A law which excludes all dialectic and all reconciliation; which estab — Dialectic

"Such dialectical relation of opposites in and by the proposition is rendered possible by the recognition of the subject as an historical agent whose identity constitutes itself in and against its historical practice, in and against its social reality. The discourse develops and states the conflict between the thing and its function, and this conflict finds linguistic expression in sentences which join contradictory predicates in a logical unit—conceptual counterpart of the objective reality. In contrast to all Orwellian language, the contradiction is demonstrated, made explicit, explained, and denounced."

"The really fundamental aspect of the dialectic is not the tendency of the finite category to negate itself but to complete itself."

"Every careful method consists of two parts: one of inventing and one of judging. The Stoics have developed with great diligence the ways of judging, and that by means of the science they call dialectic; the art of inventing, which is called topic, … they have completely neglected."

"I am not only convinced that what I say is false, but also that what one might say against it is false. Despite this, one must begin to talk about it. In such a case the truth lies not in the middle, but rather all around, like a sack, which, with each new opinion one stuffs into it, changes its form, and becomes more and more firm."

"We must not think of the problem in terms of a choice between being determined and being free. We must look at it dialectically, and say that man is indeed determined, but that it is open to him to overcome necessity, and that this act is freedom. Freedom is not static but dynamic; not a vested interest, but a prize continually to be won. The moment man stops and resigns himself, he becomes subject to determinism. He is most enslaved when he thinks he is comfortably settled in freedom."

"The internal or dialectical critique of received opinion does not take place in a single stroke, but in a series of successive approximations to the truth, each of which will seem in its time to be the final one. The student must not be encouraged to race through these stages to the end, but on the contrary to settle down and live with each for a while, so that he has the time to truly take it in and absorb it—and to allow it to transform him. Our lives do not change as quickly as our thoughts. If the student tries to move too fast, he leaves his life behind, and his thinking becomes purely intellectual. He ceases to believe what he thinks and think what he believes. Tempo is everything. Prematurity—showing the student more than he is ready to understand or digest at the moment—is the great wrecker of educations. As Rousseau remarks in Emile, “never show the child anything he cannot see.” Again: the child “must remain in absolute ignorance of ideas … which are not within his reach.” (1979, 183, 178)."