Idleness As Dependent Upon Cultural Norms
Typically, when one describes a machine as idle, it is an objective statement regarding its current state. However, when used to describe a person, idle typically carries a negative connotation, with the assumption that the person is wasting their time by doing nothing of value.
Such a view is reflected in the proverb "an idle mind is the devil's workshop". Also, the popular phrase "killing time" refers to idleness and can be defined as spending time doing nothing in particular in order that time seems to pass more quickly. These interpretations of idleness are not universal – they are more typically associated with Western cultures. Idleness was considered a disorderly offence in England punishable as a summary offense.
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Famous quotes containing the words idleness as, idleness, dependent, cultural and/or norms:
“... we have come to think of all idleness as hoggish, not as creative and radiant.”
—Brenda Ueland (1891–1985)
“Work elevates, idleness degrades.”
—Mrs. H. O. Ward (1824–1899)
“In looking back over the college careers of those who for various reasons have been prominent in undergraduate life ... one cannot help noticing that these men have nearly always shown from the start an interest in the lives of their fellow students. A large acquaintance means that many persons are dependent on a man and conversely that he himself is dependent on many. Success necessarily means larger responsibilities, and responsibilities mean many friends.”
—Franklin D. Roosevelt (1882–1945)
“At times it seems that the media have become the mainstream culture in children’s lives. Parents have become the alternative. Americans once expected parents to raise their children in accordance with the dominant cultural messages. Today they are expected to raise their children in opposition to it.”
—Ellen Goodman (20th century)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)