“This entire situation is insane.”

About Adolf Hitler.

Source: Necromancer (1962), Chapter 10 (p. 67)

Published in "Minor Literature: Case Study: the Red Army Faction" http://www.simonosullivan.net/articles/red-army-faction.pdf

In response over a video of a shooting by IDF soldiers on prostestors during the 2018 Gaza border protests. (April 10 2018) https://theintercept.com/2018/04/10/gaza-protests-palestine-israel-sniper-video/

The Second Twenty Years at Hull-House (1930)

Rahul Gandhi says 'Stop asking politicians, do things on your own', Rahul Gandhi http://www.youtube.com/watch?v=rWw86SJj_SQ

T. Ryle Dwyer, "Charlie: The political biography of Charles Haughey" (1987), chapter 12.
Originally used at a press conference in 1982 to refer to an incident in which a wanted murderer was arrested in the house of the Attorney-General, but subsequently turned into "Grotesque, unbelievable, bizarre, unprecedented" and made a catchphrase. Sometimes rendered into the acronym "GUBU".

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.