"Fear and loathing" (2001)
Context: Weirdly, the world suddenly feels bipolar. All over again the west confronts an irrationalist, agonistic, theocratic/ideocratic system which is essentially and unappeasably opposed to its existence. The old enemy was a superpower; the new enemy isn't even a state. In the end, the USSR was broken by its own contradictions and abnormalities, forced to realise, in Martin Malia's words, that "there is no such thing as socialism, and the Soviet Union built it". Then, too, socialism was a modernist, indeed a futurist, experiment, whereas militant fundamentalism is convulsed in a late-medieval phase of its evolution. We would have to sit through a renaissance and a reformation, and then await an enlightenment. And we're not going to do that.
Source: Introduction to Systems Philosophy (1972), p. 79.
Source: The Tragedy of Great Power Politics (2001), Chapter 9, The Causes of Great Power War, p. 337
Speeches, 20th Party Anniversary Address
Source: Principles of Systems (1968), p. 4-1 as cited in: Richardson, George P. " Reflections on the foundations of system dynamics http://obssr.od.nih.gov/issh/2012/files/Richardson%202011.pdf." System Dynamics Review 27.3 (2011): 219-243.
Interview with Nobel Media (2014)
Context: First of all, everyone must acknowledge and feel that child slavery still exists in the world, in its ugliest face and form. And this is an evil, which is crime against humanity, which is intolerable, which is unacceptable and which must go. That sense of recognition must be developed first of all. And secondly there is a need of higher amounts of political will. There is a need of higher amount of corporate engagement, and the engagement of the public towards it. So, everybody has a responsibility to save and protect the children on this planet.
Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.
Shri K. R. Narayanan President of India in Conversation with N. Ram on Doordarshan and All India Radio
The Phenomenology of Spirit (1807)
