
Number 7 in the sum and substance of the Share our Wealth program (1935); quoted in Hugh Davis Graham, Huey Long (1970), p. 74.
Number 7 in the sum and substance of the Share our Wealth program (1935); quoted in Hugh Davis Graham, Huey Long (1970), p. 74.
Tsai Ching-hwa (2017) cited in " No issue for Malaysian non-Chinese students in adapting Taiwan education culture http://www.thesundaily.my/news/2017/07/09/no-issue-malaysian-non-chinese-students-adapting-taiwan-education-culture" on The Sun Daily, 9 July 2017
Source: "Jack Kemp, American Socialist" by Jeffrey Tucker, The Rothbard-Rockwell Report, September 1996, UNZ.org, 2016-05-22 http://www.unz.org/Pub/RothbardRockwellReport-1996sep-00001,
Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3
Our America (1881)
Original: (es) En el periódico, en la cátedra, en la academia, debe llevarse adelante el estudio de los factores reales del país. Conocerlos basta, sin vendas ni ambages; porque el que pone de lado, por voluntad u olvido, una parte de la verdad, cae a la larga por la verdad que le faltó, que crece en la negligencia, y derriba lo que se levanta sin ella. Resolver el problema después de conocer sus elementos, es más fácil que resolver el problema sin conocerlos.
Variant translation: In the newspapers, lecture halls, and academies, the study of the country's real factors must be carried forward. Simply knowing those factors without blindfolds or circumlocutions is enough — for anyone who deliberately or unknowingly sets aside a part of the truth will ultimately fail because of the truth he was lacking, which expands when neglected and brings down whatever is built without it. Solving the problem after knowing its elements is easier than solving it without knowing them.
Ref: en.wikiquote.org - José Martí / Quotes / Our America (1891)
Teaching as a Subversive Activity (1969)
Context: In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (... one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)