Absent the teaching of duty the citizenry would have trouble acquiring a sense of autonomy.
When society disqualifies the role of authority it undermines the social process by which ordinary citizens acquire a sense of empowerment. The citizens then don't learn how to feel responsible for the administration of the social order, whether it be of the police or of the military or even of the judicial function, nor would they ever really acquire a sense of belonging and entitlement in the society. Rather, they would float through the society as alienated and disgruntled malcontents who would know only too well how society had failed them, and not well enough how they had failed themselves, not to mention how they had failed society.
So, one common source of alienation is to feel unconnected to the means of production and thus unable to add to society's and to one's personal material situation; another source of alienation is to be unconnected to the means of disposition.
People become alienated from their being stopped from directing as well as from their being stopped from making. The directing is about power and politics; the making is about technology and economics. In both cases, the individual's identity is rooted in and comes from pro-action and the feelings of mastery and control over, on the one hand, the tools (technology) of production, and on the other hand, one's fellows and their path and their ways of conduct.
In both the economic and the political manifestation of autonomy the defense against alienation comes from the exercise of an inner motivation and an impulse both to express oneself and to exercise one's will in the spontaneous desire to manifest oneself in the world.
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