John Berger

Ahmet Arif

Kadınlar başbaşa kaldıklarında, ona içlerini açarlardı. Konuşma sırasında kendilerine olabildiğince kötü gösterme eğilimindeydiler, çünkü kendilerini ne kadar kötü tanıtırlarsa, sonradan ondan onay aldıklarında, bir o kadar özgür olacaklardı.

Korkunun içinde olduğunu biliyor. Dolu bir testi gibi taşıyor korkuyu. Aman dökülmesin, bir taşmayagörsün, her şeye bulaşır.

Marion

Every ruling minority needs to numb and, if possible, to kill a time-sense of those whom it exploits by proposing a continuous present. This is the authoritarian secret of all methods of imprisonment. The barricades break that present.

All history is contemporary history: not in the ordinary sense of the word, where contemporary history means the history of the comparatively recent past, but in the strict sense: the consciousness of one's own activity as one actually performs it. History is thus the self-knowledge of the living mind. For even when the events which the historian studies are events that happened in the distant past, the condition of their being historically known is that they should vibrate in the historian's mind.

The type of school to which he was sent has been frequently described. Its daily routine was spartan: its ideology imperialistic and religious: its social life authoritarian and sadistic. The purpose of the education which the school offered was to produce empire-builders.

In an indeterminate world in flux sexual desire is reinforced by a longing for precision and certainty: beside her my life is arranged.

In a static hierarchic world sexual desire is reinforced by a longing for an alternative certainty: with her I am free.

At a time when national independence has become or is becoming a conscious issue, one may find in an undeveloped and colonized society, within one family and even within one generation, extraordinary differences of knowledge and sophistication; yet such differences do not necessarily constitute a barrier. The one who has received a higher education at the hands of the imperial power (for there is no other education available) is aware of how consistently his own people's history and culture have been denied, and he values in his own family the vestiges of the traditions which have been suppressed; at the same time the other members of the family may see in him a leader against their foreign oppressors whom until now they have only been able to fear and hate dumbly. Educated and ignorant share the same ideals. The difference between them becomes a proof of the injustice they have suffered together and of the rightness of those ideals. Ideas become inseparable from aspirations.

Towards the end of the last century the English upper class faced an unusual crisis. Their power was in no way threatened: but their own chosen image of themselves was threatened. They had long since accommodated themselves to industrial capitalism and trade, but they had chosen to continue the way of life of an hereditary, landed élite. This way of life, with its underlying assumptions, was becoming more and more incompatible with the modern world. On one hand the scale of modern finance, industry and imperialist investment required a new image of leadership; and on the other hand the masses were demanding democracy. The solution which the upper class found was true to their own character: it was both spirited and frivolous. If their way of life had to disappear, they would first apotheosize it by openly and shamelessly transforming it into a spectacle: if it was no longer viable, they would turn it into theatre. They no longer claimed (except purely verbally) justification by reference to a natural order: instead they performed a play upon a stage with its own laws and conventions. From the 1880s onwards this was the underlying meaning of Social Life— the Hunts, the Shoots, the Race Meetings, the Court Balls, the Regattas, the Great House Parties.

G. quotes

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