ISBN-10:
0415926327
ISBN-13:
9780415926324
Pub. Date:
11/22/2002
Publisher:
Taylor & Francis
Chomsky on Democracy and Education (Education, Social Theory, and Cultural Change Series) / Edition 1

Chomsky on Democracy and Education (Education, Social Theory, and Cultural Change Series) / Edition 1

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Overview

Engaging and incisive, Chomsky on Democracy and Education is the first collection of writings, talks, and interviews, some previously unpublished, of his views on language, power, policy, and method in education.

Product Details

ISBN-13: 9780415926324
Publisher: Taylor & Francis
Publication date: 11/22/2002
Series: Education, Social Theory, and Cultural Change Series
Edition description: New Edition
Pages: 496
Product dimensions: 6.00(w) x 8.90(h) x 1.10(d)

Table of Contents

Acknowledgmentsxi
Forewordxiii
Introduction: Chomsky's education-for-democracy: enlightening mental growth1
1.The educator2
2.The scientist and the epistemologist and philosopher of mind4
3.The student of culture and history and the activist8
Prologue: Democracy and education (October 1994)25
I.Science: the genetic endowment43
1.Things no amount of learning can teach (November 1983)45
A close parallel to embryology45
Piaget versus Skinner51
A riddle: free will53
The new work in art and science: a crisis of modernism?54
One major scientific revolution with a lot of outgrowths56
2.Language as a key to human nature and society (1975)58
Is anything really "learned"?58
Thought without language59
Language without communication60
Limited scientific capacity62
A condition of (temporary) ignorance?63
3.A really new way of looking at language (November 1987)65
Four central questions: innate knowledge and its creative use65
A system of mental computations68
The most complex and intricate biological system69
A very radical departure from the tradition69
Problems of the society at large71
4.Perspectives on language and mind (October 1999)73
A product of biological evolution: discrete infinity73
The faculty of language as a "language organ"74
Incomprehensibility of the natural world77
Important lessons for the cognitive sciences79
An idea surprising in its implications81
II.Anthropology: the cultural environment (vision and reality)85
5.Rationality/science and post-this-or-that (October 1992)87
A self-destructive perversion of the values of rational inquiry87
The "two cultures" and their respective limits: no coherent alternative90
"White male science" as the struggle to understand hard questions92
A common human attribute providing means of emancipation and liberation95
AppendixComment on the Kansas school curriculum decision (September 1999)98
6.Equality: language development, human intelligence, and social organization (March 1976)100
Government programs in an inegalitarian society100
Egalitarian efficiency and egalitarian freedom102
A theory of justice103
Human nature and social order106
The variability of human talents: remuneration, IQ, and race115
AppendixSome elementary comments on the rights of freedom of expression (October 11, 1980)121
7.Two conceptions of social organization (February 16, 1970)126
Four points of reference126
From classical liberalism to libertarian socialism129
State socialism and state capitalism: two parallel ideologies139
An escape from contemporary barbarism143
AppendixOn the "national interest" (January 28, 1977)147
8.Some tasks for responsible people (August 1969)150
"Internal aggression" and "national defense"150
A vision of a future social order152
Technology and self-management: from autocracy to acracy155
A large-scale "cultural revolution"157
The university and the future159
"Radical" culture and social change160
9.Toward a humanistic conception of education (April 1971)163
Libertarian educational theories: the nature of work164
Implications for social theory and educational practice166
Well-planned schools and challenging environments171
Immense potential for good and for evil172
A real potential for revolutionary social change176
10.The function of the university in a time of crisis (1969)178
One measure of the level of civilization178
Sharing of discovery and mutual assistance179
Open to any person, at any stage of life181
A center of intellectual stimulation: ("subversive") challenges of orthodoxy181
Critical analysis of our institutions and ideology186
Commitment to a "free marketplace of ideas"188
Goals of university reform191
11.Scholarship and commitment, then and now (December 1999)195
The liberating function of the university196
A difference between the sciences and the humanities197
Two kinds of intellectuals199
A serious threat200
12.The mechanisms and practices of indoctrination (December 1984)202
A rare specimen of newscaster202
Astonishing subservience to the doctrinal system203
Spurious tasks of an educational system205
The spectrum of mainstream thinkable thought207
Less subtle methods of indoctrination209
The manufacture/engineering of consent, otherwise known as "agitprop"211
AppendixThe media as a mirror of society--not quite in the usual sense (October 1984)212
13.The task of the media: Central America as a test case (April 1989)217
Basic presuppositions of the propaganda system217
A textbook example218
The limits of debate220
"All the news that's fit to print"221
Dramatic insight into media priorities223
14.Propaganda and control of the public mind (February 1997)226
One of the major issues of twentieth-century U.S. history226
Protecting the minority of the opulent from the majority228
The "Mohawk Valley formula"229
Selection for obedience in the schools233
A major theme of modern history233
Marketing as a form of manipulation and deceit235
15.Prospects for democracy (March 1994)236
Conception of a good society: enriching popular participation236
The autocratic structures of twentieth-century absolutism238
Liberty as a bridge to equality241
Brainwashing under freedom: an American invention245
A recurrent pattern through American history249
The attack on democracy: a key to understanding policy252
Lessons still not taught in elementary school256
i.The educational institutions261
16.Some thoughts on intellectuals and the schools (June 1966)263
The schools, civilization, and justice263
A program of intellectual self-defense265
A central part of any civilized curriculum267
Level of culture as a life-and-death matter269
AppendixOn staying informed and intellectual self-defense (March 1999)270
17.The responsibility of a university community (May 31, 1969)276
The major contribution of a university to a free society278
Guidelines for (socially useful) technology280
The university and national goals281
A primary task for the university282
18.Remarks before the MIT Commission on MIT Education (November 11, 1969)284
The universities as instruments of state policy285
The time scale for social change286
Open debate, (self-)education, and contempt as the best weapons288
Contemporary affairs as part of the curriculum289
The two university foci: professionalism and significance293
The beginning of wisdom: a need to educate the faculty295
A social inquiry program: student-initiated courses297
The faculty and students ought to run the university299
A Hippocratic oath, weapons production, and the fate of civilization300
19.Two roles of the American university (1997)305
The rise in international power and the intellectual climate305
Activism and the university309
War and the intellectuals315
The course of recent historical scholarship324
The university and two related systems328
Three nontrivial questions330
20.The universities and the corporations (May 1973)332
Narrow ideological controls and a failure of honesty332
Missing: an integrated view of the way society functions335
Loyal servants of the autocratic corporate state and economic fascism336
Worker and community control of industry337
ii.Language in the classroom339
21.Some observations on the teaching of language (September 1969)341
An intelligently designed curriculum and active participation341
An entirely invalid inference343
Graded reading materials and oral practice345
AppendixThe irrelevance of prescriptive grammar (1954)345
22.Language theory and language teaching (August 1966)348
The principles of "learning," under challenge348
A frightful willingness to rely on "experts"350
Developments with a possible impact on language teaching351
A universal prerequisite for language acquisition353
AppendixLetter about the teaching of grammar355
23.Our understanding of language and the curriculum (1964)357
From a simple observation to an important conclusion357
Shortcomings of traditional and structuralist grammars358
The basic parts of a transformational grammar360
A unique opportunity for studying the basis of mental development362
AppendixComments for Project Literacy meeting (September 1964)363
24.Language theory and language use (1981)368
A Cartesian assumption about humans370
The importance of psychology for educational practice371
Aspects of language important for us to understand373
25.Language, politics, and composition (1991)374
Persuasion as an authoritarian practice376
The Cartesian revolution in the cognitive sciences380
"Teaching" or "learning" as just some kind of triggering effect384
The propaganda function of concision386
Paulo Freire's avenue to "critical consciousness"388
A deeper understanding of our own moral nature388
"Education" as filtering toward submissiveness and obedience391
Two conceptions of the intellectuals and their role393
One purpose of the media and the educational system394
Preventing democracy in the form of democracy397
Creative reading as the heart of the writing program402
Language and interpretation407
Editor's notes411
References437
Index465

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Chomsky on Democracy and Education 5 out of 5 based on 0 ratings. 1 reviews.
miquixote on LibraryThing More than 1 year ago
Chomsky elaborates on the importance of education in creating a truly viable democracy and reveals what we need to do to get there. Chomsky's best that I know of. Not sure why this isn't one of Chomsky's most popular books. It is my personal favourite (along with Manufacturing Consent). An amazing bibliography. Chomsky reveals the roots of his beliefs more here than in any other book I have read. He is big on Bertrand Russell and John Dewey, not to mention Rudolf Rocker, Wilhelm von Humboldt, and Adam Smith (!). Anybody concerned with the state of our education system should read this,