“A threat to any part of the environment is a threat to the whole environment, but we must have a basis of assessment of these threats, not so that we can establish a priority of fears, but so that we can make a positive contribution to improvement and ultimate survival.”

Book 3, Chapter 10 (p. 317)
Lord Valentine's Castle (1980)

Conservative Party television broadcast “Winter of Discontent” (17 January 1979) http://www.margaretthatcher.org/document/103926 <br class="br">Leader of the Opposition <br class="br">Context: If the past is any guide, what has happened this winter could happen again next winter and the winter after that and so on and so on. What we face is a threat to our whole way of life... The case is now surely overwhelming, there will be no solution to our difficulties which does not include some restriction on the power of the unions.

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.

Freedom vs. Security: A False Choice
2004-05-31
http://www.house.gov/paul/tst/tst2004/tst053104.htm
2000s, 2001-2005

Speech on the election trail after the June 2017 London Bridge attack (7 June 2017). http://www.bbc.com/news/election-2017-40181444 <br class="br">2010s, 2017

Source: 1962, Cuban Missile Crisis speech

The Will To Change: Men, Masculinity, and Love (2004)

Israel national news http://www.israelnationalnews.com/News/News.aspx/131906#.U5gPxPldXs8, 16 June 2009

Quotes, The Assault on Reason (2007)
Context: It is well documented that humans are especially fearful of threats that can be easily pictured or imagined. For example, one study found that people are willing to spend significantly more for flight insurance that covers "death by terrorism" than for flight insurance that covers "death by any cause." Now, logically, flight insurance for death by any cause would cover terrorism in addition to a number of other potential problems. But something about the buzzword terrorism creates a vivid impression that generates excessive fear.