Top 10 Noam Chomsky Quotes at QuotationFun

Displaying Top 10 Noam Chomsky quotes

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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.

Education - Class Warfare - 1995.

Thomas Jefferson, the leading Enlightenment figure in the United States, along with Benjamin Franklin, who took exactly the same view, argued that dependence will lead to "subservience and venality", and will "suffocate[s] the germs of virtue". And remember, by dependence he meant wage labor, which was considered an abomination under classical liberal principles. There's a modern perversion of conservatism and libertarianism, which has changed the meanings of words, pretty much the way Orwell discussed. So nowadays, dependence refers to something else. When you listen to what's going in Congress, and people talk about dependence, what they mean by dependence is public support for hungry children, not wage labor. Dependence is support for hungry children and mothers who are caring for them. We see this very dramatically right at this moment in Congress, under the leadership of Newt Gingrich, who quite demonstrably is the leading welfare freak in the country. He is the most avid advocate of welfare in the country, except he wants it to go to the rich. His own district in Cobb County Georgia gets more federal subsidies than any suburban county in the country, outside of the federal system itself. And it's supposed to continue, because this kind of welfare dependency is good. Dependent children, that's bad. But dependent executives, that's good. You gotta make sure they keep feeding at the public trough. The nation is not an entity, it's divided into economic classes, and the architects of policy are those who have the economic power. In his days, he said, the merchants and manufacturers of England, who make sure that their interests are "most peculiarly attended to", like Gingrich. Whatever the effect on others, including the people of England. To Adam Smith, that was a truism. To James Madison, that was a truism. Nowadays, you're supposed to recoil in horror and call it vulgar Marxism or something, meaning that Adam Smith and James Madison must have been disciples of Marx. And if you believe the rest of the story, you might as well believe that. But those are facts which you can easily discover if you bothered reading the sacred texts, that you're supposed to worship, but not read.

Talk titled "Education and Democracy" at Michigan State University, March 28, 1995.

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

Education - KGNU benefit at the University of Colorado at Boulder, April 5, 2003.

Here is what George Kennan had to say, and it's revealing: "We have about 50% of the world's wealth but only 6.3% of its population. In this situation, we cannot fail to be the object of envy and resentment. Our real task in the coming period is to devise a pattern of relationships which will permit us to maintain this position of disparity. We need not deceive ourselves that we can afford today the luxury of altruism and world-benefaction. We should cease to talk about vague and unreal objectives such as human rights, the raising of the living standards, and democratization. The day is not far off when we are going to have to deal in straight power concepts. The less we are then hampered by idealistic slogans, the better." Now of course, the idealistic slogans are still needed for the media, for a lot of scholarship, for the schools, and so on. But, where the serious people are, the problem is that we have to maintain this disparity, and obviously it's gotta be maintained by force. So none of the idealistic slogans at home. So when you're setting up death squads in El Salvador under the Alliance for Progress, you're not hampered by these idealistic slogans - that's for the masses, for us. Well, given this kind of thinking, it's not too surprising that President Kennedy should say, with regard to El Salvador after supporting a military coup there, that "Governments of the civil-military type of El Salvador are the most effective in containing communist penetration in Latin America." This at the time when he organized the basic framework for the death squads that have been torturing and murdering ever since, and which we attribute to some kind of extreme right-wingers who somehow we can't get under control.

Media and Propaganda - Talk at UC Berkeley on U.S. foreign policy in Central America, May 14, 1984.

The past month was the 10th anniversary of the massacres in Rwanda, and there was much soul-searching about our failure to do anything about them. So headlines read "To Say `Never Again' and Mean it; the 1994 Rwandan genocide should have taught us about the consequences of doing nothing" - Richard Holbrooke, Washington Post; "Learn from Rwanda" - Bill Clinton, Washington Post. So what did we learn? In Rwanda, for 100 days people were being killed at the rate of about 8000 a day, and we did nothing. Fast forward to today. In Africa, about 10,000 children a day are dying from easily treatable diseases, and we are doing nothing to save them. That's not just 100 days, it's every day, year after year, killing at the Rwanda rate. And far easier to stop then Rwanda: it just means pennies to bribe drug companies to produce remedies. But we do nothing. Which raises another question: what kind of socioeconomic system can be so savage and insane that to stop Rwanda-scale killings among children going on year after year it's necessary to bribe the most profitable industry that ever existed? That's carrying socioeconomic lunacy beyond the bounds that even the craziest maniac could imagine? But we do nothing.

On Moral Responsibility - ZNet forum reply, May 9, 2004

As early as World War I, American historians offered themselves to President Woodrow Wilson to carry out a task they called "historical engineering," by which they meant designing the facts of history so that they would serve state policy. In this instance, the U.S. government wanted to silence opposition to the war. This represents a version of Orwell's 1984, even before Orwell was writing.

Media and Propaganda - Propaganda Review - 1987.

The uniformity and obedience of the media, which any dictator would admire.

Media and Propaganda - Turning the Tide - 1985.

Legal

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.

Education - Understanding Power - 2002.

Let me just put the whole thing in a kind of mundane level. Like, suppose you walk out in the street, this evening, and you see a crime being committed, you know, somebody is robbing someone else. Well, you have three choices. One choice is to try to stop it, maybe you call 911 or something. Another choice is to do nothing. A third choice is to pick up an assault rifle and kill 'em both, and kill a bystander at the same time. Well, suppose you do that, and somebody says, "Well, you know, why did you do that?" And you say, "Look, I couldn't stand by and do nothing." I mean, is that a response? If you can think of nothing that wouldn't do harm, then do nothing. And the same is true, magnified, in international affairs. Apart from the fact that there were things that could have been done.

On Kosovo: Panel with Edward Said at Columbia University, New York, April 1999.

Religion

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.

Education - Chomsky on Miseducation - 1999.

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