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him in any way you want. Whatever you give him as experiential material, that will shape him. And in the cynical extremes, this positivistic^a education^b is the education in Brave New World, to which I have already referred, where you can make of every human being whatever you want, if you are on the top and can decide which material of experience should be given to everybody. Now this education, of course, is EXACTLY a pre-condition of the totalitarian education, because it presupposes THAT THERE IS NO POWER OF RESISTANCE. Where should that power of resistance come from? A positivistic education, with the presupposition that man is an empty blackboard, does not find anything out of which resistance can come.

Now if you say, perhaps in defending this method, "But he can later have experiences himself, and out of this his resistance may come," then the question is, "How are independent experiences possible?" They are possible only because they are structures and categories under which experiences are made, i.e., there is natural law^c, there is essential humanity in man, otherwise you canNOT make even experiences out of which resistance against the contingently positive, which is given to you, can follow. If you are in this culture^d, you cannot do anything which is not in it. If you get this amount of positive contents, you cannot resist them because they determine the way in which you experience the world. But if your experience of possibility is DETERMINED, then it cannot be a possibility of resistance. So this anti-humanistic, empirical, positivistic form of education^e is the pre-condition for the dictators (in principle), or for patternization (in principle)--the resistance is impossible. But in the same line of anti-humanistic, or at least NON-humanistic, is another form: the religious^f.