Speech http://books.google.com/?id=k3caAQAAIAAJ&dq=%22What+are+our+schools+for+if+not+for+indoctrination+against+communism%22 before a meeting of San Diego educators during the 1962 gubernatorial election.
2000s
Source: Thou Art That: Transforming Religious Metaphor
Introduction (1971)
The Golden Notebook (1962)
Context: Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this:
"You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society."
Women, the poor and young: the main challenges of the Mexican Church http://www.fides.org/en/news/66127-AMERICA_MEXICO_Women_the_poor_and_young_the_main_challenges_of_the_Mexican_Church (3 June 2019)
“What do you mean by communal? If I speak against the terrorism, is it communal?”
2008, Speech, 14 January 2008
Interview in Windy City Times (2 February 2011) http://www.windycitymediagroup.com/gay/lesbian/news/ARTICLE.php?AID=30410/.
Source: Father and Child Reunion (2001), p. 243.
1990s, Why "Free Software" is better than "Open Source" (1998)
Context: We are not against the Open Source movement, but we don't want to be lumped in with them. We acknowledge that they have contributed to our community, but we created this community, and we want people to know this. We want people to associate our achievements with our values and our philosophy, not with theirs. We want to be heard, not obscured behind a group with different views. To prevent people from thinking we are part of them, we take pains to avoid using the word "open" to describe free software, or its contrary, "closed", in talking about non-free software.
Press Conference after Dublin European Council (30 November 1979) http://www.margaretthatcher.org/document/104180 when she was trying to renegotiate Britain's EEC budget contribution at the EEC Summit in Dublin. Often quoted as "I want my money back".
First term as Prime Minister
“In schools, print shifted the emphasis from oral to written and visual communication.”
Teaching as a Subversive Activity (1969)
Context: In schools, print shifted the emphasis from oral to written and visual communication. Teachers who had been only partly concerned within instructing their students in how to read became by the mid-sixteenth century concerned with almost nothing else. Since the sixteenth century, the textbook has been a primary source of income for book publishers. Since the sixteenth century, written examinations and written assignments have been an integral part of the methodology of school teaching; and since the sixteenth century, the image of the isolated student who reads and studies by himself, has been the essence of our conception of scholarship. In short, for 400 years Western civilization has lived in what has been characterized as the "Age of Gutenberg." Print has been the chief means of our information flow. Print has shaped our literature and conditioned our responses to literary experience. Print has influenced our conception of the educational process. But... print no longer "monopolizes man's symbolic environment," to use David Riesman's phrase. That monopoly began to dissolve toward the middle of the nineteenth century, when a more or less continuous stream of media inventions began to make accessible unprecedented quantities of information and created new modes of perception and qualities of aesthetic experience....1839... Daguerre developed the first practical method of photography. In 1844, Morse perfected the telegraph. In 1876, Bell transmitted the first telephone message. A year later, Edison invented the phonograph. By 1894, the movies had also been introduced. A year after that, Marconi sent and received the first wireless message. In 1906, Fessenden transmitted the human voice by radio. In 1920, regularly scheduled radio broadcasts began. In 1923, a picture was televised between New York and Philadelphia. In that same year, Henry Luce and Briton Hadden created a totally new idea in magazines with Time. In 1927, the first "talkie" appeared; and in 1923, Disney's first animated cartoon. In 1935, Major E. H. Armstrong developed the FM radio. In 1936 came Life magazine. In 1941, full commercial television was authorized. These are just some of the inventions that form a part of the "communications revolution" through which we are all living. To these, of course could be added the LP record, the tape recorder, the comic strip, the comic book, the paperback book.... the point here is... that the perceptual-cognitive effects on us of the form of these new languages be understood.
