“It is a shameful sign of our arrogance that our history departments have almost no Chinese history in them, our literature courses almost no Chinese literature, our philosophy departments almost none of the great Chinese systems of philosophy. And our religious schools have been the most arrogant of all.
This ignorant arrogant mind has become fixed in its patterns. It is the pattern which considers anything not American to be inferior — unless it be English.”

Source: Inaugural Lecture, Oxford, 1961, p. 27

Quoted in * 2020-05-12

Trump claims Asian Americans are angry at 'what China has done' to U.S.

Kimmy Yam

Yahoo News / NBC News

https://news.yahoo.com/trump-claims-asian-americans-angry-190959445.html
2020s, 2020, May

Source: Forever Odd

Teaching as a Subversive Activity (1969)
Context: If every college teacher taught his courses in the manner we have suggested, there would be no needs for a methods course. Every course would be a course in methods of learning and, therefore, in methods of teaching. For example, a "literature" course would be a course in the process of learning how to read. A history course would be a course in the process of learning how to do history. And so on. But this is the most farfetched possibility of all since college teachers, generally speaking, are more fixated on the Trivia game, than any group of teachers in the educational hierarchy. Thus we are left with the hope that, if methods courses could be redesigned to be model learning environments, the educational revolution might begin. In other words, it will begin as soon as there are enough young teachers who sufficiently despise the crippling environments they are employed to supervise to want to subvert them. The revolution will begin to be visible when such teachers take the following steps (many students who have been through the course we have described do not regard these as "impractical"): 1. Eliminate all conventional "tests" and "testing." 2. Eliminate all "courses." 3. Eliminate all "requirements." 4. Eliminate all full time administrators and administrations. 5. Eliminate all restrictions that confine learners to sitting still in boxes inside of boxes.... the conditions we want to eliminate... happen to be the sources of the most common obstacles to learning. We have largely trapped ourselves in our schools into expending almost all of our energies and resources in the direction of preserving patterns and procedures that make no sense even in their own terms. They simply do not produce the results that are claimed as their justification in the first place — quite the contrary. If it is practical to persist in subsidizing at an ever-increasing social cost a system which condemns our youth to ten or 12 or 16 years of servitude in a totalitarian environment ostensibly for the purpose of training them to be fully functioning, self-renewing citizens of democracy, then we are vulnerable to whatever criticisms that can be leveled.

L’étroitesse de notre territoire ainsi que notre histoire mouvementée nous ont rendus pleinement conscients de notre dépendance à l’égard de tous ceux qui nous entourent. Je pense que cette prise de conscience a le mérite de nous préserver de l’arrogance.
Christmas message http://www.monarchie.lu/fr/actualites/discours/2014/12/discours-noel-lu/index.html (25 December 2015)
Luxembourg

Source: I Hated, Hated, Hated This Movie

Other Inquisitions (1952), The Modesty of History
Context: I have suspected that history, real history, is more modest and that its essential dates may be, for a long time, secret. A Chinese prose writer has observed that the unicorn, because of its own anomaly, will pass unnoticed. Our eyes see what they are accustomed to seeing. Tacitus did not perceive the Crucifixion, although his book recorded it.

Radio broadcast in response to the German invasion (22 June 1941) http://historicalresources.org/2008/08/26/molotov-reaction-to-german-invasion-of-1941/
Context: This is not the first time that our people have had to deal with an attack of an arrogant foe. At the time of Napoleon’s invasion of Russia our people’s reply was war for the fatherland, and Napoleon suffered defeat and met his doom.
It will be the same with Hitler, who in his arrogance has proclaimed a new crusade against our country. The Red Army and our whole people will again wage victorious war for the fatherland, for our country, for honor, for liberty.
The government of the Soviet Union expresses the firm conviction that the whole population of our country, all workers, peasants and intellectuals, men and women, will conscientiously perform their duties and do their work. Our entire people must now stand solid and united as never before.
Each one of us must demand of himself and of others discipline, organization and self-denial worthy of real Soviet patriots, in order to provide for all the needs of the Red Army, Navy and Air Force, to insure victory over the enemy.
The government calls upon you, citizens of the Soviet Union, to rally still more closely around our glorious Bolshevist party, around our Soviet Government, around our great leader and comrade, Stalin. Ours is a righteous cause. The enemy shall be defeated. Victory will be ours.

Source: From the Danube to the Yalu (1954), p. 176