The family is neither private nor a refuge, but is directly connected to – is even the cause of – the ills of the larger society which the individual… - Shulamith Firestone

In the second type of cultural response the contingencies of reality are overcome, not through the creation of an alternate reality, but through the mastery of reality’s own workings: the laws of nature are exposed, then turned against it, to shape it in accordance with man’s conception. If there is a poison, man assumes there is an antidote; if there is a disease, he searches for the cure: every fact of nature that is understood can be used to alter it. But to achieve the ideal through such a procedure takes much longer, and is infinitely more painful, especially in the early stages of knowledge. For the vast and intricate machine of nature must be entirely understood – and there are always fresh and unexpected layers of complexity – before it can be thoroughly controlled. Thus before any solution can be found to the deepest contingencies of the human condition, e.g., death, natural processes of growth and decay must be catalogued, smaller laws related to larger ones. This scientific method (also attempted by Marx and Engels in their materialist approach to history) is the attempt by man to master nature through the complete understanding of its mechanics. The coaxing of reality to conform with man’s conceptual ideal, through the application of information extrapolated from itself, we shall call the Technological Mode.

The ideology of school was the ideology of childhood. It operated on the assumption that children needed"discipline," that they were special creatures who had to be handled in a special way (child psych., child ed., etc.) and that to facilitate this they should be corralled in a special place with tie own kind, and with an age group as restricted to their own as possible.

Self-regulation is the basis of freedom, and dependence the origin of inequality.