“So-called racial differences in IQ scores are more a consequence of disparities in socioeconomic status and the quality of education than of any genetic differences between ethnic groups. Efforts to improve educational quality and opportunity can increase the economic benefits associated with increased educational achievement.”

Great Books: The Foundation of a Liberal Education (1954)

Cited in: D.H. Stamatis (1999) TQM Engineering Handbook, p. 12
Total Quality Control, 1983

Source: Philosophy of Education, p. 86.

Source: Looking Backward, 2000-1887 http://www.gutenberg.org/ebooks/25439 (1888), Ch. 21.

Teaching as a Subversive Activity (1969)
Context: The BASIC FUNCTION of all education, even in the most traditional sense, is to increase the survival prospects of the group. If this function is fulfilled, the group survives. If not, it doesn't. There have been times when this function was not fulfilled, and groups (some of them we even call "civilizations") disappeared. Generally, this resulted from changes in the kind of threats the group faced. The threats changed, but the education did not, and so the group, in a way, "disappeared itself" (to use a phrase from Catch-22). The tendency seems to be for most "educational" systems, from patterns of training in "primitive" tribal societies to school systems in technological societies, to fall imperceptibly into a role devoted exclusively to the conservation of old ideas, concepts, attitudes, skills, and perceptions. This happens largely because of the unconsciously held belief that these old ways of thinking and doing are necessary to the survival of the group. …Survival in a stable environment depends almost entirely on remembering the strategies for survival that have been developed in the past, and so the conservation and transmission of these becomes the primary mission of education. But, a paradoxical situation develops when change becomes the primary characteristic of the environment. Then the task turns inside out — survival in a rapidly changing environment depends almost entirely upon being able to identify which of the old concepts are relevant to the demands imposed by the new threats to survival, and which are not. Then a new educational task becomes critical: getting the group to unlearn (to "forget") the irrelevant concepts as a prior condition of learning. What we are saying is that the "selective forgetting" is necessary for survival.

Interview, Jewish Chronicle, 7 March 2008 http://thejc.com/home.aspx?AId58607&ATypeId1&searchtrue2&srchstrLev%20leviev&srchtxt1&srchhead1&srchauthor1&srchsandp1&scsrch0

The Transhumanism Handbook, 2019

“The Kindness of (Caucasian) Strangers” http://barelyablog.com/the-kindness-of-caucasian-stangers, Barely A Blog, January 31, 2014. <br class="br">2010s, 2014

Slowly Calm Returns to Gambella After Fierce Ethnic Clashes. Concern for 16,000 People in Flight Towards Sudan http://www.fides.org/en/news/1553-AFRICA_ETHIOPIA_SLOWLY_CALM_RETURNS_TO_GAMBELLA_AFTER_FIERCE_ETHNIC_CLASHES_CONCERN_FOR_16_000_PEOPLE_IN_FLIGHT_TOWARDS_SUDAN (20 January 2004)