The Artillery of the Press, introduction (1966)
Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2
2012, " The State of the Union is Still a State of War http://www.libertyforall.net/?p=7189"
2009, Nobel Prize acceptance speech (December 2009)
Context: The world must remember that it was not simply international institutions — not just treaties and declarations — that brought stability to a post-World War II world. Whatever mistakes we have made, the plain fact is this: The United States of America has helped underwrite global security for more than six decades with the blood of our citizens and the strength of our arms. The service and sacrifice of our men and women in uniform has promoted peace and prosperity from Germany to Korea, and enabled democracy to take hold in places like the Balkans. We have borne this burden not because we seek to impose our will. We have done so out of enlightened self-interest — because we seek a better future for our children and grandchildren, and we believe that their lives will be better if others' children and grandchildren can live in freedom and prosperity.
So yes, the instruments of war do have a role to play in preserving the peace. And yet this truth must coexist with another — that no matter how justified, war promises human tragedy. The soldier's courage and sacrifice is full of glory, expressing devotion to country, to cause, to comrades in arms. But war itself is never glorious, and we must never trumpet it as such.
2014, Young Southeast Asian Leaders Initiative Town Hall Speech (November 2014)
Context: I’m very proud of the United States. I believe that the United States is a force for good around the world. But I wouldn’t be a good President if I don’t listen to criticism of our policies and stay open to what other countries say about us. Sometimes I think those criticisms are unfair. Sometimes I think people like to complain about the United States because we’re doing too much. Sometimes they complain because they’re doing too little. Every problem around the world, why isn’t the United States doing something about it. Sometimes there are countries that don’t take responsibility for themselves and they want us to fix it. And then when we do try to fix it, they say why are you meddling in our affairs. Yes, it’s kind of frustrating sometimes. But the fact that we are getting these criticisms means that we’re constantly thinking, okay, is this how we should apply this policy? Are we doing the right thing when we provide aid to a country, but the country is still ruled by a small elite and maybe it’s not getting down to the people? Are we doing the right thing when we engage in training a military to become more professional, but maybe the military is still engaging in repressive activity? If we’re not open to those criticisms, then we won’t get better, we won’t improve.
Allen B. Rosenstein (1989) " Competitiveness and Incoherent National Policy http://www.allenbrosenstein.com/pdf/competitiveness-incoherent.pdf", National Academy of Public Administration, Keynote Speech, 1989.
From King's Foreword in Battle Stations! Your Navy In Action (1946) by Admirals of the U.S. Navy, p. 9
2022, March 2022, Remarks to members of the 82nd Airborne Division in Poland
Quotes 1960s-1980s, 1980s
Source: Wendy McElroy, Carl Watner (1987) The Voluntaryist, Nr. 23-41 (1987), p. 120; Republished in: " Propaganda Review, 1987 http://www.zpub.com/un/chomsky.html," at zpub.com, accessed May 23, 2014.
Context: Pointing to the massive amounts of propaganda spewed by government and institutions around the world, observers have called our era the age of Orwell. But the fact is that Orwell was a latecomer on the scene. 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.
Teaching as a Subversive Activity (1969)
Context: Suppose all of the syllabi and curricula and textbooks in the schools disappeared. Suppose all of the standardized tests — city-wide, state-wide, and national — were lost. In other words, suppose that the most common material impeding innovation in the schools simply did not exist. Then suppose that you decided to turn this "catastrophe" into an opportunity to increase the relevance of schools. What would you do? We have a possibility for you to consider: suppose that you decide to have the entire "curriculum" consist of questions. These questions would have to be worth seeking answers to not only from your point of view but, more importantly, from the point of view of the students. In order to get still closer to reality, add the requirement that the questions must help the students to develop and internalize concepts that will help them to survive in the rapidly changing world of the present and future.... What questions would you have on your list? Take a pencil and list your questions...
Chap. 8 : Change Your Circumstances by Changing Your Attitude
The Laws of Human Nature (2018)
