Population Education Quotes

Education...has produced a vast population able to read but unable to distinguish what is worth reading.

Forget the politicians. The politicians are put there to give you the idea you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land, they own and control the corporations that've long since bought and paid for, the senate, the congress, the state houses, the city halls, they got the judges in their back pocket, and they own all the big media companies so they control just about all of the news and the information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying to get what they want. Well, we know what they want. They want more for themselves and less for everybody else. But I'll tell you what they don't want. They don't want a population of citizens capable of critical thinking. They don't want well informed, well educated people capable of critical thinking. They're not interested in that. That doesn't help them.

Public education does not exist for the benefit of students or the benefit of their parents. It exists for the benefit of the social order. We have discovered as a species that it is useful to have an educated population. You do not need to be a student or have a child who is a student to benefit from public education. Every second of every day of your life, you benefit from public education. So let me explain why I like to pay taxes for schools, even though I don't personally have a kid in school: It's because I don't like living in a country with a bunch of stupid people.

I've concluded that genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

It has been discovered that with a dull urban population, all formed under a mechanical system of State education, a suggestion or command, however senseless and unreasoned, will be obeyed if it be sufficiently repeated.

Whereas she wished more of the population were better educated, she also believed that education was largely wasted on the majority of the people she met.

Imagine the earth’s population of six billion people reduced to just one hundred representatives. Statistically, that makes 30 white, 70 non-white. It means 6 people own 59% of the wealth and they all live in North America. 80 are in substandard housing. One has an education. One owns a computer. Don’t blame me if it all sounds crazy.

We as economic society are going to have to pay our whole population to go to school and pay it to stay at school.

It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles.

The spread of secondary and latterly of tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

But there’s a reason. There’s a reason. There’s a reason for this, there’s a reason education sucks, and it’s the same reason that it will never, ever, ever be fixed. It’s never gonna get any better. Don’t look for it. Be happy with what you got. Because the owners of this country don't want that. I'm talking about the real owners now, the real owners, the big wealthy business interests that control things and make all the important decisions. Forget the politicians. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They’ve long since bought and paid for the senate, the congress, the state houses, the city halls, they got the judges in their back pockets and they own all the big media companies so they control just about all of the news and information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying, lobbying, to get what they want. Well, we know what they want. They want more for themselves and less for everybody else, but I'll tell you what they don’t want: They don’t want a population of citizens capable of critical thinking. They don’t want well informed, well educated people capable of critical thinking. They’re not interested in that. That doesn’t help them. Thats against their interests. Thats right. They don’t want people who are smart enough to sit around a kitchen table to figure out how badly they’re getting fucked by a system that threw them overboard 30 fucking years ago. They don’t want that. You know what they want? They want obedient workers. Obedient workers. People who are just smart enough to run the machines and do the paperwork, and just dumb enough to passively accept all these increasingly shittier jobs with the lower pay, the longer hours, the reduced benefits, the end of overtime and the vanishing pension that disappears the minute you go to collect it, and now they’re coming for your Social Security money. They want your retirement money. They want it back so they can give it to their criminal friends on Wall Street, and you know something? They’ll get it. They’ll get it all from you, sooner or later, 'cause they own this fucking place. It's a big club, and you ain’t in it. You and I are not in the big club. And by the way, it's the same big club they use to beat you over the head with all day long when they tell you what to believe. All day long beating you over the head in their media telling you what to believe, what to think and what to buy. The table is tilted folks. The game is rigged, and nobody seems to notice, nobody seems to care. Good honest hard-working people -- white collar, blue collar, it doesn’t matter what color shirt you have on -- good honest hard-working people continue -- these are people of modest means -- continue to elect these rich cocksuckers who don’t give a fuck about them. They don’t give a fuck about you. They don’t give a fuck about you. They don't care about you at all -- at all -- at all. And nobody seems to notice, nobody seems to care. That's what the owners count on; the fact that Americans will probably remain willfully ignorant of the big red, white and blue dick that's being jammed up their assholes everyday. Because the owners of this country know the truth: it's called the American Dream, because you have to be asleep to believe it.

A brick could be used to perpetually feed the hungry, stop all wars, educate the masses, and ensure everlasting peace for all populations throughout time. Wait, I’m sorry, that’s not right. I was confusing a brick with a blanket. It’s a blanket that could be used for all those things. 


We have watched our educational system begin to fray because we have taken weapons for granted and preferred a strong military to an educated population.

Every politician, clergyman, educator, or physician, in short, anyone dealing with human individuals, is bound to make grave mistakes if he ignores these two great truths of population zoology: (1) no two individuals are alike, and (2) both environment and genetic endowment make a contribution to nearly every trait.

Mine is a very matter-of-fact approach to the problem. If you can select a population and they're educated and they're properly brought up, then you don't have to use too much of the stick because they would already have been trained. It's like with dogs. You train it in a proper way from small. It will know that it's got to leave, go outside to pee and to defecate. No, we are not that kind of society. We had to train adult dogs who even today deliberately urinate in the lifts.

By undercutting fundamentalism and intolerance, education would curtail violence and war. By empowering women, it would curb poverty and the population explosion.

There are growing domestic social and economic problems, in fact, maybe catastrophes. Nobody in power has any intention of doing anything about them. If you look at the domestic programs of the administrations of the past ten years-I include here the Democratic opposition-there's really no serious proposal about what to do about the severe problems of health, education, homelessness, joblessness, crime, soaring criminal populations, jails, deterioration in the inner cities - the whole raft of problems... In such circumstances you've got to divert the bewildered herd, because if they start noticing this they may not like it, since they're the ones suffering from it. Just having them watch the Superbowl and the sitcoms may not be enough. You have to whip them up into fear of enemies. In the 1930s Hitler whipped them into fear of the Jews and gypsies. You had to crush them to defend yourselves. We have our ways, too. Over the last ten years, every year ot two, some major monster is constructed that we have to defend ourselves against.

She described to us six lanes' worth of unadulterated fear, populated exclusively by motorists whose driving education had been paid for by the blood of pedestrians.

For half of the world's population, roughly three billion people around the world living on less than two dollars a day, an election is at best a means, not an end; a starting point, not deliverance. These people are looking less for an "electocracy" than for the basic elements that for most of us define a decent life--food, shelter, electricity, basic health care, education for their children, and the ability to make their way through life without having to endure corruption, violence, or arbitrary power.

At the end of the day, the problem is education. Without an educated population, it doesn't matter what other problems you try to tackle. It's not gonna work. Think of how much less powerful campaign contributions would be if people had the critical thinking skills to see through advertising? Think of how many of our problems are based just on pure ignorance, whether it's antiscience people or bigots or whatever.

The Negro is not the man farthest down. The condition of the coloured farmer in the most backward parts of the Southern States of America, even where he has the least education and the least encouragement, is incomparably better than the condition and opportunities of the agricultural population in Sicily.

Get ready the greatest new educational facility at the approximate dynamic population center of the North American continent

As in most oppressive societies, those in power knew that an educated population would only upset the political and economic order.

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

Education has produced a vast population able to read but unable to distinguish what is worth reading

Private capital tends to become concentrated in few hands, partly because of competition among the capitalists, and partly because technological development and the increasing division of labor encourage the formation of larger units of production at the expense of smaller ones. The result of these developments is an oligarchy of private capital the enormous power of which cannot be effectively checked even by a democratically organized political society. This is true since the members of legislative bodies are selected by political parties, largely financed or otherwise influenced by private capitalists who, for all practical purposes, separate the electorate from the legislature. The consequence is that the representatives of the people do not in fact sufficiently protect the interests of the underprivileged sections of the population. Moreover, under existing conditions, private capitalists inevitably control, directly or indirectly, the main sources of information (press, radio, education). It is thus extremely difficult, and indeed in most cases quite impossible, for the individual citizen to come to objective conclusions and to make intelligent use of his political rights.

Education is at the heart of the matter. Literacy is not enough. It is good to have a population which is able to read; but infinitely better to have people able to distinguish what is worth reading.

Challenging injustice means standing up for the weak, the vulnerable, the abused, and the forgotten—be it in health, employment, education, or the environment. It means being vigilant on behalf of people who are treated as pariahs and scapegoats, populations that are dehumanized, displaced, and treated as disposable. It means fighting oppression at every opportunity—no matter the place or country.

A lot of highly-educated people have been told what to think, therefore, they think they know it all. The other segment of the population has to figure out how to think, therefore they question everything.

If I were the Devil . . . I mean, if I were the Prince of Darkness, I would of course, want to engulf the whole earth in darkness. I would have a third of its real estate and four-fifths of its population, but I would not be happy until I had seized the ripest apple on the tree, so I should set about however necessary to take over the United States. I would begin with a campaign of whispers. With the wisdom of a serpent, I would whisper to you as I whispered to Eve: “Do as you please.” “Do as you please.” To the young, I would whisper, “The Bible is a myth.” I would convince them that man created God instead of the other way around. I would confide that what is bad is good, and what is good is “square”. In the ears of the young marrieds, I would whisper that work is debasing, that cocktail parties are good for you. I would caution them not to be extreme in religion, in patriotism, in moral conduct. And the old, I would teach to pray. I would teach them to say after me: “Our Father, which art in Washington” . . . If I were the devil, I’d educate authors in how to make lurid literature exciting so that anything else would appear dull an uninteresting. I’d threaten T.V. with dirtier movies and vice versa. And then, if I were the devil, I’d get organized. I’d infiltrate unions and urge more loafing and less work, because idle hands usually work for me. I’d peddle narcotics to whom I could. I’d sell alcohol to ladies and gentlemen of distinction. And I’d tranquilize the rest with pills. If I were the devil, I would encourage schools to refine yound intellects but neglect to discipline emotions . . . let those run wild. I would designate an athiest to front for me before the highest courts in the land and I would get preachers to say “she’s right.” With flattery and promises of power, I could get the courts to rule what I construe as against God and in favor of pornography, and thus, I would evict God from the courthouse, and then from the school house, and then from the houses of Congress and then, in His own churches I would substitute psychology for religion, and I would deify science because that way men would become smart enough to create super weapons but not wise enough to control them. If I were Satan, I’d make the symbol of Easter an egg, and the symbol of Christmas, a bottle. If I were the devil, I would take from those who have and I would give to those who wanted, until I had killed the incentive of the ambitious. And then, my police state would force everybody back to work. Then, I could separate families, putting children in uniform, women in coal mines, and objectors in slave camps. In other words, if I were Satan, I’d just keep on doing what he’s doing. (Speech was broadcast by ABC Radio commentator Paul Harvey on April 3, 1965)

Some angles of evidence now suggest this is the most wealth-inequal moment in human history, surpassing the feudal era for instance, and the early warrior/priest/peasant states. Also, the two billion poorest people on the planet still lack access to basics like toilets, housing, food, health care, education, and so on. This means that fully one-quarter of humanity, enough to equal the entire human population of the year 1960, is immiserated in ways that the poorest people of the feudal era or the Upper Paleolithic were not.

The prison population consists of heterogeneous elements; but, taking only those who are usually described as 'the criminals' proper, and of whom we have heard so much lately from Lombroso and his followers, what struck me most as regards them was that the prisons, which are considered as preventive of anti-social deeds, are exactly the institutions for breeding them. Every one knows that absence of education, dislike of regular work, physical incapability of sustained effort, misdirected love of adventure, gambling propensities, absence of energy, an untrained will, and carelessness about the happiness of others are the causes which bring this class of people before the courts. Now I was deeply impressed during my imprisonment by the fact that it is exactly these defects of human nature--each one of them--which the prison breeds in its inmates; and it is bound to breed them because it is a prison, and will breed them so long as it exists.

The best prophylactic for god viruses, especially fundamentalist variants, is science education. The more science is taught or discussed, the fewer tools a god virus has to infect populations.

Traditional progressive bread and butter economic issues are the heart of the solution. It's about ensuring decent jobs with a good wage. It's about ensuring a free public education in all the communities of America, whether they are in the shiny new affluent suburbs or the crumbling old schools of the older suburbs and cities. It's about ensuring a system where all Americans have access to health care, instead of a steadily declining share of our population.

You squeeze the eyedropper, and a drop of pond water drips out onto the microscope stage. You look at the projected image. The drop is full of life - strange beings swimming, crawling, tumbling; high dramas of pursuit and escape, triumph and tragedy. This is a world populated by beings far more exotic than in any science fiction movie...

surely some of a nation’s wealth ought to be ploughed back into its population. From what I’ve seen since I came home precious little of our industrial profits are being invested in the welfare or the fabric of the country. Isn’t a compulsory education the key to a nation’s progress?’ ‘It’s

The native population of this continent deserves more notice taken than on Indigenous Peoples Day. But this day at least, please, let's learn more about the people whose land we stole (yes, even we whose forebearers came more recently, because we continue to benefit from the theft), and to sit in the complexity that is the building and continuation of our civilization.

Life-alienating communication both stems from and supports hierarchical or domination societies, where large populations are controlled by a small number of individuals to those individuals, own benefit. It would be in the interest of kings, czars, nobles, and so forth that the masses be educated in a way that renders them slavelike in mentality. The language of wrongness, should, and have to is perfectly suited for this purpose: the more people are trained to think in terms of moralistic judgments that imply wrongness and badness, the more they are being trained to look outside themselves—to outside authorities—for the definition of what constitutes right, wrong, good, and bad. When we are in contact with our feelings and needs, we humans no longer make good slaves and underlings.

The authors pointed out that nearly all research in psychology is conducted on a very small subset of the human population: people from cultures that are Western, educated, industrialized, rich, and democratic (forming the acronym WEIRD). They then reviewed dozens of studies showing that WEIRD people are statistical outliers; they are the least typical, least representative people you could study if you want to make generalizations about human nature. Even within the West, Americans are more extreme outliers than Europeans, and within the United States, the educated upper middle class (like my Penn sample) is the most unusual of all.

his education had had the curious effect of making things that he read and wrote more real to him than things he saw. Statistics about agricultural laborers were the substance; any real ditcher, plowman or farmer's boy, was the shadow. Though he had never noticed it himself, he had a great reluctance, in his work, ever to use words as 'man' or 'woman.' He preferred to write about 'vocational groups,' 'elements,' 'classes' and 'populations:' for, in his own way, he believed as firmly as any mystic in the superior reality of the things that are not seen.

Smiley himself was one of those solitaires who seem to have come into the world fully educated at the age of eighteen. Obscurity was his nature, as well as his profession. The byways of espionage are not populated by the brash and colourful adventurers of fiction. A man who, like Smiley, has lived and worked for years among his country's enemies learns only one prayer: that he may never, never be noticed. Assimilation is his highest aim, he learns to love the crowds who pass him in the street without a glance; he clings to them for his anonimity and his safety. His fear makes him servile - he could embrace the shoppers who jostle him in their impatience, and force him from the pavement. He could adore the officials, the police, the bus conductors, for the terse indifference of their attitudes. (ch. 9)

However, not only are fortunes equal in America, equality extends to some degree to intelligence itself. I do not think that there is a single country in the world where, in proportion to the population, there are so few ignorant and, at the same time, so few educated individuals as in America. Primary education is available to all; secondary is within reach of no one, which can be explained quite easily as the inevitable result, so to speak, of my argument above. Almost all Americans enjoy a life of comfort and can, therefore, obtain the first elements of human knowledge. In America there are few rich people; therefore, all Americans have to learn the skills of a profession which demands a period of apprenticeship. Thus America can devote to general learning only the early years of life. At fifteen, they begin a career; their education ends most often when ours begins. If education is pursued beyond that point, it is directed only towards specialist subjects with a profitable return in mind. Science is studied as if it were a job and only those branches are taken up which have a recognized and immediate usefulness.

This linking together in turn lets us tap our cognitive surplus, the trillion hours a year of free time the educated population of the planet has to spend doing things they care about. In the 20th century, the bulk of that time was spent watching television, but our cognitive surplus is so enormous that diverting even a tiny fraction of time from consumption to participation can create enormous positive effects.

The media and educational system have dumbed the people down to a level hitherto unknown in the civilized world. They are modern-day zombie populations, led around by the nose—mentally so manipulated that they cannot think straight, much less act in their own self-interest, either as individuals or as societies and states. Both in spirit and in reality, they have become the tax-paying cash cows and playthings of an alien oligarchy.

Symptomatic of this rural-urban identity crisis is our eager embrace of a recently imposed divide: the Red States and the Blue States. That color map comes to us with the suggestion that both coasts are populated by educated civil libertarians, while the vast middle and south are criss-crossed with the studded tracks of ATVs leaving a trail of flying beer cans and rebel yells. Okay, I'm exaggerating a little. But I certainly sense a bit of that when urban friends ask me how I can stand living here, "so far from everything?" (When I hear this question over the phone, I'm usually looking out the window at a forest, a running creek, and a vegetable garden, thinking: Define everything.)

He stared at the cheap linoleum between his shoes and admitted to himself that once again he had fallen into the trap that often snared so many of the educated and upper-class locals when they convinced themselves that the rest of the population was stupid and ignorant. Cranwell was smarter than most lawyers in town, and infinitely more prepared.

Few institutions are considered so universally to have failed as our schools, yet in spite of this dreary record a prescription of increased dosage is making its way to the national agenda. The specifics of this proposal: a) Schools should be open year-round, avoiding long summer holidays for children. b) Schools should extend from 9 to 5, not dismissing students in mid-afternoon as is currently the case. c) Schools should provide recreation, evening meals, and a variety of family services so that working-class parents will be free of the "burden" of their own children. The bottom line of these proposals is reduction of the damaging effects of "freedom" and "family" on a subject population.

There are extremes within any population, but on average, at least among young adults, those who feel lonely actually spend no more time alone than do those who feel more connected. They are no more or less physically attractive than average, and they do not differ, on average, from the non-lonely in terms of height, weight, age, education, or intelligence. Most important, when we look at the broad continuum (rather than just the extremes) of people who feel lonely, we find that they have the capacity to be just as socially adept as anyone else. Feeling lonely does not mean that we have deficient social skills.

The alienation, the downright visceral frustration, of the new American ideologues, the bone in their craw, is the unacknowledged fact that America has never been an especially capitalist country. The postal system, the land grant provision for public education, the national park system, the Homestead Act, the graduated income tax, the Social Security system, the G.I. Bill -- all of these were and are massive distributions or redistributions of wealth meant to benefit the population at large.

We are the last generation that can experience true wilderness. Already the world has shrunk dramatically. To a Frenchman, the Pyrenees are “wild.” To a kid living in a New York City ghetto, Central Park is “wilderness,” the way Griffith Park in Burbank was to me when I was a kid. Even travelers in Patagonia forget that its giant, wild-looking estancias are really just overgrazed sheep farms. New Zealand and Scotland were once forested and populated with long-forgotten animals. The place in the lower forty-eight states that is farthest away from a road or habitation is at the headwaters of the Snake River in Wyoming, and it’s still only twenty-five miles. So if you define wilderness as a place that is more than a day’s walk from civilization, there is no true wilderness left in North America, except in parts of Alaska and Canada. In a true Earth-radical group, concern for wilderness preservation must be the keystone. The idea of wilderness, after all, is the most radical in human thought—more radical than Paine, than Marx, than Mao. Wilderness says: Human beings are not paramount, Earth is not for Homo sapiens alone, human life is but one life form on the planet and has no right to take exclusive possession. Yes, wilderness for its own sake, without any need to justify it for human benefit. Wilderness for wilderness. For bears and whales and titmice and rattlesnakes and stink bugs. And…wilderness for human beings…. Because it is home. —Dave Foreman, Confessions of an Eco-Warrior We need to protect these areas of unaltered wildness and diversity to have a baseline, so we never forget what the real world is like—in perfect balance, the way nature intended the earth to be. This is the model we need to keep in mind on our way toward sustainability.

[If we extrapolate the United States population down to a 100-people village]This village that you inhabit has 14 illiterate members and 27 who have a college education; 5 of the villagers earn a third of the village’s entire income, while 6 of them earn less than .3 percent of it; 40 of them think and hope your village is headed towards a biblical end-times Armageddon; and 7 of them own a Britney Spears album.

{President] Kayibanda's government [in Rwanda] continued the persecution against the Tutsis and began to make use of the media it controlled to launch a propaganda campaign against us. In a country where more than half the people cannot read or write and very few have televisions, radio is the dominant media. The fact that some newspapers were still printing the truth didn't matter much to the part of the population that couldn't read. Most of the literate people were already politically aware. While an educated person might question what they read or hear from the media, the uneducated tend to accept it. The uneducated are more easily affected by threats and the emotional trauma that propaganda like this can create.

Argentina was also one of the richest countries in the world in the nineteenth century, as rich as or even richer than Britain, because it was the beneficiary of the worldwide resource boom; it also had the most educated population in Latin America. But democracy and pluralism were no more successful, and were arguably less successful, in Argentina than in much of the rest of Latin America. One coup followed another, and as we saw in chapter 11, even democratically elected leaders acted as rapacious dictators. Even more recently there has been little progress toward inclusive economic institutions, and as we saw in chapter 13, twenty-first-century Argentinian governments can still expropriate their citizens’ wealth with impunity. All

It is my opinion that education is a key component to peace and progress. Despite their arrogant claims to have all the answers, world religions cannot account for recent insights and discoveries about the natural world and human history. In this, the most tantalizing argument against religious faith comes forth in the way of science and reason. An ever-growing scientific consensus has resulted in the ever-shrinking populous of religious relevance.

There's a reason that education sucks. And it's the same reason that it will never ever, ever be fixed. It's never going to get any better, don't look for it, be happy with what you got. Because the owners of this country don't want that. I'm talking about the real owners now. The real owners. The big, wealthy business interests that control things and make all the important decisions. Forget the politicians. The politicians are put there to give you the idea that you have freedom of choice. You don't. You have no choice. You have owners. They own you. They own everything. They own all the important land. They own and control the corporations. They've long since bought and paid for the Senate, the Congress, the state houses, and city halls. They got the judges in their back pocket. And they own all the big media companies so they control just about all of the news and information you get to hear. They got you by the balls. They spend billions of dollars every year lobbying, lobbying to get what they want. Well, we know what they want. They want more for themselves and less for everybody else. But I'll tell you what they don't want. They don't want a population of citizens capable of critical thinking. They don't want well-informed, well-educated people, capable of critical thinking. They're not interested in that. That doesn't help them. That's against their interest. That's right. They don't want people who are smart enough to figure out how badly they're getting fucked by a system that threw them overboard 30 fucking years ago. They don't want that. You know what they want? They want obedient workers. Obedient workers. People who are just smart enough to run the machines and do the paperwork and just dumb enough, to passively accept all these increasingly shittier jobs, with the lower pay, the longer hours, the reduced benefits, the end of overtime, and the vanishing pension that disappears the minute you go to collect it. And now, they're coming for your Social Security money. They want your fucking retirement money. They want it back, so they can give it to their criminal friends on Wall Street. And you know something, they'll get it. They'll get it all from you, sooner or later, because they own this fucking place. It's a big club, and you ain't in it. You and I are not in the big club.

How is it that you—a highly educated woman of science—don’t see? Ozone depletion, lack of water, and pollution are not the disease—they are the symptoms. The disease is overpopulation. And unless we face world population head-on, we are doing nothing more than sticking a Band-Aid on a fast-growing cancerous tumor.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

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.

Like it or not, philosophy or intellectual activity in ancient China was distinguished from manual labor, and thus philosophical texts were not only political in nature (because they normally addressed the issue of good government and social order) but also “esoteric.” They were not meant to contribute to general education, but to be studied only by a small fraction of the population, i.e., by those who had access to learning and power. If we want to understand the Laozi historically, we have to accept this context and thus also the fact that, as a philosophical treatise, it did not attempt to be generally accessible. It was originally a text for the few—and it clearly shows.

Now I have very little respect for the electoral system in the United States. I could have respected it in the early days, when the country was small and we had small population. The system that we have in the United States was set up at a time when the total population was the population of Tennessee. We've stretched it to try to make it work for different kind of problems and in stretching and adapting it, we've lost its meaning. We still have the form but not the meaning. There's a lot of things that we have to look at critically that might have been useful at one time that are no longer useful I think there's some good in everything. There's some bad in everything. But there's so little good in some things that you know for practical purposes they're useless. They're beyond salvation. There's so much good in some things, even though there's bad, that we build on that.

The rulers of tomorrow's over-populated and over-organized world will try to impose social and cul­tural uniformity upon adults and their children. To achieve this end, they will (unless prevented) make use of all the mind-manipulating techniques at their disposal and will not hesitate to reinforce these methods of non-rational persuasion by economic coer­cion and threats of physical violence. If this kind of tyranny is to be avoided, we must begin without delay to educate ourselves and our children for freedom and self-government.

What has Capitalism resolved? It has solved no problems. It has looted the world. It has left us with all this poverty. It has created lifestyles and models of consumerism that are incompatible with reality. It has poisoned the waterways. Oceans, Rivers, Lakes, Seas, the Atmosphere, the Earth. It has produced an incredible waste of resources. I always cite one example; imagine every person in China owned a Car, or aspired to own a Car. Everyone of the 1.1 Billion people in China, or that everyone of the 800 million people in India wished to own a Car, this method, this lifestyle, and Africa did the same, and nearly 450 million Latin Americans did the same. How long would Oil last? How long would Natural Gas last? How long would natural resources last? What would be left of the Ozone layer? What would be left of Oxygen on Earth? What would happen with Carbon Dioxide? And all these phenomenon that are changing the ecology of our world, they are changing Earth, they are making life on our Planet more and more difficult all the time. What model has Capitalism given the world to follow? An example for societies to emulate? Shouldn’t we focus on more rational things, like the education of the whole population? Nutrition, health, a respectable lodging, an elevated culture? Would you say capitalism, with it’s blind laws, it’s selfishness as a fundamental principle, has given us something to emulate? Has it shown us a path forward? Is humanity going to travel on the course charted thus far? There may be talk of a crisis in socialism, but, today, there is an even greater crises in capitalism, with no end in sight.

But one of the main reasons why Denmark does so well in international happiness surveys is the welfare state, as it reduces uncertainty, worries and stress in the population. You can say that Denmark is the happiest country in the world or you can say that Denmark is the least unhappy country in the world. The welfare state is really good (not perfect, but good) at reducing extreme unhappiness. Universal and free health care, free university education and relatively generous unemployment benefits go a long way towards reducing unhappiness.

When the average black American has one-thirteenth the net worth and the average Hispanic American has one-tenth the net worth of the average white American,10 and when the poverty rate among Native Americans is over three times that of whites,11 it is a strong bet that neighborhoods of color are more likely to be poor neighborhoods with higher crime and that higher-priced neighborhoods with easier access to jobs and more funding for education that lead to less crime would be more likely to be populated by comparatively wealthier white people.

..."extreme capitalism": the obsessive, uncritical penetration of the concept of the market into every aspect of American life, and the attempt to drive out every other institution, including law, art, culture, public education, Social Security, unions, community, you name it. It is the conflation of markets with populism, with democracy, with diversity, with liberty, and with choice---and so the denial of any form of choice that imposes limits on the market. More than that, it is the elimination of these separate concepts from our political discourse, so that we find ourselves looking to the stock market to fund retirement, college education, health care, and having forgotten that in other wealthy and developed societies these are rights, not the contingent outcomes of speculative games. James K. Galbraith, Lloyd M. Bentsen Jr. Chair in Government/Business Relations and Professor of Government, University of Texas.

some people, educationally over-endowed with the tools of philosophy, cannot resist poking in their scholarly apparatus where it isn’t helpful. I am reminded of P. B. Medawar’s remark about the attractions of ‘philosophy-fiction’ to ‘a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought’.

For all the talk of education, modern societies neglect to examine by far the most influential means by which their populations are educated. Whatever happens in our classrooms, the more potent and ongoing kind of education takes place on the airwaves and on our screens. Cocooned in classrooms for only our first eighteen years or so, we effectively spend the rest of our lives under the tutelage of news entities which wield infinitely greater influence over us than any academic institution can. Once our formal education has finished, the news is the teacher. It is the single most significant force setting the tone of public life and shaping our impressions of the community beyond our own walls. It is the prime creator of political and social reality. As revolutionaries well know, if you want to change the mentality of a country, you don't head to the art gallery, the department of education or the homes of famous novelists; you drive the tanks straight to the nerve center of the body politic, the news HQ.

Many intellectuals and their followers have been unduly impressed by the fact that highly educated elites like themselves have far more knowledge per capita—in the sense of special knowledge—than does the population at large. From this it is a short step to considering the educated elites to be superior guides to what should and should not be done in a society. They have often overlooked the crucial fact that the population at large may have vastly more total knowledge—in the mundane sense—than the elites, even if that knowledge is scattered in individually unimpressive fragments among vast numbers of people.

Our living quarters were in the same compound as the Eastern District administration. Government offices were mostly housed in large mansions which had been confiscated from Kuomintang officials and wealthy landlords. All government employees, even senior officials, lived at their office. They were not allowed to cook at home, and all ate in canteens. The canteen was also where everyone got their boiled water, which was fetched in thermos flasks. Saturday was the only day married couples were allowed to spend together. Among officials, the euphemism for making love was 'spending a Saturday." Gradually, this regimented life-style relaxed a bit and married couples were able to spend more time together, but almost all still lived and spent most of their time in their office compounds. My mother's department ran a very broad field of activities, including primary education, health, entertainment, and sounding out public opinion. At the age of twenty-two, my mother was in charge of all these activities for about a quarter of a million people. She was so busy we hardly ever saw her. The government wanted to establish a monopoly (known as 'unified purchasing and marketing') over trade in the basic commodities grain, cotton, edible o'fi, and meat. The idea was to get the peasants to sell these exclusively to the government, which would then ration them out to the urban population and to parts of the country where they were in short supply.

Psychologists at the University of British Columbia in Vancouver, Canada, found that the better educated and wealthier a nation is, the less likely its population is to believe in a higher being. The Global Index of Religion and Atheism also assessed that poverty was a key indicator of a society’s tendency towards religion – so that poorer countries tend to be the most religious. The one exception to the rule? America. But in the strongly religious USA, despite the country’s wealth, there’s no universal healthcare, little job security, and a flimsy social welfare safety net. This means that the USA has a lot more in common with developing countries than she might like to think. Researchers from the University of British Columbia suggest that people are less likely to need the comfort of a god if they’re living somewhere stable, safe and prosperous.

...Shouldn`t we tell the child that in your country there are boys and girls who have never seen a piece of meat on their plates? Shouldn`t we tell the child that more than half of the world`s population are hungry, and why they are hungry, and how hunger could be diminished? Shouldn`t we give the child a true and logical understanding of the history and development of human societies?…" An In-Depth Analysis of Educational Deadlock

Even with our immense wealth and technology, we continue to abuse the planet and each other for the sake of easy packaging and a cheap, disposable lifestyle. Unchecked population continues to outstrip the availability of housing, water, food, education, and jobs, while we squabble over politics, religion, gender, race, and nationality. Factor in the unrelenting advance of climate change, ocean acidification, the sixth extinction, the nuclear waste time bomb, ground water depletion, the social cancer of wealth inequality, dystopian surveillance, and the unstoppable US deficit growth and that’s a really bad news day for most of the planet during any age.

...literacy is as vital as food, security, limiting population growth, and control of the environment. Education, after all, is the one issue that affects every other one. I think of it in the same way as dropping a pebble into a pond and getting a ripple effect. Educated people make more money and are more likely to escape poverty. Educated parents raise healthier children. ...The list goes on, just as ripples in a body of water emanate outward.

I said earlier, with more than 10 per cent of the African population being well educated, this type of excuse will do a great disservice to our continent, as well as to future generations of Africans, who will ask how we stood by with our eyes wide open and let another ‘Scramble for Africa’ take place. I remember sounding the same type of alarm in my keynote address to the Black Management Forum on 13 October 2005, when I stated, ‘Finally, I must sound this note of warning to Africa: there is a new kind of slavery marching through Africa – it is the economic giant called China. Yes, it is stimulating and exciting seeing the competition the Chinese are giving to the Western world in Africa. But we are again abandoning our independence for a quick solution to our economic woes. Africa needs to suffer a little if we are going to build a solid economic base for the generation of Africans to come.

The Great Recession and its continuing aftermath have left many twenty-somethings feeling naïve, even devastated.Twenty-somethings are more educated than ever before, but a smaller percentage find work after college. Many entry-level jobs have gone overseas, making it more difficult for twenty-somethings to gain a foothold at home. With a contracting economy and a growing population, unemployment is at its highest in decades. An unpaid internship is the new starter job. About a quarter of twenty-somethings are out of work and another quarter work only part-time. Twenty-somethings who do have paying jobs earn less than their 1970s counterparts when adjusted for inflation.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.

In all the round world of Utopia there is no meat. There used to be. But now we cannot stand the thought of slaughter-houses. And, in a population that is all educated, and at about the same level of physical refinement, it is practically impossible to find anyone who will hew a dead ox or pig. We never settled the hygienic question of meat-eating at all. This other aspect decided us. I can still remember, as a boy, the rejoicings over the closing of the last slaughter-house.

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.

How have people come to be taken in by The Phenomenon of Man? We must not underestimate the size of the market for works of this kind [pseudoscience/'woo'], for philosophy-fiction. Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

What is today’s date? Who is the President? How great a danger do you pose, on a scale of one to ten? What does “people who live in glass houses” mean? Every symphony is a suicide postponed, true or false? Should each individual snowflake be held accountable for the avalanche? Name five rivers. What do you see yourself doing in ten minutes? How about some lovely soft Thorazine music? If you could have half an hour with your father, what would you say to him? What should you do if I fall asleep? Are you still following in his mastodon footsteps? What is the moral of “Mary Had a Little Lamb”? What about his Everest shadow? Would you compare your education to a disease so rare no one else has ever had it, or the deliberate extermination of indigenous populations? Which is more puzzling, the existence of suffering or its frequent absence? Should an odd number be sacrificed to the gods of the sky, and an even to those of the underworld, or vice versa? Would you visit a country where nobody talks? What would you have done differently? Why are you here?

If we could shrink the Earth’s 5.7 billion population to a village of one hundred people, the resulting profile would look like this:        Sixty Asians, fourteen Africans, twelve Europeans, eight Latin Americans, five from the United States and Canada, and one from New Zealand or Australia.        Eighty-two would be nonwhite.        Sixty-seven would be non-Christian.        Thirty-two percent of the entire world’s wealth would be in the hands of five people.        All five people would be citizens of the United States.        Sixty-seven would be unable to read.        Fifty would suffer from malnutrition. Thirty-three would be without access to a safe water supply.        Eighty would live in substandard housing. Thirty-nine would lack access to improved sanitation. Twenty-four would not have electricity.        Only one would have a college education.30

The U.S. government, subservient to corporate power, has become a burlesque. The last vestiges of the rule of law are evaporating. The kleptocrats openly pillage and loot. Programs instituted to protect the common good—public education, welfare, and environmental regulations—are being dismantled. The bloated military, sucking the marrow out of the nation, is unassailable. Poverty is a nightmare for half the population. Poor people of color are gunned down with impunity in the streets. Our prison system, the world’s largest, is filled with the destitute. There is no shortage of artists, intellectuals, and writers, from Martin Buber and George Orwell to James Baldwin, who warned us that this dystopian era was fast approaching. But in our Disneyfied world of intoxicating and endless images, cult of the self and willful illiteracy, we did not listen. We will pay for our negligence.

...all this convinced him that he had come to one of those revolting havens where pathetic depravity makes its abode, born of tawdry education and the terrible populousness of the capital. One of those havens where man blasphemously crushes and derides all the pure and holy that adorns life, where woman, the beauty of the world, the crown of creation, turns into some strange, ambiguous being, where, along with purity of soul, she loses everything feminine and repulsively adopts all the mannerisms and insolence of a man, and ceases to be that weak, that beautiful being so different from us.

For many people, that war [WWII] is called the “good war” because it was fought against a regime guilty of unspeakable atrocities. But the Allies did not enter the war to save Jews from extermination. The United States entered the war after it was attacked by Japan at Pearl Harbor and, as a nation, we certainly did not do as much as we should have to save the Jewish population of Europe. The basic question is still with us: Is it right, justifiable, to intervene in a nation’s internal activities when those activities include genocide, ethnic cleansing, or some other demonstrable harm to a subset of its people?

The following winter passed without disturbance, and was employed in salutary measures. For, to accustom to rest and repose through the charms of luxury a population scattered and barbarous and therefore inclined to war, Agricola gave private encouragement and public aid to the building of temples, courts of justice and dwelling-houses, praising the energetic, and reproving the indolent. Thus an honourable rivalry took the place of compulsion. He likewise provided a liberal education for the sons of the chiefs, and showed such a preference for the natural powers of the Britons over the industry of the Gauls that they who lately disdained the tongue of Rome now coveted its eloquence. Hence, too, a liking sprang up for our style of dress, and the "toga" became fashionable. Step by step they were led to things which dispose to vice, the lounge, the bath, the elegant banquet. All this in their ignorance, they called civilization, when it was but a part of their servitude.

The Unknown Citizen by W. H. Auden (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

However, even before the orgies of neoliberalism it was obvious that capitalism is not socially efficient. Market failures are everywhere, from environmental calamities to the necessity of the state’s funding much socially useful science to the existence of public education and public transportation (not supplied through the market) to the outrageous incidence of poverty and famine in countries that have had capitalism foisted on them.3 All this testifies to a “market failure,” or rather a failure of the capitalist, competitive, profit-driven mode of production, which, far from satisfying social needs, multiplies and aggravates them. This should not be surprising. An economic system premised on two irreconcilable antagonisms—that between worker and supplier-of-capital and that between every supplier-of-capital and every other4—and which is propelled by the structural necessity of exploiting and undermining both one’s employees and one’s competitors in order that ever-greater profits may be squeezed out of the population, is not going to lead to socially harmonious outcomes. Only in the unreal world of standard neoclassical economics, which makes such assumptions as perfect knowledge, perfect capital and labor flexibility, the absence of firms with “market power,” the absence of government, and in general the myth of homo economicus—the person susceptible of no other considerations than those of pure “economic rationality”—is societal harmony going to result.

I would be remiss if I did not acknowledge that there is higher crime in some cities where larger minority populations live. Yes, black men are more likely to commit a violent offense than white men. No, this is not “black-on-black” or “brown-on-brown” crime. Those terms are 100 percent racist. It’s crime. We don’t call crime that happens in white communities “white-on-white” crime, even though the majority of crimes against white people are perpetrated by other white people. Crime is a problem within communities. And communities with higher poverty, fewer jobs, and less infrastructure are going to have higher crime, regardless of race. When the average black American has one-thirteenth the net worth and the average Hispanic American has one-tenth the net worth of the average white American,10 and when the poverty rate among Native Americans is over three times that of whites,11 it is a strong bet that neighborhoods of color are more likely to be poor neighborhoods with higher crime and that higher-priced neighborhoods with easier access to jobs and more funding for education that lead to less crime would be more likely to be populated by comparatively wealthier white people.

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.

If we suggest that it is okay to make fun of everything except certain aspects of Islam because Muslims are much more sensitive than the rest of the population, isn’t that discrimination? Shouldn’t we treat the second largest religion in France exactly as we treat the first? It’s time to put an end to the revolting paternalism of the white, middle-class, “leftist” intellectual trying to coexist with these “poor, subliterate wretches.” “'I’m educated; obviously I get that 'Charlie Hebdo' is a humor newspaper because, first, I’m very intelligent, and second, it’s my culture. But you—well, you haven’t quite mastered nuanced thinking yet, so I’ll express my solidarity by fulminating against Islamaphobic cartoons and pretending not to understand them. I will lower myself to your level to show you that I like you. And if I need to convert to Islam to get even closer to you, I’ll do it!” These pathetic demagogues just have a ravenous need for recognition and a formidable domination fantasy to fulfill.

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 general laws of migration hold that the greater the obstacles and the farther the distance traveled, the more ambitious the migrants. “It is the higher status segments of a population which are most residentially mobile,” the sociologists Karl and Alma Taeuber wrote in a 1965 analysis of census data on the migrants, published the same year as the Moynihan Report. “As the distance of migration increases,” wrote the migration scholar Everett Lee, “the migrants become an increasingly superior group.” Any migration takes some measure of energy, planning, and forethought. It requires not only the desire for something better but the willingness to act on that desire to achieve it. Thus the people who undertake such a journey are more likely to be either among the better educated of their homes of origin or those most motivated to make it in the New World, researchers have found. “Migrants who overcome a considerable set of intervening obstacles do so for compelling reasons, and such migrations are not taken lightly,” Lee wrote. “Intervening obstacles serve to weed out some of the weak or the incapable.” The

OUR PUBLIC-SCHOOL SYSTEM SEES BLACK AND BROWN children as violent, disruptive, unpredictable future criminals. This may seem like the hyperbole of an angry black woman, but when I look at the way in which our black and brown students are treated in schools, it is the only conclusion I can come to. Black students make up only 16 percent of our school populations, and yet 31 percent of students who are suspended and 40 percent of students who are expelled are black. Black students are 3.5 times more likely to be suspended than white students. Seventy percent of students who are arrested in school and referred to law enforcement are black. In the 2011–2012 school year alone, 92,000 students were arrested.1 When I look at these numbers, there are two possible explanations. I can assume that our black and brown children are violent, disruptive, unpredictable future criminals who are not deserving of the same access to education as white children. I can assume that there is something fundamentally wrong with black and brown people, something fundamentally broken that is sending our kids out of school and into prison. Or, I can assume that the school system is marginalizing, criminalizing, and otherwise failing our black and brown kids in large numbers.

Countries measured their success by the size of their territory, the increase in their population and the growth of their GDP – not by the happiness of their citizens. Industrialised nations such as Germany, France and Japan established gigantic systems of education, health and welfare, yet these systems were aimed to strengthen the nation rather than ensure individual well-being. Schools were founded to produce skilful and obedient citizens who would serve the nation loyally. At eighteen, youths needed to be not only patriotic but also literate, so that they could read the brigadier’s order of the day and draw up tomorrow’s battle plans. They had to know mathematics in order to calculate the shell’s trajectory or crack the enemy’s secret code. They needed a reasonable command of electrics, mechanics and medicine in order to operate wireless sets, drive tanks and take care of wounded comrades. When they left the army they were expected to serve the nation as clerks, teachers and engineers, building a modern economy and paying lots of taxes. The same went for the health system. At the end of the nineteenth century countries such as France, Germany and Japan began providing free health care for the masses. They financed vaccinations for infants, balanced diets for children and physical education for teenagers. They drained festering swamps, exterminated mosquitoes and built centralised sewage systems. The aim wasn’t to make people happy, but to make the nation stronger. The country needed sturdy soldiers and workers, healthy women who would give birth to more soldiers and workers, and bureaucrats who came to the office punctually at 8 a.m. instead of lying sick at home. Even the welfare system was originally planned in the interest of the nation rather than of needy individuals. When Otto von Bismarck pioneered state pensions and social security in late nineteenth-century Germany, his chief aim was to ensure the loyalty of the citizens rather than to increase their well-being. You fought for your country when you were eighteen, and paid your taxes when you were forty, because you counted on the state to take care of you when you were seventy.30 In 1776 the Founding Fathers of the United States established the right to the pursuit of happiness as one of three unalienable human rights, alongside the right to life and the right to liberty. It’s important to note, however, that the American Declaration of Independence guaranteed the right to the pursuit of happiness, not the right to happiness itself. Crucially, Thomas Jefferson did not make the state responsible for its citizens’ happiness. Rather, he sought only to limit the power of the state.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

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

All the horrors of all the ages were brought together, and not only armies but whole populations were thrust into the midst of them. The mighty educated States involved conceived-not without reason-that their very existence was at stake. Neither peoples nor rulers drew the line at any deed which they thought could help them win. Germany, having let Hell loose, kept well in the van of terror; but she was followed step by step by the desperate and ultimately avenging nations she had assailed. Every outrage against humanity or international law was repaid by reprisals-often of a greater scale and of longer duration. No truce or parley mitigated the strife of the armies. The wounded died between the lines: the dead mouldered into the soil. Merchant ships and neutral ships and hospital ships were sunk on the seas and all on board left to their fate, or killed as they swam. Every effort was made to starve whole nations into submission without regard to age or sex. Cities and monuments were smashed by artillery. Bombs from the air were cast down indiscriminately. Poison gas in many forms stifled or seared the soldiers. Liquid fire was projected upon their bodies. Men fell from the air in flames, or were smothered often slowly in the dark recesses of the sea. The fighting strength of armies was limited only by the manhood of their countries. Europe and large parts of Asia and Africa became one vast battlefield on which after years of struggle not armies but nations broke and ran. When all was over, Torture and Cannibalism were the only expedients that the civilized, scientific, Christian States had been able to deny themselves: and they were of doubtful utility.

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

Early on it is clear that Addie has a rebellious streak, joining the library group and running away to Rockport Lodge. Is Addie right to disobey her parents? Where does she get her courage? 2. Addie’s mother refuses to see Celia’s death as anything but an accident, and Addie comments that “whenever I heard my mother’s version of what happened, I felt sick to my stomach.” Did Celia commit suicide? How might the guilt that Addie feels differ from the guilt her mother feels? 3. When Addie tries on pants for the first time, she feels emotionally as well as physically liberated, and confesses that she would like to go to college (page 108). How does the social significance of clothing and hairstyle differ for Addie, Gussie, and Filomena in the book? 4. Diamant fills her narrative with a number of historical events and figures, from the psychological effects of World War I and the pandemic outbreak of influenza in 1918 to child labor laws to the cultural impact of Betty Friedan. How do real-life people and events affect how we read Addie’s fictional story? 5. Gussie is one of the most forward-thinking characters in the novel; however, despite her law degree she has trouble finding a job as an attorney because “no one would hire a lady lawyer.” What other limitations do Addie and her friends face in the workforce? What limitations do women and minorities face today? 6. After distancing herself from Ernie when he suffers a nervous episode brought on by combat stress, Addie sees a community of war veterans come forward to assist him (page 155). What does the remorse that Addie later feels suggest about the challenges American soldiers face as they reintegrate into society? Do you think soldiers today face similar challenges? 7. Addie notices that the Rockport locals seem related to one another, and the cook Mrs. Morse confides in her sister that, although she is usually suspicious of immigrant boarders, “some of them are nicer than Americans.” How does tolerance of the immigrant population vary between city and town in the novel? For whom might Mrs. Morse reserve the term Americans? 8. Addie is initially drawn to Tessa Thorndike because she is a Boston Brahmin who isn’t afraid to poke fun at her own class on the women’s page of the newspaper. What strengths and weaknesses does Tessa’s character represent for educated women of the time? How does Addie’s description of Tessa bring her reliability into question? 9. Addie’s parents frequently admonish her for being ungrateful, but Addie feels she has earned her freedom to move into a boardinghouse when her parents move to Roxbury, in part because she contributed to the family income (page 185). How does the Baum family’s move to Roxbury show the ways Betty and Addie think differently from their parents about household roles? Why does their father take such offense at Herman Levine’s offer to house the family? 10. The last meaningful conversation between Addie and her mother turns out to be an apology her mother meant for Celia, and for a moment during her mother’s funeral Addie thinks, “She won’t be able to make me feel like there’s something wrong with me anymore.” Does Addie find any closure from her mother’s death? 11. Filomena draws a distinction between love and marriage when she spends time catching up with Addie before her wedding, but Addie disagrees with the assertion that “you only get one great love in a lifetime.” In what ways do the different romantic experiences of each woman inform the ideas each has about love? 12. Filomena and Addie share a deep friendship. Addie tells Ada that “sometimes friends grow apart. . . . But sometimes, it doesn’t matter how far apart you live or how little you talk—it’s still there.” What qualities do you think friends must share in order to have that kind of connection? Discuss your relationship with a best friend. Enhance

The failure of Communism was consecrated in the fall of the Soviet Union. The remarkable thing is that, as in most cases when prophecy fails, the faith never faltered. Indeed, an alternative version had long been maturing, though cast into the shadows for a time by enthusiasm for the quick fix of revolution. It had, however, been maturing for at least a century and already had a notable repertoire of institutions available. We may call it Olympianism, because it is the project of an intellectual elite that believes that it enjoys superior enlightenment and that its business is to spread this benefit to those living on the lower slopes of human achievement. And just as Communism had been a political project passing itself off as the ultimate in scientific understanding, so Olympianism burrowed like a parasite into the most powerful institution of the emerging knowledge economy--the universities. We may define Olympianism as a vision of human betterment to be achieved on a global scale by forging the peoples of the world into a single community based on the universal enjoyment of appropriate human rights. Olympianism is the cast of mind dedicated to this end, which is believed to correspond to the triumph of reason and community over superstition and hatred. It is a politico-moral package in which the modern distinction between morals and politics disappears into the aspiration for a shared mode of life in which the communal transcends individual life. To be a moral agent is in these terms to affirm a faith in a multicultural humanity whose social and economic conditions will be free from the causes of current misery. Olympianism is thus a complex long-term vision, and contemporary Western Olympians partake of different fragments of it. To be an Olympian is to be entangled in a complex dialectic involving elitism and egalitarianism. The foundational elitism of the Olympian lies in self-ascribed rationality, generally picked up on an academic campus. Egalitarianism involves a formal adherence to democracy as a rejection of all forms of traditional authority, but with no commitment to taking any serious notice of what the people actually think. Olympians instruct mortals, they do not obey them. Ideally, Olympianism spreads by rational persuasion, as prejudice gives way to enlightenment. Equally ideally, democracy is the only tolerable mode of social coordination, but until the majority of people have become enlightened, it must be constrained within a framework of rights, to which Olympian legislation is constantly adding. Without these constraints, progress would be in danger from reactionary populism appealing to prejudice. The overriding passion of the Olympian is thus to educate the ignorant and everything is treated in educational terms. Laws for example are enacted not only to shape the conduct of the people, but also to send messages to them. A belief in the power of role models, public relations campaigns, and above all fierce restrictions on raising sensitive questions devant le peuple are all part of pedagogic Olympianism.