12 Noam Chomsky Quotes on Education

Noam Chomsky quotes on education

30. Take the Kyoto Protocol. Destruction of the environment is not only rational; it's exactly what you're taught to do in college. If you take an economics or a political science course, you're taught that humans are supposed to be rational wealth accumulators, each acting as an individual to maximize his own wealth in the market. The market is regarded as democratic because everybody has a vote. Of course, some have more votes than others because your votes depend on the number of dollars you have, but everybody participates and therefore it's called democratic. Well, suppose that we believe what we are taught. It follows that if there are dollars to be made, you destroy the environment. The reason is elementary. The people who are going to be harmed by this are your grandchildren, and they don't have any votes in the market. Their interests are worth zero. Anybody that pays attention to their grandchildren's interests is being irrational, because what you're supposed to do is maximize your own interests, measured by wealth, right now. Nothing else matters. So destroying the environment and militarizing outer space are rational policies, but within a framework of institutional lunacy. If you accept the institutional lunacy, then the policies are rational.

37. If you quietly accept and go along no matter what your feelings are, ultimately you internalize what you're saying, because it's too hard to believe one thing and say another. I can see it very strikingly in my own background. Go to any elite university and you are usually speaking to very disciplined people, people who have been selected for obedience. And that makes sense. If you've resisted the temptation to tell the teacher, 'You're an asshole,' which maybe he or she is, and if you don't say, 'That's idiotic,' when you get a stupid assignment, you will gradually pass through the required filters. You will end up at a good college and eventually with a good job.

39. Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] [...] normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.

40. Mass education was designed to turn independent farmers into docile, passive tools of production. That was its primary purpose. And don't think people didn't know it. They knew it and they fought against it. There was a lot of resistance to mass education for exactly that reason. It was also understood by the elites. Emerson once said something about how we're educating them to keep them from our throats. If you don't educate them, what we call 'education,' they're going to take control -- 'they' being what Alexander Hamilton called the 'great beast,' namely the people. The anti-democratic thrust of opinion in what are called democratic societies is really ferocious. And for good reason. Because the freer the society gets, the more dangerous the great beast becomes and the more you have to be careful to cage it somehow.

41. Because they don't teach the truth about the world, schools have to rely on beating students over the head with propaganda about democracy. If schools were, in reality, democratic, there would be no need to bombard students with platitudes about democracy. They would simply act and behave democratically, and we know this does not happen. The more there is a need to talk about the ideals of democracy, the less democratic the system usually is.

42. So when you go to graduate school in the natural sciences, you're immediately brought into critical inquiry - and, in fact, what you're learning is kind of a craft; you don't really teach science, people sort of get the idea how to do it as apprentices, hopefully by working with good people. But the goal is to learn how to do creative work, and to challenge everything [...] people have to be trained for creativity and disobedience - because there is no other way you can do science. But in the humanities and social sciences, and in fields like journalism and economics and so on [...] people have to be trained to be managers, and controllers, and to accept things, and not to question too much.

43. There's a good reason why nobody studies history, it just teaches you too much.

138. In certain intellectual circles in France, the very basis for discussion -- a minimal respect for facts and logic -- has been virtually abandoned.

140. The Grand Inquisitor explains that you have to create mysteries because otherwise the common people will be able to understand things. They have to be subordinated so you have to make things look mysterious and complicated. That's the test of the intellectual. It's also good for them: then you're an important person, talking big words which nobody can understand. Sometimes it gets kind of comical, say in post-modern discourse. Especially around Paris, it has become a comic strip, I mean it's all gibberish. But it's very inflated, a lot of television cameras, a lot of posturing. They try to decode it and see what is the actual meaning behind it, things that you could explain to an eight-year old child. There's nothing there. But these are the ways in which contemporary intellectuals, including those on the Left, create great careers for themselves, power for themselves, marginalize people, intimidate people and so on.

203. Representatives of the governments of the world, good morning to all of you. First of all, I would like to invite you, very respectfully, to those who have not read this book, to read it. Noam Chomsky, one of the most prestigious American and world intellectuals, Noam Chomsky, and this is one of his most recent books, 'Hegemony or Survival: The Imperialist Strategy of the United States.' It's an excellent book to help us understand what has been happening in the world throughout the 20th century, and what's happening now, and the greatest threat looming over our planet. --Hugo Chavez, September 20, 2006 [185]

264. I want Noam Chomsky to be taught at universities about as much as I want Hitler's writing or Stalin's writing. These are wild and extremist ideas that I believe have no place in a university. --Daniel Pipes, September 2002 [245]

280. Neither Chomsky nor Church would make my top ten list. No, I don't actually have such a list, but my feeling is that their impact has been more on what is taught than what is done. Part of my unease is that I'm uncertain to what extent 'Computer Science' is a science. I feel more comfortable comparing what my colleagues and I do with the activities of architects and engineers than with mathematicians, physicists, or biologists. There are things in software that feel more as if they have been discovered than invented, but most of what [passes] for computer science is purely man-made. --Bjarne Stroustrup, November 2000 [261]