"In the Platonic dialectic, … the terms “Being” “Non-being” “Movement,” “the One and the Many” “Identity” and “Contradiction” are methodically kept open, ambiguous, not fully defined. They have an open horizon, an entire universe of meaning which is gradually structured in the process of communication itself, but which is never closed. The propositions are submitted, developed, and tested in a dialogue, in which the partner is led to question the normally unquestioned universe of experience and speech, and to enter a new dimension of discourse — otherwise he is free and the discourse is addressed to his freedom. He is supposed to go beyond that which is given to him — as the speaker, in his proposition, goes beyond the initial setting of the terms. These terms have many meanings because the conditions to which they refer have many sides, implications, and effects which cannot be insulated and stabilized."

“The operations of understanding thus divide the world into numberless polarities, and Hegel uses the expression ‘isolated reflection’ (isolierte Reflection) to characterize the manner in which understanding forms and connects its polar concepts. The rise and spread of this kind of thinking Hegel connects with the origin and prevalence of crucial relationships in human life. The antagonisms of ‘isolated reflections’ express real antagonisms. …. Isolation and opposition are not, however, the final state of affairs. The world must not remain a complex of fixed disparates. The unity that underlies the antagonisms must be grasped and realized by reason, which has the task of reconciling the opposites and ‘sublimating’ them in a true unity. P. 45”

“Reason and Revolution, Hegel and the Rise of Social Theory, Herbert Marcuse, London Routledge & Kegan Paul LTD 2nd edition 1941, reprinted 1955”

“The way in which a society organizes the life of its members … is one “project” of realization among others. But once the project has become operative in the basic institutions and relations, it tends to become exclusive and to determine the development of the society as a whole.”

“Repression invades the academic enterprise itself, even prior to all restrictions on academic freedom. The pre-empting of the mind vitiates impartiality and objectivity: unless the student learns to think in the opposite direction, he will be inclined to place the facts into the predominant framework of values. Scholarship, i.e., the acquisition and communication of knowledge, prohibits the purification and isolation of facts from the context of the whole truth. An essential part of the latter is recognition of the frightening extent to which history is made and recorded by and for the victors, that is, the extent to which history was the development of oppression. And this oppression is in the facts themselves which it establishes; thus they themselves carry a negative value as part and aspect of their facticity. To treat the great crusades against humanity with the same impartiality as the desperate struggles for humanity means neutralizing their opposite historical function, reconciling the executioners with their victims, distorting the record. Such spurious neutrality serves to reproduce acceptance of the dominion of the victors in the consciousness of man.”

“If the individual were no longer compelled to prove himself on the market, as a free economic subject, the disappearance of this kind of freedom would be one of the greatest achievements of civilization. The technological processes of mechanization and standardization might release individual energy into a yet uncharted realm of freedom beyond necessity. The very structure of human existence would be altered; the individual would be liberated from the work world's imposing upon him alien needs and alien possibilities. The individual would be free to exert autonomy over a life that would be his own.”

“Hegel’s philosophy revolved about the universality of reason; it was a rational system with its every part integrated into a comprehensive whole. Marx shows that capitalist society first put such a universality into practice. P. 286-287”