“You see, some people have a talent for programming. At ten to thirteen years old, typically, they're fascinated, and if they use a program, they want to know: “How does it do this?” But when they ask the teacher, if it's proprietary, the teacher has to say: “I'm sorry, it's a secret, we can't find out.” Which means education is forbidden. A proprietary program is the enemy of the spirit of education. It's knowledge withheld, so it should not be tolerated in a school, even though there may be plenty of people in the school who don't care about programming, don't want to learn this. Still, because it's the enemy of the spirit of education, it shouldn't be there in the school.
But if the program is free, the teacher can explain what he knows, and then give out copies of the source code, saying: “Read it and you'll understand everything.” And those who are really fascinated, they will read it! And this gives them an opportunity to start to learn how to be good programmers.
To learn to be a good programmer, you'll need to recognize that certain ways of writing code, even if they make sense to you and they are correct, they're not good because other people will have trouble understanding them. Good code is clear code that others will have an easy time working on when they need to make further changes.
How do you learn to write good clear code? You do it by reading lots of code, and writing lots of code. Well, only free software offers the chance to read the code of large programs that we really use. And then you have to write lots of code, which means you have to write changes in large programs.
How do you learn to write good code for the large programs? You have to start small, which does not mean small program, oh no! The challenges of the code for large programs don't even begin to appear in small programs. So the way you start small at writing code for large programs is by writing small changes in large programs. And only free software gives you the chance to do that.”

— Richard Stallman

A Free Digital Society - What Makes Digital Inclusion Good or Bad? http://www.gnu.org/philosophy/free-digital-society.html#education; Lecture at Sciences Po in Paris (19 October 2011)] <br class="br">2010s

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Richard Stallman130

American software freedom activist, short story writer and … 1953

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“Why is it bad to use an unauthorized copy of a proprietary program? Because it’s proprietary! So an unauthorized copy is almost as nasty as an authorized copy of the same program. They are both nasty because they are proprietary. The users don’t have control over them. If they pay developer – that makes it worse, because they are rewarding this delinquency. That’s why the authorized copy is worse. But they are both bad because they are both proprietary software. If you want freedom, you have to get rid of them both, because they both control you.”

Richard Stallman (1953) American software freedom activist, short story writer and computer programmer, founder of the GNU project

"Richard Stallman: Facebook IS Mass Surveillance", RT (2 December 2011) http://rt.com/news/richard-stallman-free-software-875/ <br class="br">2010s

“If the users don't control the program, the program controls the users. With proprietary software, there is always some entity, the "owner" of the program, that controls the program—and through it, exercises power over its users. A nonfree program is a yoke, an instrument of unjust power.”

Richard Stallman (1953) American software freedom activist, short story writer and computer programmer, founder of the GNU project

Free Software Is Even More Important Now (September 2013) https://www.gnu.org/philosophy/free-software-even-more-important.html <br class="br">2010s

“All the time we find ourselves in situations where people know things about the program, but they can't apply that knowledge to the program. Why? Because the knowledge runs counter to some organizational decision that was made before they had that knowledge. In other words, the program becomes resistant to that collection of knowledge.”

Ward Cunningham (1949) American computer programmer who developed the first wiki

A Conversation with Ward Cunningham (2003), Collective Ownership of Code and Text

“• Increase of P3.636 billion for the Department of Education, particularly for a Feeding Program, the Quick Response Fund, and Chalk Allowance for teachers;”

Francis Escudero (1969) Filipino politician

2014, Speech: Sponsorship Speech for the FY 2015 National Budget

“To achieve this, we have to distinctively promote continuing and lifelong education, the form of education which is responsive to individual needs and preferences. With educational facilities and a variety of educational programs available, people can make use of the learning centre as a place to acquire technical skills or knowledge adaptive to their work and daily life activities.”

Sukavich Rangsitpol (1935) Thai politician

http://unesdoc.unesco.org/images/0012/001221/122102Eo.pdf Page53-56
Education for All People and Education for Life

“The political, the economic philosophy of Black Nationalism only means that we have to become involved in a program of re-education to educate our people into the importance of knowing that when you spend your dollar out of the community in which you live, the community in which you spend your money becomes richer and richer; the community out of which you take your money becomes poorer and poorer.”

Malcolm X (1925–1965) American human rights activist

The Ballot or the Bullet (1964), Speech in Detroit, Michigan (12 April 1964)

“Typically, "progressives" and change agents have demanded more money for social programs. But today it's clear that the way we do things needs to change – and that if things were done more appropriately, more humanely, more intelligently, we might end up spending less on social programs than we do now. Take education …. Over the last 10 years or so, a handful of education reformers have … come up with exciting new ideas for changing the ways our schools are administered, the ways our children are taught, and the kinds of things they're taught. And nearly all their ideas would cost no more than our current practices cost.”

Mark Satin (1946) American political theorist, author, and newsletter publisher

Some would actually save us money!
Source: New Options for America (1991), Chapter 11, "Our Schools Need Imagination More Than They Need Money," pp. 84–85.

“Our program is simple: we wish to govern Italy. They ask us for programs but there are already too many. It is not programs that are wanting for the salvation of Italy but men and will power.”

Benito Mussolini (1883–1945) Duce and President of the Council of Ministers of Italy. Leader of the National Fascist Party and subsequen…

Speech at Udine (September 20, 1922) "The Question of Regime. The Monarchy and Fascism," quoted in A History of Civilization (1955) by Crane Brinton, John B. Christopher, and Robert Lee Wolff, p. 520
1920s

“And programming computers was so fascinating. You create your own little universe, and then it does what you tell it to do.”

Vint Cerf (1943) American computer scientist

Source: "Your Life: Vinton Cerf" (2016), p. 28

“I taught at a school in Cincinnati with a 0% graduation rate and that was also interesting so I updated from thinking school was beneficial for other people but not beneficial to me, to thinking school was beneficial for maybe some people around the middle – at least some of the better schools – but not beneficial for the vast majority of people, to then actually reading the literature on education and on intelligence and academic accomplishment and symbolic manipulation and concluding "no, school isn't good for anyone". There might be a few schools that are good for people, like there's Blair and there's Stuyvesant and these schools may actually teach people, but school can better be seen as a vaccination program against knowledge than a process for instilling knowledge in people, and of course when a vaccination program messes up, occasionally people get sick and die of the mumps or smallpox or whatever. And when school messes up occasionally people get sick and educated and they lose biological fitness. And in either case the people in charge revise the program and try to make sure that doesn't happen again, but in the case of school they also use that as part of their positive branding and you know maintain a not-very-plausible story about it being intended to cause that effect while also working hard to make sure that doesn't happen again.”

Michael Vassar (1979) President of the Singularity Institute

In an interview https://www.youtube.com/watch?v=6cSG0p-uflA with Adam Ford, December 2012

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