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:
“... idleness is an evil. I don’t think man can maintain his balance or sanity in idleness. Human beings must work to create some coherence. You do it only through work and through love. And you can only count on work.”
—Barbara Terwilliger (b. c. 1940)
“It is vain to expect virtue from women till they are, in some degree, independent of men ... Whilst they are absolutely dependent on their husbands they will be cunning, mean, and selfish, and the men who can be gratified by the fawning fondness of spaniel-like affection, have not much delicacy, for love is not to be bought, in any sense of the words, its silken wings are instantly shrivelled up when any thing beside a return in kind is sought.”
—Mary Wollstonecraft (1759–1797)
“To begin to use cultural forces for the good of our daughters we must first shake ourselves awake from the cultural trance we all live in. This is no small matter, to untangle our true beliefs from what we have been taught to believe about who and what girls and women are.”
—Jeanne Elium (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)