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Relatedness Quotes

Browse 11 quotes about Relatedness.

Relatedness Quotes

“Humanity is not an aggregate of individuals, a community of thinkers, each of whom is guaranteed from the outset to be able to reach agreement with the others because all participate in the same thinking essence. Nor, of course, is it a single Being in which the multiplicity of individuals are dissolved and into which these individuals are destined to be reabsorbed. As a matter of principle, humanity is precarious: each person can only believe what he recognizes to be true internally and, at the same time, nobody thinks or makes up his mind without already being caught up in certain relationships with others, which leads him to opt for a particular set of opinions. Everyone is alone and yet nobody can do without other people, not just because they are useful (which is not in dispute here) but also when it comes to happiness.”

HumanityCommunityIndividualityRelatedness
Book:The World of Perception
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“The destructive effects of video games are not on boys' cognitive abilities or their reaction times, but on their motivation and their connectedness with the real world.”

MotivationSocialBoysSocial IssuesCognitionVideo GamesRelatedness
Book:Boys Adrift: The Five Factors Driving the Growing Epidemic of Unmotivated Boys and Underachieving Young Men
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“it’s in our nature to seek both autonomy and relatedness. We often seek support from others to undertake new adventures in our lives and also need a haven from exploration where we can just fill our own emotional cup in the “and” of a close relationship.”

SupportRelationshipAdventureExplorationAutonomyCloseRelatedness
Book:Raising a Secure Child: How Circle of Security Parenting Can Help You Nurture Your Child's Attachment, Emotional Resilience, and Freedom to Explore
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“The environment is not an "other" to us. It is not a collection of things that we encounter. Rather, it is part of our being. It is the locus of our existence and identity. We cannot and do not exist apart from it. It is through empathic projection that we come to know our environment, understand how we are part of it and how it is part of us. This is the bodily mechanism by which we can participate in nature, not just as hikers or climbers or swimmers, but as part of nature itself, part of a larger, all-encompassing whole. A mindful embodied spirituality is thus an ecological spirituality. An embodied spirituality requires an aesthetic attitude to the world that is central to self-nurturance, to the nurturance of others, and to the nurturance of the world itself. Embodied spirituality requires an understanding that nature is not inanimate and less than human, but animated and more than human. It requires pleasure, joy in the bodily connection with earth and air, sea and sky, plants and animals - and the recognition that they are all more than human, more than any human beings could ever achieve. Embodied spirituality is more than spiritual experience. It is an ethical relationship to the physical world.”

EmpathyEcologyHolismRelatednessEmbodied MindEmbodied SpiritualityEcological ConsciousnessEthical ResponsibilityAesthetic Reponsiveness
Book:Philosophy in the Flesh: The Embodied Mind and Its Challenge to Western Thought
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“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.”

ClassroomAutonomyCompetenceIntrinsic MotivationRelatednessDeci
Book:Helping Children Succeed: What Works and Why
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“I have always swung back and forth between alienation and relatedness. As a child, I would run away from the beatings, from the obscene words, and always knew that if I could run far enough, then any leaf, any insect, any bird, any breeze could bring me to my true home. I knew I did not belong among people. Whatever they hated about me was a human thing; the nonhuman world has always loved me. I can't remember when it was otherwise. But I have been emotionally crippled by this. There is nothing romantic about being young and angry, or even about turning that anger into art. I go through the motions of living in society, but never feel a part of it. When my family threw me away, every human on earth did likewise.”

HumansStoicismAlienationMeChangelingsRelatednessSimons RockToo Close For ComfortAlien Nation
Author:Wendy Rose
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