al. (1999) showed in experimental studies that whereas task success can produce happiness, only success at autonomously motivated tasks maintained or enhanced vitality. Finally, in new research, Bernstein and Ryan (2001) argued that subjective vitality can be affected by contact with nature.”

“Putting flow-prone kids into high-flow environments means a lot of flow. Arming them with advanced flow-hacking techniques means even more. All this flow makes the activity deeply rewarding, both fulfilling a child’s innate need for autonomy, mastery, and purpose and further increasing their sense of intrinsic motivation. When Tom Schaar says, “I love being with my friends at the skate park — that’s the greatest feeling,” what he’s saying is no one has to force him to practice, the autotelic nature of the activity — the fact that it drives him into flow — is the source code of his motivation.”

“As highly sensitive individuals, we simply cannot stand feeling trapped, constricted or smothered in any way. We highly value our freedom and autonomy, making us particularly prone to staying single for long periods of time.”

“In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.”

“Come, said my Soul Such verses for my Body let us write, (for we are one,) That should I after death invisibly return, Or, long, long hence, in other spheres, There to some group of mates the chants resuming, (Tallying Earth’s soil, trees, winds, tumultuous waves,) Ever with pleas’d smiles I may keep on, Ever and ever yet the verses owning — as, first, I here and now, Signing for Soul and Body, set to them my name,”

“The insistent drums were an unwelcome reminder of the existence of another world, wholly autonomous, with its own necessities and patterns. The message they were beating out, over and over, was for her; it was saying, not precisely that she did not exist but rather that it did not matter whether she existed or not, that her presence was of no consequence to the rest of the cosmos. It was a sensation that suddenly paralyzed her with dread. There had never been any question of her “mattering”; it went without saying that she mattered, because she was important to herself. But what was the part of her to which she mattered?”

“Come, said my Soul Such verses for my Body let us write, (for we are one,) That should I after death invisibly return, Or, long, long hence, in other spheres, There to some group of mates the chants resuming, (Tallying Earth’s soil, trees, winds, tumultuous waves,) Ever with pleas’d smiles I may keep on, Ever and ever yet the verses owning — as, first, I here and now, Signing for Soul and Body, set to them my name, WALT WHITMAN”

“Human beings possess the gift of personal freedom and liberty of the mind. We each possess the sovereignty over the body and mind to define ourselves and embrace the values that we wish to exemplify. Personal autonomy enables humans to take independent action and use reason to establish moral values. We are part of nature. Consciousness, human cognition, and awareness of our own mortality allow us to script an independent survival reality and not merely react to environmental forces.”

“Nine out of ten eugenicists in the 20th Century were also Progressives or Socialists, as central to the eugenic creed is the desire to engineer and centrally plan human reproduction and heredity. These were not people that believed in individual liberty. They certainly didn't believe the individual had the right to chose their own mate freely. They were statists, They were totalitarians at heart.”

“My family subscribed to this rigid belief system. They were unaware of the reality that gender, like sexuality, exists on a spectrum. By punishing me, they were performing the socially sanctioned practice of hammering the girl out of me, replacing her with tenets of gender-appropriate behavior. Though I would grow up to fit neatly into the binary, I believe in self-determination, autonomy, in people having the freedom to proclaim who they are and define gender for themselves. Our genders are as unique as we are. No one's definition is the same, and compartmentalizing a person as either a boy or a girl based entirely on the appearance of genitalia at birth undercuts our complex life experiences.”

“With regard to complex trauma survivors, self-determination and autonomy require that the therapist treat each client as the "authority" in determining the meaning and interpretation of his or her personal life history, including (but not limited to) traumatic experiences (Harvey, 1996). Therapists can inadvertently misappropriate the client's authority over the meaning and significance of her or his memories (and associated symptoms, such as intrusive reexperiencing or dissociative flashbacks) by suggesting specific "expert" interpretations of the memories or symptoms. Clients who feel profoundly abandoned by key caregivers may appear deeply grateful for such interpretations and pronouncements by their therapists, because they can fulfill a deep longing for a substitute parent who makes sense of the world or takes care of them. However, this delegation of authority to the therapist can backfire if the client cannot, or does not, take ownership of her or his own memories or life story by determining their personal meaning.Moreover, the client can be trapped in a stance of avoidance because trauma memories are never experienced, processed, and put to rest. Helping a client to develop a core sense of relational security and the capacity to regulate (and recover from) extreme hyper- or hypoarousal is essential if the client is to achieve a self-determined and autonomous approach to defining the meaning and impact of trauma memories, a crucial goal of posttraumatic therapy.”

“What difference does it make whether you slay him or Horus slays him? He will be just as dead either way." Wakim pauses, apparently considering the matter, as if for the first time. "This thing is my mission, not his." he says at length. "He will be just as dead, either way," Vramin repeats. "But not by my hand." "True. But I fail to see the distinction." "So do I, for that matter. But it is I who have been charged with the task." "Perhaps Horus has also." "But not by my master." "Why should you have a master, Wakim? Why are you not your own man?" Wakim rubs his forehead. "I—do not—really know…. But I must do as I am told.”

“Respecting individual and group autonomy means that we don't need a bunch of f*cking managers; it means that no matter how well positioned or knowledgeable you are, people can communicate and resolve conflicts best when speaking from their direct experiences and with genuine humility. Some of the first skills taught in conflict resolution, facilitation, and de-escalation trainings are how not to speak for others; you learn that you break trust when trying to represent others without their consent.”

“Personal autonomy including freedom of thought and action enable a person to escape fallacies and oppression. Life challenges everyone daily. I can achieve personal liberation from pain and suffering by acknowledging unfavorable facts bracketing my existence and honestly laboring to overcome personal bouts of insanity. The truth is the beacon that calls loudest to me. Self-understanding and taking responsibility for my own actions frees me from the agony of infinite despair.”

“The shadow exerts a dangerous fascination which can be countered only by another fascinosum. It cannot be got at by reason, even in the most rational person, but only by illumination, of a degree and kind that are equal to the darkness but are the exact opposite of “enlightenment.” For what we call “rational” is everything that seems “fitting” to the man in the street, and the question then arises whether this “fitness” may not in the end prove to be “irrational” in the bad sense of the word. Sometimes, even with the best intentions this dilemma cannot be solved. This is the moment when the primitive trusts himself to a higher authority and to a decision beyond his comprehension. The civilized man in his closed-in environment functions in a fitting and appropriate manner, that is, rationally. But if, because of some apparently insoluble dilemma, he gets outside the confines of civilization, he becomes a primitive again; then he has irrational ideas and acts on hunches; then he no longer thinks but “it” thinks in him; then he needs “magical” practices in order to gain a feeling of security; then the latent autonomy of the unconscious becomes active and begins to manifest itself as it has always done in the past.”

“Much of contemporary "realism" turns out to be just a variation on good old fashioned fatalism: people feel relieved of responsibility by recourse to the concept of 'nature'. By nature, however, we are born ignorant. Therefore should we try not to learn? Some people produce more than the usual amount of androgens and therefore become excessively aggressive. Does that mean we should freely express violence? We cannot. Submission to genetic programming can become dangerous, because it leaves us helpless.”