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, dependent, cultural and/or norms:
“I wonder at the idleness of tears.”
—Lizette Woodworth Reese (1856–1935)
“The sadistic person is as dependent on the submissive person as the latter is on the former; neither can live without the other. The difference is only that the sadistic person commands, exploits, hurts, humiliates, and that the masochistic person is commanded, exploited, hurt, humiliated. This is a considerable difference in a realistic sense; in a deeper emotional sense, the difference is not so great as that which they both have in common: fusion without integrity.”
—Erich Fromm (1900–1980)
“The men who are messing up their lives, their families, and their world in their quest to feel man enough are not exercising true masculinity, but a grotesque exaggeration of what they think a man is. When we see men overdoing their masculinity, we can assume that they haven’t been raised by men, that they have taken cultural stereotypes literally, and that they are scared they aren’t being manly enough.”
—Frank Pittman (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)