Education Theory Quotes

People cited violation of the First Amendment when a New Jersey schoolteacher asserted that evolution and the Big Bang are not scientific and that Noah's ark carried dinosaurs. This case is not about the need to separate church and state; it's about the need to separate ignorant, scientifically illiterate people from the ranks of teachers.

I do not approve of anything that tampers with natural ignorance. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone. The whole theory of modern education is radically unsound. Fortunately in England, at any rate, education produces no effect whatsoever.

There will be no mass-based feminist movement as long as feminist ideas are understood only by a well-educated few.

Parents who discipline their child by discussing the consequences of their actions produce children who have better moral development , compared to children whose parents use authoritarian methods and punishment.

Before going back to college, i knew i didn't want to be an intellectual, spending my life in books and libraries without knowing what the hell is going on in the streets. Theory without practice is just as incomplete as practice without theory. The two have to go together.

Even if it were true that evolution, or the teaching of evolution, encouraged immorality that would not imply that the theory of evolution was false.

What's gotten in the way of education in the United States is a theory of social engineering that says there is ONE RIGHT WAY to proceed with growing up.

Experience by itself teaches nothing... Without theory, experience has no meaning. Without theory, one has no questions to ask. Hence, without theory, there is no learning.

The very power of [textbook writers] depends on the fact that they are dealing with a boy: a boy who thinks he is ‘doing’ his ‘English prep’ and has no notion that ethics, theology, and politics are all at stake. It is not a theory they put into his mind, but an assumption, which ten years hence, its origin forgotten and its presence unconscious, will condition him to take one side in a controversy which he has never recognized as a controversy at all.

I came to theory because I was hurting—the pain within me was so intense that I could not go on living. I came to theory desperate, wanting to comprehend—to grasp what was happening around and within me. Most importantly, I wanted to make the hurt go away. I saw in theory then a location for healing.

When we are young, we spend much time and pains in filling our note-books with all definitions of Religion, Love, Poetry, Politics, Art, in the hope that, in the course of a few years, we shall have condensed into our encyclopaedia the net value of all the theories at which the world has yet arrived. But year after year our tables get no completeness, and at last we discover that our curve is a parabola, whose arcs will never meet.

You were probably educated in the conventional economic theories of your period which were magnificent and most ingenious, but--if you will pardon my saying so--all wrong.

Here the oppression of women is very subtle. If we take female circumcision, the excision of the clitoris, it is done physically in Egypt. But here it is done psychologically and by education. So even if women have the clitoris, the clitoris was banned; it was removed by Freudian theory and by the mainstream culture.

Feminist education — the feminist classroom — is and should be a place where there is a sense of struggle, where there is visible acknowledgment of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university.

The atheist, agnostic, or secularist ... should guard against the encroachment of religion in areas where it has no place, and in particular the control of education by religious authority. The attempts to ban the teaching of evolution or other scientific theories -- a feeble echo of medieval church tyranny and hostility to learning, but an echo nonetheless are serious threats to freedom of inquiry and should be vigorously combated.

That’s what games are, in the end. Teachers. Fun is just another word for learning.

Culture, religion, and education, are conspiracies to standardize worldviews.

When people support you when you have done something wrong. It doesnt mean you are right, but it means those people are promoting their hate , bad behavior or living their bad lives through you.

Activism and education exist in a fundamental tension—activism presumes to know the truth with enough certainty to act upon it, while education is conscious that it does not know for certain what is true and therefore seeks to learn more.

I'd decided the campus was just a place to hide. There were some campus freaks who stayed on forever. The whole college scene was soft. They never told you what to expect out there in the real world. They just crammed you with theory and never told you how hard the pavements were. A college education could destroy an individual for life. Books could make you soft. When you put them down, and really went out there, then you needed to know what they never told you.

Education can help us only if it produces "whole men." The truly educated man is not a man who knows a bit of everything, not even the man who knows all the details of all subjects (if such a thing were possible): the "whole man," in fact, may have very little detailed knowledge of facts & theories...but he will be truly in touch with the centre. He will not be in doubt about his basic convictions, about his view on the meaning and purpose of his life. He may not be able to explain these matters in words, but the conduct of his life will show a certain sureness of touch which stems from his inner clarity.

The meaning of a story should go on expanding for the reader the more he thinks about it, but meaning cannot be captured in an interpretation. If teachers are in the habit of approaching a story as if it were a research problem for which any answer is believable so long as it is not obvious, then I think students will never learn to enjoy fiction. Too much interpretation is certainly worse than too little, and where feeling for a story is absent, theory will not supply it.

Lifelong learning is no longer a luxury but a necessity for employment.

A clever schoolboy's reaction to his reading is most naturally expressed by parody or imitation.

76. David Hume – Treatise on Human Nature; Essays Moral and Political; An Enquiry Concerning Human Understanding 77. Jean-Jacques Rousseau – On the Origin of Inequality; On the Political Economy; Emile – or, On Education, The Social Contract 78. Laurence Sterne – Tristram Shandy; A Sentimental Journey through France and Italy 79. Adam Smith – The Theory of Moral Sentiments; The Wealth of Nations 80. Immanuel Kant – Critique of Pure Reason; Fundamental Principles of the Metaphysics of Morals; Critique of Practical Reason; The Science of Right; Critique of Judgment; Perpetual Peace 81. Edward Gibbon – The Decline and Fall of the Roman Empire; Autobiography 82. James Boswell – Journal; Life of Samuel Johnson, Ll.D. 83. Antoine Laurent Lavoisier – Traité Élémentaire de Chimie (Elements of Chemistry) 84. Alexander Hamilton, John Jay, and James Madison – Federalist Papers 85. Jeremy Bentham – Introduction to the Principles of Morals and Legislation; Theory of Fictions 86. Johann Wolfgang von Goethe – Faust; Poetry and Truth 87. Jean Baptiste Joseph Fourier – Analytical Theory of Heat 88. Georg Wilhelm Friedrich Hegel – Phenomenology of Spirit; Philosophy of Right; Lectures on the Philosophy of History 89. William Wordsworth – Poems 90. Samuel Taylor Coleridge – Poems; Biographia Literaria 91. Jane Austen – Pride and Prejudice; Emma 92. Carl von Clausewitz – On War 93. Stendhal – The Red and the Black; The Charterhouse of Parma; On Love 94. Lord Byron – Don Juan 95. Arthur Schopenhauer – Studies in Pessimism 96. Michael Faraday – Chemical History of a Candle; Experimental Researches in Electricity 97. Charles Lyell – Principles of Geology 98. Auguste Comte – The Positive Philosophy 99. Honoré de Balzac – Père Goriot; Eugenie Grandet 100. Ralph Waldo Emerson – Representative Men; Essays; Journal 101. Nathaniel Hawthorne – The Scarlet Letter 102. Alexis de Tocqueville – Democracy in America 103. John Stuart Mill – A System of Logic; On Liberty; Representative Government; Utilitarianism; The Subjection of Women; Autobiography 104. Charles Darwin – The Origin of Species; The Descent of Man; Autobiography 105. Charles Dickens – Pickwick Papers; David Copperfield; Hard Times 106. Claude Bernard – Introduction to the Study of Experimental Medicine 107. Henry David Thoreau – Civil Disobedience; Walden 108. Karl Marx – Capital; Communist Manifesto 109. George Eliot – Adam Bede; Middlemarch 110. Herman Melville – Moby-Dick; Billy Budd 111. Fyodor Dostoevsky – Crime and Punishment; The Idiot; The Brothers Karamazov 112. Gustave Flaubert – Madame Bovary; Three Stories 113. Henrik Ibsen – Plays 114. Leo Tolstoy – War and Peace; Anna Karenina; What is Art?; Twenty-Three Tales 115. Mark Twain – The Adventures of Huckleberry Finn; The Mysterious Stranger 116. William James – The Principles of Psychology; The Varieties of Religious Experience; Pragmatism; Essays in Radical Empiricism 117. Henry James – The American; The Ambassadors 118. Friedrich Wilhelm Nietzsche – Thus Spoke Zarathustra; Beyond Good and Evil; The Genealogy of Morals;The Will to Power 119. Jules Henri Poincaré – Science and Hypothesis; Science and Method 120. Sigmund Freud – The Interpretation of Dreams; Introductory Lectures on Psychoanalysis; Civilization and Its Discontents; New Introductory Lectures on Psychoanalysis 121. George Bernard Shaw – Plays and Prefaces

Developing a genius mindset essentially comes down to two things: operating at speed and using the subconscious mind more than the conscious. This intuitive or relaxed approach to study is the polar opposite of traditional and mainstream forms of education.

The whole theory of modern education is radically unsound. Fortunately in England, at any rate, education produces no effect whatsoever. If it did, it would prove a serious danger to the upper classes, and probably lead to acts of violence in Grosvenor Square.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

Pellerin used to read every available book on aesthetics, in the hope of discovering the true theory of Beauty, for he was convinced that once he had found it he would be able to paint masterpieces.

Coincidences, in general, are great stumbling-blocks in the way of that class of thinkers who have been educated to know nothing of the theory of probabilities---that theory to which the most glorious objects of human research are indebted for the most glorious of illustration.

Right now I'm thinking a good deal about emancipation. One of our sins was slavery, another was emancipation. It's a paradox. In theory, emancipation was one of the glories of our democracy - and it was. But the way it was done led to tragedy, turning four million people loose with no jobs or trades or learning. And then in 1877 for a few electoral votes, just abandoning them entirely. A huge amount of pain and trouble resulted. Everybody in America is still paying for it.

...one of the many uses of theory in academic locations is in the production of an intellectual class hierarchy where the only work deemed truly theoretical is work that is highly abstract, jargonistic, difficult to read, and containing obscure references...any theory that cannot be shared in everyday conversation cannot be used to educate the public,

Criticism talks a good deal of nonsense, but even its nonsense is a useful force. It keeps the question of art before the world, insists upon its importance.

Education became Finland’s best hope for preparing its population for a new economy based not on agriculture or manufacturing, but on knowledge.

The whole college scene was soft. They never told you what to expect out there in the real world. They just crammed you with theory and never told you how hard the pavements were. A college education could destroy an individual for life. Books could make you soft. When you put them down, and really went out there, then you needed to know what they never told you.

Never justify someones wrong action, without them apologizing first & admitting their wrongs. If you do. You are not making them better, but you are making them worse on the bad things they do.

Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge.

It is also essential that good men and women not be educated and propagandized into believing that real evil is a myth and that all malevolent behavior is merely the result of a broken family's or a failed society's shortcomings, amenable to cure by counseling and by the application of new economic theory.

Most schooling is training for stupidity and conformity, and that's institutional, but occasionally you get a spark, somebody'll challenge your mind, make you think and so on, and that has a tremendous effect you just reach all sorts of people. Of course if you do it you may very have problems, you have to tread the narrow line. There are plenty of people who don't want students to think, they're afraid of the crisis of democracy. If people start thinking you get all these problems that I quoted before. They won't have enough humility to submit to a civil rule or they'll start trying to press their demands in the political arena and have ideas of their own, instead of beleiving what they're told. And privelage and power typically doesn't want that and so they react and the high school teacher that tries to get students to think may find oppression, firing and so on.

As a child who grew up in a grassy field, enjoying little formal education, I know virtually nothing about literary theories and have had to rely solely upon my own experiences and intuitive understanding of the world to write.

While "caring about" conveys feelings of concern for one's state of being, "caring for" is active engagement in doing something to positively affect it.

It required all his delicate Epicurean education to prevent his doing something about it; he had to repeat over to himself his favorite notions: that the injustice and unhappiness in the world is a constant; that the theory of progress is a delusion; that the poor, never having known happiness, are insensible to misfortune. Like all the rich he could not bring himself to believe that the poor (look at their houses, look at their clothes) could really suffer. Like all the cultivated he believed that only the widely read could be said to know that they were unhappy.

Those rare individuals society labels geniuses are almost always freaks of nature and are naturally gifted rather than being diligent students who became geniuses because of their education.

In the Mirror World, conspiracy theories detract attention from the billionaires who fund the networks of misinformation and away from the economic policies—deregulation, privatization, austerity—that have stratified wealth so cataclysmically in the neoliberal era. They rile up anger about the Davos elites, at Big Tech and Big Pharma—but the rage never seems to reach those targets. Instead it gets diverted into culture wars about anti-racist education, all-gender bathrooms, and Great Replacement panic directed at Black people, nonwhite immigrants, and Jews. Meanwhile, the billionaires who bankroll the whole charade are safe in the knowledge that the fury coursing through our culture isn’t coming for them.

I ran across an excerpt today (in English translation) of some dialogue/narration from the modern popular writer, Paulo Coelho in his book: Aleph.(Note: bracketed text is mine.)... 'I spoke to three scholars,' [the character says 'at last.'] ...two of them said that, after death, the [sic (misprint, fault of the publisher)] just go to Paradise. The third one, though, told me to consult some verses from the Koran. [end quote]' ...I can see that he's excited. [narrator]' ...Now I have many positive things to say about Coelho: He is respectable, inspiring as a man, a truth-seeker, and an appealing writer; but one should hesitate to call him a 'literary' writer based on this quote. A 'literary' author knows that a character's excitement should be 'shown' in his or her dialogue and not in the narrator's commentary on it. Advice for Coelho: Remove the 'I can see that he's excited' sentence and show his excitement in the phrasing of his quote.(Now, in defense of Coelho, I am firmly of the opinion, having myself written plenty of prose that is flawed, that a novelist should be forgiven for slipping here and there.)Lastly, it appears that a belief in reincarnation is of great interest to Mr. Coelho ... Just think! He is a man who has achieved, (as Leonard Cohen would call it), 'a remote human possibility.' He has won lots of fame and tons of money. And yet, how his preoccupation with reincarnation—none other than an interest in being born again as somebody else—suggests that he is not happy!

Spend a few hours every week studying American history, human nature, and economic theory. Start with “Economics in One Lesson.” Then try Keynes. Then Hayek. Then Marx. Then Hegel. Develop a worldview that you can articulate as well as defend. Test your theory with people who disagree with you. Debate. Argue. Adjust your philosophy as necessary.

Characters should be interchangeable as between one book and another. The entire corpus of existing literature should be regarded as a limbo from which discerning authors could draw their characters as required, creating only when they failed to find a suitable existing puppet. The modern novel should be largely a work of reference. Most authors spend their time saying what has been said before – usually said much better. A wealth of references to existing works would acquaint the reader instantaneously with the nature of each character, would obviate tiresome explanations and would effectively preclude mountebanks, upstarts, thimble-riggers and persons of inferior education from an understanding of contemporary literature.

You feel humiliated, my young man, because thinking you understood so much so well, you suddenly find that many very apparent things were unknown to you. Thinking you were one of the Lords of the Galaxy; you suddenly find that you stand near to destruction. Naturally, you will resent the ivory tower in which you lived; the seclusion in which you were educated; the theories on which you were reared.

The more we live as 'free individuals' . . . the more we are effectively non-free, caught within the existing frame of possibilities--we have to be impelled or disturbed into freedom. . . . This paradox thoroughly pervades the form of subjectivity that characterizes 'permissive' liberal society. Since permissiveness and free choice are elevated into a supreme value, social control and domination can no longer appear as infringing on subjects' freedom: they have to appear as (and be sustained by) individuals experiencing themselves as free. There is a multitude of forms of this appearing of un-freedom in the guise of its opposite: in being deprived of universal healthcare, we are told that we are being given a new freedom of choice (to choose our healthcare provider); when we can no longer rely on long-term employment and are compelled to search for a new precarious job every couple of years, we are told that we are being given the opportunity to reinvent ourselves and discover our creative potential; when we have to pay for the education of our children, we are told that we are now able to become 'entrepreneurs of the self," acting like a capitalist freely choosing how to invest the resources he possesses (or has borrowed). In education, health, travel . . . we are constantly bombarded by imposed 'free choices'; forced to make decisions for which we are mostly not qualified (or do not possess enough information), we increasingly experience our freedom as a burden that causes unbearable anxiety. Unable to break out of this vicious cycle alone, as isolated individuals--since the more we act freely the more we become enslaved by the system--we need to be 'awakened' from this 'dogmatic slumber' of fake freedom.

Socialism is not about big concepts and heavy theory. Socialism is about decent shelter for those who are homeless. It is about water for those who have no safe drinking water. It is about health care, it is about a life of dignity for the old. It is about overcoming the huge divide between urban and rural areas. It is about a decent education for all our people. Socialism is about rolling back the tyranny of the market. As long as the economy is dominated by an unelected, privileged few, the case for socialism will exist.

Nowadays, however, economic class is barely mentioned unless combined “intersectionally” with some other form of marginalized identity. It is therefore no surprise that many working-class and poor people often feel profoundly alienated from today’s left—Marxists rightly identify it as having adopted very bourgeois concerns. It is profoundly ironic that a movement claiming to problematize all sources of privilege is led by highly educated, upper-middle-class scholars and activists who are so oblivious to their status as privileged members of society.

Clearing your head of everything you thought you knew, even your most cherished ideas, will give you the mental space to be educated by your present experience--the best school of all. You will develop your own strategic muscles instead of depending on other people's theories and books.

It is called education because it is learned. You do not have to have had an experience in order to sympathize or empathize with the subject. That is why books are written: so that we do not have to do the same things. We learn from experience, true; but we also learn from empathy.” A Theory of Patience

When the bones of prehistoric animals began to be discovered and scrutinized in the nineteenth century, there were those who said that the fossils had been placed in the rock by god, in order to test our faith. This cannot be disproved. Nor can my own pet theory that, from the patterns of behavior that are observable, we may infer a design that makes planet earth, all unknown to us, a prison colony and lunatic asylum that is employed as a dumping ground by far-off and superior civilizations. However, I was educated by Sir Karl Popper to believe that a theory that is unfalsifiable is to that extent a weak one.

In all governments accordingly, even in monarchies, the highest offices are generally possessed, and the whole detail of the administration conducted, by men who were educated in the middle and inferior ranks of life, who have been carried forward by their own industry and abilities, though loaded with the jealousy, and opposed by the resentment, of all those who were born their superiors, and to whom the great, after having regarded them first with contempt, and afterwards with envy, are at last contented to truckle with the same abject meanness with which they desire that the rest of mankind should behave to themselves.

In the last generation, this country produced one of the most eminent men of science in the whole world. His name was quite unknown among us while he lived, and it is still unknown. Yet I may say without too great exaggeration that when I heard it mentioned in a professional assembly in the Netherlands two years ago, everybody got down under the table and touched their foreheads to the floor. His name was Josiah Willard Gibbs.

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

In Newton's time it was possible for an educated person to have a grasp of the whole of human knowledge, at least in outline. But since then, the pace of the development of science has made this impossible. Because theories are always being changed to account for new observations, they are never properly digested or simplified so that ordinary people can understand them... Further, the rate of progress is so rapid that what one learns at school or university is always a bit out of date.

Jack.  [After some hesitation.]  I know nothing, Lady Bracknell. Lady Bracknell.  I am pleased to hear it.  I do not approve of anything that tampers with natural ignorance.  Ignorance is like a delicate exotic fruit; touch it and the bloom is gone.  The whole theory of modern education is radically unsound.  Fortunately in England, at any rate, education produces no effect whatsoever.  If it did, it would prove a serious danger to the upper classes, and probably lead to acts of violence in Grosvenor Square. 

Most scholars of education share this perspective, often referred to as “critical theory.”16 Jonathan Kozol is of this school when he writes, “School is in business to produce reliable people.”17 Paulo Freire of Brazil puts it this way: “It would be extremely naïve to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

person can overcome that much through intellect or theory or study of history and so forth and get pretty much into the present that way, but he’s still going to be up against one of the worst lags of all, the psychological. Your emotions remain behind because of training, education, the way you were brought up, blocks, hangups and stuff like that, and as a result your mind wants to go one way but your emotions don’t—

Creative business seminar. Basically a quick, impromptu brainwashing course to educate your typical corporate warriors. They use a training manual instead of sacred scriptures, with promotion and a high salary as their equivalent of enlightenment and paradise. A new religion for a pragmatic age. No transcendent elements like in a religion, though, and everything is theorized and digitalized. Very transparent and easy to grasp. And quite a few people get positive encouragement from this. But the fact remains that it’s nothing more than an infusion of the hypnotic into a system of thought that suits their goal, a conglomeration of only those theories and statistics that line up with their ultimate objectives.

You don’t need money to be generous. You don’t need education to be wise. You don’t need fame to be important. You don’t need charisma to be influential. You don’t need titles to be honorable. You don’t need awards to be special. You don’t need medals to be extraordinary. You don’t need consent to be yourself. You don’t need approval to be unique. You don’t need a license to be creative. You don’t need authorization to dream. You don’t need acceptance to be gifted. You don’t need youth to be a champion. You don’t need old age to be a hero. You need skill, not temper, to be a warrior. You need love, not rage, to be an activist. You need compassion, not robes, to be a priest. You need confidence, not ego, to be a politician. You need integrity, not charm, to be a leader. You need wisdom, not theories, to be a master. You need character, not size, to be a champion.

In a situation where flesh is consumed, vegetarians inevitably call attention to themselves. They have made something absent on their plates; perhaps a verbal demurral has been required as well. They then are drawn into a discussion regarding their vegetarianism. Frequently, there will be someone present who actually feels hostile to vegetarianism and regards it as a personal challenge. If this is the case, all sorts of outrageous issues are thrown out to see how the vegetarian will handle them. The vegetarian, enthusiastic reformer, sees the opportunity as one of education; but it is not. instead it is a teasing game of manipulation. At times, ludicrous questions are raised; they imply that the entire discussion is ludicrous.

The Obama administration has a strange theory. Terrorism is a response of uneducated human beings who have been disenfranchised politically and economically. If we can solve the ‘root grievances’ of the poor and oppressed around the world, there will be no more terrorists, and Americans will be safe. This view is of course absurd. If poverty, lack of education, and political disenfranchisement were the causes of terrorism, then much of India and most of China would be populated by terrorists. But they are not. And this is because terrorism is the violent expression of ideology, not objective conditions—what has famously been called ‘propaganda of the deed.’ The terrorist’s ideology may be secular and political—communist or fascist, for example—or it may be religious—Christian, Islamic, or even Hindu.

A person who peremptorily denies the existence of anything which is beyond the horizon of his understanding because he cannot make it harmonise with his accepted opinions is as credulous as he who believes everything without any discrimination. Either of these persons is not a freethinker, but a slave to the opinions which he has accepted from others, or which he may have formed in the course of his education, and by his special experiences in his (naturally limited) intercourse with the world. If such persons meet with any extraordinary fact that is beyond their own experience, they often either regard it with awe and wonder, and are ready to accept any wild and improbable theory that may be offered to them in regard to such facts, or they sometimes reject the testimony of credible witnesses, and frequently even that of their own senses. They often do not hesitate to impute the basest motives and the most silly puerilities to honourable persons, and are credulous enough to believe that serious and wise people had taken the trouble to play upon them “practical jokes,” and they are often willing to admit the most absurd theories rather than to use their own common sense.

The theory helps to restore a kind of justice that we may not ourselves directly be able to administer. The explanation of the origins of nastiness changes how we assess our opponent. No longer are they necessarily strong and impervious. We have not been able to punish them, but the universe has in a sense, and the clearest evidence for the sentence lies in the unhappiness that is powering their attacks. They have not got away with injuring us; their punishment lies in the pain they must be enduring in order to have such an urgent need to lash out. We, who have no wish to hurt, are in fact the stronger party; we, who have no wish to diminish others, are truly powerful. We can move from

The world of conspiracy theories is one where stupid people dismiss the expertise of highly qualified people, and attribute to these experts a wicked desire to lie to and gull the masses. In other words, they portray experts as sinister enemies of the people. Conspiracy theories reflect the increasingly prevalent notion that the average, uneducated person is always right – can always see the real truth of a situation – while the educated experts are always wrong because they are deliberately lying to the people to further a conspiracy by the elite against the people. It is increasingly being perceived as a “sin”, a crime, to be smart, to be an expert. Average people do not like smart people, do not trust them, and are happy to regard them as nefarious conspirators. They are constructing a fantasy world where the idiot is always right and honest, and anyone who opposes the idiot always wrong and dishonest. A global Confederacy of Dunces is being established, whose cretinous values are transmitted by bizarre memes that crisscross the internet at a dizzying speed, and which are always accepted uncritically as the finest nuggets of truth. Woe betide anyone who challenges the Confederacy. They will be immediately trolled.

Myth becomes a kind of experimental hypothesis through which the individual or the community formulates an explanation of life, so replacing the fixed systems and creeds of earlier generations. Inevitably, each hypothesis or world-view proves inadequate when subjected to harsh reality, and collapses. 'None of our theories,' comments the narrator in Felix Holt laconically, 'are quite large enough for all the disclosures of time.' But this is the education of the human race out of which new myths or patterns of meaning emerge.

of oppressive state power. Gramsci’s theory of hegemony as a form of cultural pedagogy is also invaluable as an element of critical educational thought. By emphasizing the pedagogical force of culture, Gramsci expands the sphere of the political by pointing to those diverse spaces and spheres in which cultural practices are deployed, lived, and mobilized in the service of knowledge, power and authority. For Gramsci, learning and politics were inextricably related and took place not merely in schools but in a vast array of public sites.

I perceive that it is far more practical to begin at the beginning and discuss theories. I see that the men who killed each other about the orthodoxy of the Homoousion were far more sensible than the people who are quarrelling about the Education Act. For the Christian dogmatists were trying to establish a reign of holiness, and trying to get defined, first of all, what was really holy. But our modern educationists are trying to bring about a religious liberty without attempting to settle what is religion or what is liberty. If the old priests forced a statement on mankind, at least they previously took some trouble to make it lucid. It has been left for the modern mobs of Anglicans and Nonconformists to persecute for a doctrine without even stating it.

That’s your project,” he said. “You can do something no one has done: you can examine Mormonism not just as a religious movement, but as an intellectual one.” I began to reread the letters of Joseph Smith and Brigham Young. As a child I’d read those letters as an act of worship; now I read them with different eyes, not the eyes of a critic, but also not the eyes of a disciple. I examined polygamy, not as a doctrine but as a social policy. I measured it against its own aims, as well as against other movements and theories from the same period. It felt like a radical act. My friends in Cambridge had become a kind of family, and I felt a sense of belonging with them that, for many years, had been absent on Buck’s Peak. Sometimes I felt damned for those feelings.

The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.

Massachusetts senator Elizabeth Warren put it eloquently: “There is nobody in this country who got rich on his own. Nobody. You built a factory out there, good for you. But, I want to be clear: you moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn’t have to worry that marauding bands would come and seize everything at your factory and hire someone to protect against this because of the work the rest of us did. Now look, you built a factory and it turned into something terrific or a great idea. God bless. Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along.

Within a decade or two, all Holocaust survivors will likely have passed away so a ticking clock is in effect in this battle between the truth and lies. Keep in mind even those survivors born in a concentration camp during WW2 would be at least 71 years-of-age when this book (the one you are reading now) was released. Those survivors old enough to clearly recall the events of that nightmare will, of course, be older and have much less time left. As the memory of the Holocaust begins to fade away, it will become easier to deny the genocide even occurred unless those of us who are truthseekers are able to embrace the memory of the genocide and educate others do the same. What’s needed in this propaganda war is for the true stories of Holocaust survivors – as well as those of the Nazi perpetrators, their associates and others who witnessed the genocide – to be told loudly and clearly so that there will never, ever be room for doubt in generations to come. After all, nothing is more powerful, credible or damning than eyewitness accounts.

There is a frequent tendency in the presentation of mechaincs to use problems mainly as a vehicle to illustrate theory rather than to develop theory for the purpose of solving problems. When the first view is allowed to predominate, problems tend to become overly idealized and unrelated to engineering with the result that the exercise becomes dull, academic, and uninteresting. This approach deprives the students of valuable experience in formulating problems and thus of discovering the need for and meaning of theory. The second view provides by far the stronger motive for learning theory and leads to a better balance between theory and application. The crucial role played by interest and purpose in providing the strongest possible motive for learning cannot be overemphasized." Glenn Kraige, from Merriam & Kraige's Dynamics text, 7th Edition.

The myth that if you don't start early, you might as well not start, tends to be a self-fulfilling prophecy. The music-making world that young people confront reminds me a lot of the world of school sports. After a lot of weeding out, in the end you've got a varsity with a few performers and an awful lot of people on the sidelines thinking, "Gee, it's too bad I wasn't good enough." We need to be careful about that. There seems to be an unspoken idea, in instruction of the young, that the people who start the fastest will go the farthest. But that's not only an unproven theory; it's not even a tested theory. The assumption that the steeper the learning curve, the higher it will go, is also unfounded. If we did things a little differently, we might find out that people whose learning curves were much slower might later on go up just as high or higher.

Not being able to see this, culture-based explanations for economic development have usually been little more than ex post facto justifications based on a 20/20 hindsight vision. So, in the early days of capitalism, when most economically successful countries happened to be Protestant Christian, many people argued that Protestantism was uniquely suited to economic development. When Catholic France, Italy, Austria and southern Germany developed rapidly, particularly after the Second World War, Christianity, rather than Protestantism, became the magic culture. Until Japan became rich, many people thought East Asia had not developed because of Confucianism. But when Japan succeeded, this thesis was revised to say that Japan was developing so fast because its unique form of Confucianism emphasized co-operation over individual edification, which the Chinese and Korean versions allegedly valued more highly. And then Hong Kong, Singapore, Taiwan and Korea also started doing well, so this judgement about the different varieties of Confucianism was forgotten. Indeed, Confucianism as a whole suddenly became the best culture for development because it emphasized hard work, saving, education and submission to authority. Today, when we see Muslim Malaysia and Indonesia, Buddhist Thailand and even Hindu India doing well economically, we can soon expect to encounter new theories that will trumpet how uniquely all these cultures are suited for economic development (and how their authors have known about it all along).

Traffic was in confusion for several days. For red to mean "stop' was considered impossibly counterrevolutionary. It should of course mean "go." And traffic should not keep to the right, as was the practice, it should be on the left. For a few days we ordered the traffic policemen aside and controlled the traffic ourselves. I was stationed at a street corner telling cyclists to ride on the left. In Chengdu there were not many cars or traffic lights, but at the few big crossroads there was chaos. In the end, the old rules reasserted themselves, owing to Zhou Enlai, who managed to convince the Peking Red Guard leaders. But the youngsters found justifications for this: I was told by a Red Guard in my school that in Britain traffic kept to the left, so ours had to keep to the right to show our anti-imperialist spirit. She did not mention America. As a child I had always shied away from collective activity. Now, at fourteen, I felt even more averse to it. I suppressed this dread because of the constant sense of guilt I had come to feel, through my education, when I was out of step with Mao. I kept telling myself that I must train my thoughts according to the new revolutionary theories and practices. If there was anything I did not understand, I must reform myself and adapt. However, I found myself trying very hard to avoid militant acts such as stopping passersby and cutting their long hair, or narrow trouser legs, or skirts, or breaking their semi-high-heeled shoes. These things had now become signs of bourgeois decadence, according to the Peking Red Guards. My own hair came to the critical attention of my schoolmates. I had to have it cut to the level of my earlobes. Secretly, though much ashamed of myself for being so "petty bourgeois," I shed tears over losing my long plaits. As a young child, my nurse had a way of doing my hair which made it stand up on top of my head like a willow branch. She called it "fireworks shooting up to the sky." Until the early 1960s I wore my hair in two coils, with rings of little silk flowers wound around them. In the mornings, while I hurried through my breakfast, my grandmother or our maid would be doing my hair with loving hands. Of all the colors for the silk flowers, my favorite was pink.

In our age I think it would be fair to say that the ease with which a scientific theory assumes the dignity and rigidity of fact varies inversely with the individual's scientific education. In discussion with wholly uneducated audiences I have sometimes found matter which real scientists would regard as highly speculative more firmly believed than many things within our real knowledge; the popular imago of the Cave Man ranked as hard fact, and the life of Caesar or Napoleon as doubtful rumor. ... The mass media which have in our time created a popular scientism, a caricature of the true sciences, did not then exist [in the middle ages]. The ignorant were more aware of their ignorance then than now.

Twenty-five hundred years ago it might have been said that man understood himself as well as any other part of his world. Today he is the thing he understands least. Physics and biology have come a long way, but there has been no comparable development of anything like a science of human behavior. Greek physics and biology are now of historical interest only (no modern physicist or biologist would turn to Aristotle for help), but the dialogues of Plato are still assigned to students and cited as if they threw light on human behavior. Aristotle could not have understood a page of modern physics or biology, but Socrates and his friends would have little trouble in following most current discussions of human affairs. And as to technology, we have made immense strides in controlling the physical and biological worlds, but our practices in government, education, and much of economics, though adapted to very different conditions, have not greatly improved. We can scarcely explain this by saying that the Greeks knew all there was to know about human behavior. Certainly they knew more than they knew about the physical world, but it was still not much. Moreover, their way of thinking about human behavior must have had some fatal flaw. Whereas Greek physics and biology, no matter how crude, led eventually to modern science, Greek theories of human behavior led nowhere. If they are with us today, it is not because they possessed some kind of eternal verity, but because they did not contain the seeds of anything better.

where they went far beyond us was in the special application of religious feeling to every field of life. They had no ritual, no little set of performances called "divine service," save those religious pageants I have spoken of, and those were as much educational as religious, and as much social as either. But they had a clear established connection between everything they did—and God. Their cleanliness, their health, their exquisite order, the rich peaceful beauty of the whole land, the happiness of the children, and above all the constant progress they made—all this was their religion. They applied their minds to the thought of God, and worked out the theory that such an inner power demanded outward expression. They lived as if God was real and at work within them.

Gustav Landauer best summarized this conceptual problematic in this way: “The state is not something which can be destroyed by a revolution, but is a condition, a certain relationship between human beings, a mode of human behavior; we destroy it by contracting other behavior, by behaving differently” (Ward, 1973, p. 23). Understanding oppressive institutions as not “things” to be destroyed, but relationships to remake and ideas to replace is a double-edged sword. It is frustrating in that it disperses the sites of critical social contestation against oppressive institutions and ideas to, literally, the minds of every individual (though this does not preclude traditional externalized social struggles for greater equity and liberty). It is encouraging, though, in that it reveals their nonmonolithic and mutable nature.

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

By all means let us agree that we are pattern-seeking mammals and that, owing to our restless intelligence and inquisitiveness, we will still prefer a conspiracy theory to no explanation at all. Religion was our first attempt at philosophy, just as alchemy was our first attempt at chemistry and astrology our first attempt to make sense of the movements of the heavens. I myself am a strong believer in the study of religion, first because culture and education involve a respect for tradition and for origins, and also because some of the early religious texts were among our first attempts at literature. But there is a reason why religions insist so much on strange events in the sky, as well as on less quantifiable phenomena such as dreams and visions. All of these things cater to our inborn stupidity, and our willingness to be persuaded against all the evidence that we are indeed the center of the universe and that everything is arranged with us in mind.

The state university is supported by grants from the people of the state, voted by the state legislature. In theory, the degree of support which the university receives is dependent upon the degree of acceptance accorded it by the voters. The state university prospers according to the extent to which it can sell itself to the people of the state. The state university is therefore in an unfortunate position unless its president happens to be a man of outstanding merit as a propagandist and a dramatizer of educational issues. Yet if this is the case--if the university shapes its whole policy toward gaining the support of the state legislature--its educational function may suffer. It may be tempted to base its whole appeal to the public on its public service, real or supposed, and permit the education of its individual students to take care of itself. It may attempt to educate the people of the state at the expense of its own pupils. This may generate a number of evils, to the extent of making the university a political instrument, a mere tool of the political group in power.

MAN: Mr. Chomsky, I’m wondering what specific qualifications you have to be able to speak all around the country about world affairs?   None whatsoever. I mean, the qualifications that I have to speak on world affairs are exactly the same ones Henry Kissinger has, and Walt Rostow has, or anybody in the Political Science Department, professional historians—none, none that you don’t have. The only difference is, I don’t pretend to have qualifications, nor do I pretend that qualifications are needed. I mean, if somebody were to ask me to give a talk on quantum physics, I’d refuse—because I don’t understand enough. But world affairs are trivial: there’s nothing in the social sciences or history or whatever that is beyond the intellectual capacities of an ordinary fifteen-year-old. You have to do a little work, you have to do some reading, you have to be able to think, but there’s nothing deep—if there are any theories around that require some special kind of training to understand, then they’ve been kept a carefully guarded secret. In fact, I think the idea that you’re supposed to have special qualifications to talk about world affairs is just another scam—it’s kind of like Leninism [position that socialist revolution should be led by a “vanguard” party]: it’s just another technique for making the population feel that they don’t know anything, and they’d better just stay out of it and let us smart guys run it. In order to do that, what you pretend is that there’s some esoteric discipline, and you’ve got to have some letters after your name before you can say anything about it. The fact is, that’s a joke.   MAN: But don’t you also use that system too, because of your name-recognition and the fact that you’re a famous linguist? I mean, would I be invited to go somewhere and give talks?   You think I was invited here because people know me as a linguist? Okay, if that was the reason, then it was a bad mistake. But there are plenty of other linguists around, and they aren’t getting invited to places like this—so I don’t really think that can be the reason. I assumed that the reason is that these are topics that I’ve written a lot about, and I’ve spoken a lot about, and I’ve demonstrated a lot about, and I’ve gone to jail about, and so on and so forth—I assumed that’s the reason. If it’s not, well, then it’s a bad mistake. If anybody thinks that you should listen to me because I’m a professor at M.I.T., that’s nonsense. You should decide whether something makes sense by its content, not by the letters after the name of the person who says it. And the idea that you’re supposed to have special qualifications to talk about things that are common sense, that’s just another scam—it’s another way to try to marginalize people, and you shouldn’t fall for it.

Indeed ethnography and theory resemble nothing so much as the two arcs of a hyperbola, which cast their beams in opposite directions, lighting up the surfaces, respectively, of mind and world. They are back to back, and darkness reigns between them. But what if each arc were to reverse its orientation, so as to embrace the other in an encompassing, brightly illuminated ellipse? We would then have neither ethnography nor theory, nor even a compound of both. What we would have is an undivided, interstitial field of anthropology. If ethnographic theory is the hyperbola, anthropology is the ellipse. For ethnography, when it turns, is no longer ethnography but the educational correspondences of real life. And theory, when it turns, is no longer theory, but an imagination nourished by its observational engagements with the world. The rupture between reality and imagination—the one annexed to fact, the other to theory—has been the source of much havoc in the history of consciousness. It needs to be repaired. It is surely the task of anthropology, before all else, to repair it. In calling a halt to the proliferation of ethnography, I am not asking for more theory. My plea is for a return to anthropology.

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest. All that is set forth in books, all that seems so terribly vital and significant, is but an iota of that from which it stems and which it is within everyone’s power to tap. Our whole theory of education is based on the absurd notion that we must learn to swim on land before tackling the water. It applies to the pursuit of the arts as well as to the pursuit of knowledge. Men are still being taught to create by studying other men’s works or by making plans and sketches never intended to materialize. The art of writing is taught in the classroom instead of in the thick of life. Students are still being handed models which are supposed to fit all temperaments, all kinds of intelligence. No wonder we produce better engineers than writers, better industrial experts than painters. My encounters with books I regard very much as my encounters with other phenomena of life or thought. All encounters are configurate, not isolate. In this sense, and in this sense only, books are as much a part of life as trees, stars or dung. I have no reverence for them per se. Nor do I put authors in any special, privileged category. They are like other men, no better, no worse. They exploit the powers given them, just as any other order of human being. If I defend them now and then — as a class — it is because I believe that, in our society at least, they have never achieved the status and the consideration they merit. The great ones, especially, have almost always been treated as scapegoats.

I was starting to remember the whole problem now: I hate these fucking people [people at Tea Party rallies, ed]. It's never been just political, it's personal. I'm not convinced anyone in this country except the kinds of weenies who thought student council was important really cares about large versus small government or strict constructionalism versus judicial activism. The ostensible issues are just code words in an ugly snarl of class resentment, anti-intellectualism, old-school snobbery, racism, and who knows what else - grudges left over from the Civil War, the sixties, gym class. The Tea Party likes to cite a poll showing that their members are wealthier and better educated than te general populace, but to me they mostly looked like the same people I'd had to listen to in countless dive bars railing against "edjumicated idiots" and explaining exactly how Nostradamus predicted 9/11, the very people I and everyone I know fled our hometowns to get away from. So far all my interactions at the rally were only reinforcing my private theory - I suppose you might call it a prejudice - that liberals are the ones who went to college, moved to the nearest city where no one would call them a fag, and now only go back for holidays; conservatives are the ones who married their high school girlfriends, bought houses in their hometowns, and kept going to church and giving a shit who won the homecoming game. It's the divide between the Got Out and the Stayed Put. This theory also account for the different reactions of these two camps when the opposition party takes power, raising the specter of either fascist or socialist tyranny: the Got Outs always fantasize about fleeing the country for someplace more civilized - Canada, France, New Zealand; the Stayed Put just di further in, hunkering down in compounds, buying up canned goods and ammo.

THE DEVELOPMENT OF THE ARYAN INVASION THEORY Before the 1857 uprising it was recognized that British rule in India could not be sustained without a large number of supporters and collaborators from within the Indian population. Recognizing this, it was influential men like Thomas Babbington Macaulay, who, as Chairman of the Education Board, sought to set up an educational system modeled after the British system, which, in the case of India, would serve to undermine the Hindu tradition. While not a missionary himself, Macaulay came from a deeply religious family steeped in the Protestant Christian faith. His father was a Presbyterian minister and his mother a Quaker. He believed that the conversion of Hindus to Christianity held the answer to the problems of administering India. His idea was to create a class of English educated elite that would repudiate its tradition and become British collaborators. In 1836, while serving as chairman of the Education Board in India, he enthusiastically wrote his father about his idea and how it was proceeding: “Our English schools are flourishing wonderfully. The effect of this education on the Hindus is prodigious... It is my belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, by natural operation of knowledge and reflection. I heartily rejoice in the project.

The impotence of liberal humanism is a symptom of its essentially contradictory relationship to modern capitalism. For although it forms part of the ‘official’ ideology of such society, and the ‘humanities’ exist to reproduce it, the social order within which it exists has in one sense very little time for it at all. Who is concerned with the uniqueness of the individual, the imperishable truths of the human condition or the sensuous textures of lived experience in the Foreign Office or the boardroom of Standard Oil? Capitalism’s reverential hat-tipping to the arts is obvious hypocrisy, except when it can hang them on its walls as a sound investment. Yet capitalist states have continued to direct funds into higher education humanities departments, and though such departments are usually the first in line for savage cutting when capitalism enters on one of its periodic crises, it is doubtful that it is only hypocrisy, a fear of appearing in its true philistine colours, which compels this grudging support. The truth is that liberal humanism is at once largely ineffectual, and the best ideology of the ‘human’ that present bourgeois society can muster. The ‘unique individual’ is indeed important when it comes to defending the business entrepreneur’s right to make profit while throwing men and women out of work; the individual must at all costs have the ‘right to choose’, provided this means the right to buy one’s child an expensive private education while other children are deprived of their school meals, rather than the rights of women to decide whether to have children in the first place.

From Bourcet he learnt the principle of calculated dispersion to induce the enemy to disperse their own concentration preparatory to the swift reuniting of his own forces. Also, the value of a 'plan with several branches', and of operating in a line which threatened alternative objectives. Moreover, the very plan which Napoleon executed in his first campaign was based on one that Bourcet had designed half a century earlier. Form Guibert he acquired an idea of the supreme value of mobility and fluidity of force, and of the potentialities inherent in the new distribution of an army in self-contained divisions. Guibert had defined the Napoleonic method when he wrote, a generation earlier: 'The art is to extend forces without exposing them, to embrace the enemy without being disunited, to link up the moves or the attacks to take the enemy in flank without exposing one's own flank.' And Guibert's prescription for the rear attack, as the means of upsetting the enemy's balance, became Napoleon's practice. To the same source can be traced Napoleon's method of concentrating his mobile artillery to shatter, and make a breach at, a key point in the enemy's front. Moreover, it was the practical reforms achieved by Guibert in the French army shortly before the Revolution which fashioned the instrument that Napoleon applied. Above all, it was Guibert's vision of a coming revolution in warfare, carried out by a man who would arise from a revolutionary state, that kindled the youthful Napoleon's imagination and ambition. While Napoleon added little to the ideas he had imbibed, he gave them fulfilment. Without his dynamic application the new mobility might have remained merely a theory. Because his education coincided with his instincts, and because these in turn were given scope by his circumstances, he was able to exploit the full possibilities of the new 'divisional' system. In developing the wider range of strategic combinations thus possible Napoleon made his chief contribution to strategy.

Such is Fascist planning-the planning of those who reject the ideal postulates of Christian civilization and of the older Asiatic civilization which preceded ti and from which it derived-the planning of men whose intentions are avowedly bad. Let us now consider examples of planning by political leaders who accept the ideal postulates, whose intentions are good. The first thing to notice is that none of these men accepts the ideal postulates whole-heartedly. All believe that desirable ends can be achieved by undesirable means. Aiming to reach goals diametrically opposed to those of Fascism, they yet persist in taking the same roads as are taken by the Duces and Fuehrers. They are pacifists, but pacifists who act on the theory that peace can be achieved by means of war; they are reformers and revolutionaries, but reformers who imagine that unfair and arbitrary acts can produce social justice, revolutionaries who persuade themselves that the centralization of power and the enslavement of the masses can result in liberty for all. Revolutionary Russia has the largest army in the world; a secret police, that for ruthless efficiency rivals the German or the Italian; a rigid press censorship; a system of education that, since Stalin "reformed" it, is as authoritarian as Hitler's; an all-embracing system of military training that is applied to women and children as well as men; a dictator as slavishly adored as the man-gods of Rome and Berlin; a bureaucracy, solidly entrenched as the new ruling class and employing the powers of the state to preserve its privileges and protect its vested interests; an oligarchical party which dominates the entire country and within which there is no freedom even for faithful members. (Most ruling castes are democracies so far as their own members are concerned. Not so the Russian Communist Party, in which the Central Executive Committee acting through the Political Department, can override or altogether liquidate any district organization whatsoever.) No opposition is permitted in Russia. But where opposition is made illegal, it automatically goes underground and becomes conspiracy. Hence the treason trials and purges of 1936 and 1937. Large-scale manipulations of the social structure are pushed through against the wishes of the people concerned and with the utmost ruthlessness. (Several million peasants were deliberately starved to death in 1933 by the Soviet planners.) Ruthlessness begets resentment; resentment must be kept down by force. As usual the chief result of violence is the necessity to use more violence. Such then is Soviet planning-well-intentioned, but making use of evil means that are producing results utterly unlike those which the original makers of the revolution intended to produce.

It might be useful here to say a word about Beckett, as a link between the two stages, and as illustrating the shift towards schism. He wrote for transition, an apocalyptic magazine (renovation out of decadence, a Joachite indication in the title), and has often shown a flair for apocalyptic variations, the funniest of which is the frustrated millennialism of the Lynch family in Watt, and the most telling, perhaps, the conclusion of Comment c'est. He is the perverse theologian of a world which has suffered a Fall, experienced an Incarnation which changes all relations of past, present, and future, but which will not be redeemed. Time is an endless transition from one condition of misery to another, 'a passion without form or stations,' to be ended by no parousia. It is a world crying out for forms and stations, and for apocalypse; all it gets is vain temporality, mad, multiform antithetical influx. It would be wrong to think that the negatives of Beckett are a denial of the paradigm in favour of reality in all its poverty. In Proust, whom Beckett so admires, the order, the forms of the passion, all derive from the last book; they are positive. In Beckett, the signs of order and form are more or less continuously presented, but always with a sign of cancellation; they are resources not to be believed in, cheques which will bounce. Order, the Christian paradigm, he suggests, is no longer usable except as an irony; that is why the Rooneys collapse in laughter when they read on the Wayside Pulpit that the Lord will uphold all that fall. But of course it is this order, however ironized, this continuously transmitted idea of order, that makes Beckett's point, and provides his books with the structural and linguistic features which enable us to make sense of them. In his progress he has presumed upon our familiarity with his habits of language and structure to make the relation between the occulted forms and the narrative surface more and more tenuous; in Comment c'est he mimes a virtually schismatic breakdown of this relation, and of his language. This is perfectly possible to reach a point along this line where nothing whatever is communicated, but of course Beckett has not reached it by a long way; and whatever preserves intelligibility is what prevents schism. This is, I think, a point to be remembered whenever one considers extremely novel, avant-garde writing. Schism is meaningless without reference to some prior condition; the absolutely New is simply unintelligible, even as novelty. It may, of course, be asked: unintelligible to whom? --the inference being that a minority public, perhaps very small--members of a circle in a square world--do understand the terms in which the new thing speaks. And certainly the minority public is a recognized feature of modern literature, and certainly conditions are such that there may be many small minorities instead of one large one; and certainly this is in itself schismatic. The history of European literature, from the time the imagination's Latin first made an accommodation with the lingua franca, is in part the history of the education of a public--cultivated but not necessarily learned, as Auerbach says, made up of what he calls la cour et la ville. That this public should break up into specialized schools, and their language grow scholastic, would only be surprising if one thought that the existence of excellent mechanical means of communication implied excellent communications, and we know it does not, McLuhan's 'the medium is the message' notwithstanding. But it is still true that novelty of itself implies the existence of what is not novel, a past. The smaller the circle, and the more ambitious its schemes of renovation, the less useful, on the whole, its past will be. And the shorter. I will return to these points in a moment.

The key point here is Macaulay’s belief that “knowledge and reflection” on the part of the Hindus, especially the Brahmanas, would cause them to give up their age-old belief in anything Vedic in favor of Christianity. The purpose was to turn the strength of Hindu intellectuals against their own kind by utilizing their commitment to scholarship in uprooting their own tradition, which Macaulay viewed as nothing more than superstitions. His plan was to educate the Hindus to become Christians and turn them into collaborators. He persisted with this idea for fifteen years until he found the money and the right man for turning his utopian idea into reality. He needed someone who would translate and interpret the Vedic texts in such a way that the newly educated Indian elite would see the superiority of the Bible and choose that over everything else. Upon his return to England, after a good deal of effort he found a talented but impoverished young German Vedic scholar by name Friedrich Max Muller who was willing to take on the arduous job. Macaulay used his influence with the East India Company to find funds for Max Muller’s translation of the Rig Veda. Though an ardent German nationalist, Max Muller agreed for the sake of Christianity to work for the East India Company, which in reality meant the British Government of India. He also badly needed a major sponsor for his ambitious plans, which he felt he had at last found. The fact is that Max Muller was paid by the East India Company to further its colonial aims, and worked in cooperation with others who were motivated by the superiority of the German race through the white Aryan race theory. This was the genesis of his great enterprise, translating the Rig Veda with Sayana's commentary and the editing of the fifty-volume Sacred Books of the East. In this way, there can be no doubt regarding Max Muller’s initial aim and commitment to converting Indians to Christianity. Writing to his wife in 1866 he observed: “It [the Rig Veda] is the root of their religion and to show them what the root is, I feel sure, is the only way of uprooting all that has sprung from it during the last three thousand years.” Two years later he also wrote the Duke of Argyle, then acting Secretary of State for India: “The ancient religion of India is doomed. And if Christianity does not take its place, whose fault will it be?” This makes it very clear that Max Muller was an agent of the British government paid to advance its colonial interests. Nonetheless, he still remained an ardent German nationalist even while working in England. This helps explain why he used his position as a recognized Vedic and Sanskrit scholar to promote the idea of the “Aryan race” and the “Aryan nation,” a theory amongst a certain class of so-called scholars, which has maintained its influence even until today.

My hypothesis is mimetic: because humans imitate one another more than animals, they have had to find a means of dealing with contagious similarity, which could lead to the pure and simple disappearance of their society. The mechanism that reintroduces difference into a situation in which everyone has come to resemble everyone else is sacrifice. Humanity results from sacrifice; we are thus the children of religion. What I call after Freud the founding murder, in other words, the immolation of a sacrificial victim that is both guilty of disorder and able to restore order, is constantly re-enacted in the rituals at the origin of our institutions. Since the dawn of humanity, millions of innocent victims have been killed in this way in order to enable their fellow humans to live together, or at least not to destroy one another. This is the implacable logic of the sacred, which myths dissimulate less and less as humans become increasingly self-aware. The decisive point in this evolution is Christian revelation, a kind of divine expiation in which God through his Son could be seen as asking for forgiveness from humans for having revealed the mechanisms of their violence so late. Rituals had slowly educated them; from then on, humans had to do without. Christianity demystifies religion. Demystification, which is good in the absolute, has proven bad in the relative, for we were not prepared to shoulder its consequences. We are not Christian enough. The paradox can be put a different way. Christianity is the only religion that has foreseen its own failure. This prescience is known as the apocalypse. Indeed, it is in the apocalyptic texts that the word of God is most forceful, repudiating mistakes that are entirely the fault of humans, who are less and less inclined to acknowledge the mechanisms of their violence. The longer we persist in our error, the stronger God’s voice will emerge from the devastation. […] The Passion unveiled the sacrificial origin of humanity once and for all. It dismantled the sacred and revealed its violence. […] By accepting crucifixion, Christ brought to light what had been ‘hidden since the foundation of the world,’ in other words, the foundation itself, the unanimous murder that appeared in broad daylight for the first time on the cross. In order to function, archaic religions need to hide their founding murder, which was being repeated continually in ritual sacrifices, thereby protecting human societies from their own violence. By revealing the founding murder, Christianity destroyed the ignorance and superstition that are indispensable to such religions. It thus made possible an advance in knowledge that was until then unimaginable. […] A scapegoat remains effective as long as we believe in its guilt. Having a scapegoat means not knowing that we have one. Learning that we have a scapegoat is to lose it forever and to expose ourselves to mimetic conflicts with no possible resolution. This is the implacable law of the escalation to extremes. The protective system of scapegoats is finally destroyed by the Crucifixion narratives as they reveal Jesus’ innocence, and, little by little, that of all analogous victims. The process of education away from violent sacrifice is thus underway, but it is going very slowly, making advances that are almost always unconscious. […] Mimetic theory does not seek to demonstrate that myth is null, but to shed light on the fundamental discontinuity and continuity between the passion and archaic religion. Christ’s divinity which precedes the Crucifixion introduces a radical rupture with the archaic, but Christ’s resurrection is in complete continuity with all forms of religion that preceded it. The way out of archaic religion comes at this price. A good theory about humanity must be based on a good theory about God. […] We can all participate in the divinity of Christ so long as we renounce our own violence.

The discords of our experience--delight in change, fear of change; the death of the individual and the survival of the species, the pains and pleasures of love, the knowledge of light and dark, the extinction and the perpetuity of empires--these were Spenser's subject; and they could not be treated without this third thing, a kind of time between time and eternity. He does not make it easy to extract philosophical notions from his text; but that he is concerned with the time-defeating aevum and uses it as a concord-fiction, I have no doubt. 'The seeds of knowledge,' as Descartes observed, 'are within us like fire in flint; philosophers educe them by reason, but the poets strike them forth by imagination, and they shine the more clearly.' We leave behind the philosophical statements, with their pursuit of logical consequences and distinctions, for a free, self-delighting inventiveness, a new imagining of the problems. Spenser used something like the Augustinian seminal reasons; he was probably not concerned about later arguments against them, finer discriminations. He does not tackle the questions, in the Garden cantos, of concreation, but carelessly--from a philosophical point of view--gives matter chronological priority. The point that creation necessitates mutability he may have found in Augustine, or merely noticed for himself, without wondering how it could be both that and a consequence of the Fall; it was an essential feature of one's experience of the world, and so were all the arguments, precise or not, about it. Now one of the differences between doing philosophy and writing poetry is that in the former activity you defeat your object if you imitate the confusion inherent in an unsystematic view of your subject, whereas in the second you must in some measure imitate what is extreme and scattering bright, or else lose touch with that feeling of bright confusion. Thus the schoolmen struggled, when they discussed God, for a pure idea of simplicity, which became for them a very complex but still rational issue: for example, an angel is less simple than God but simpler than man, because a species is less simple than pure being but simpler than an individual. But when a poet discusses such matters, as in say 'Air and Angels,' he is making some human point, in fact he is making something which is, rather than discusses, an angel--something simple that grows subtle in the hands of commentators. This is why we cannot say the Garden of Adonis is wrong as the Faculty of Paris could say the Averroists were wrong. And Donne's conclusion is more a joke about women than a truth about angels. Spenser, though his understanding of the expression was doubtless inferior to that of St. Thomas, made in the Garden stanzas something 'more simple' than any section of the Summa. It was also more sensuous and more passionate. Milton used the word in his formula as Aquinas used it of angels; poetry is more simple, and accordingly more difficult to talk about, even though there are in poetry ideas which may be labelled 'philosophical.

According to Yale’s Cultural Cognition Project, for example, one’s “cultural worldview”—that would be political leanings or ideological outlook to the rest of us—explains “individuals’ beliefs about global warming more powerfully than any other individual characteristic.”16 More powerfully, that is, than age, ethnicity, education, or party affiliation. The Yale researchers explain that people with strong “egalitarian” and “communitarian” worldviews (marked by an inclination toward collective action and social justice, concern about inequality, and suspicion of corporate power) overwhelmingly accept the scientific consensus on climate change. Conversely, those with strong “hierarchical” and “individualistic” worldviews (marked by opposition to government assistance for the poor and minorities, strong support for industry, and a belief that we all pretty much get what we deserve) overwhelmingly reject the scientific consensus.17 The evidence is striking. Among the segment of the U.S. population that displays the strongest “hierarchical” views, only 11 percent rate climate change as a “high risk,” compared with 69 percent of the segment displaying the strongest “egalitarian” views.18 Yale law professor Dan Kahan, the lead author on this study, attributes the tight correlation between “worldview” and acceptance of climate science to “cultural cognition,” the process by which all of us—regardless of political leanings—filter new information in ways that will protect our “preferred vision of the good society.” If new information seems to confirm that vision, we welcome it and integrate it easily. If it poses a threat to our belief system, then our brain immediately gets to work producing intellectual antibodies designed to repel the unwelcome invasion.19 As Kahan explained in Nature, “People find it disconcerting to believe that behavior that they find noble is nevertheless detrimental to society, and behavior that they find base is beneficial to it. Because accepting such a claim could drive a wedge between them and their peers, they have a strong emotional predisposition to reject it.” In other words, it is always easier to deny reality than to allow our worldview to be shattered, a fact that was as true of die-hard Stalinists at the height of the purges as it is of libertarian climate change deniers today. Furthermore, leftists are equally capable of denying inconvenient scientific evidence. If conservatives are inherent system justifiers, and therefore bridle before facts that call the dominant economic system into question, then most leftists are inherent system questioners, and therefore prone to skepticism about facts that come from corporations and government. This can lapse into the kind of fact resistance we see among those who are convinced that multinational drug companies have covered up the link between childhood vaccines and autism. No matter what evidence is marshaled to disprove their theories, it doesn’t matter to these crusaders—it’s just the system covering up for itself.20 This kind of defensive reasoning helps explain the rise of emotional intensity that surrounds the climate issue today. As