Progress, Coexistence and Intellectual Freedom (1968), Dangers, The Threat to Intellectual Freedom
Context: A system of education under government control, separation of school and church, universal free education — all these are great achievements of social progress. But everything has a reverse side. In this case it is excessive standardization, extending to the teaching process itself, to the curriculum, especially in literature, history, civics, geography, and to the system of examinations.
One cannot but see a danger in excessive reference to authority and in the limitation of discussion and intellectual boldness at an age when personal convictions are beginning to be formed. In the old China, the systems of examinations for official positions led to mental stagnation and to the canonizing of the reactionary aspects of Confucianism. It is highly undesirable to have anything like that in a modern society.
“The more subsidized it is, the less free it is. What is known as 'free education' is the least free of all, for it is a state-owned institution; it is socialized education—just like socialized medicine or the socialized post office—and cannot possibly be separated from political control.”
Source: Fugitive Essays: Selected Writings of Frank Chodorov (1980), p. 237, “Why Free Schools Are Not Free,” analysis, (October 1948)
Help us to complete the source, original and additional information
Frank Chodorov 44
American libertarian thinker 1887–1966Related quotes
Source: Sociology For The South: Or The Failure Of A Free Society (1854), p. 61
Speech to the Swedish Social Democratic Party congress in Stockholm (5 June 1952), quoted in The Times (6 June 1952), p. 5
Leader of the Opposition
Cited in Davidson's (1977) Antonio Gramsci: Towards an Intellectual Biography. London: Merlin Press., p. 77.
"Exclusive Interview with WHO's Dr. Margaret Chan" http://www.usaid.gov/news-information/frontlines/global-healthiraq/exclusive-interview-whos-dr-margaret-chan, April-May 2011.
Excuse Me, Professor: Challenging the Myths of Progressivism https://books.google.com/books?id=W3MuCgAAQBAJ&pg=PT25&dq=Once+an+activity+has+been+socialized,+it+is+impossible+to+point+out,+by+concrete+example,+how+men+in+a+free+market+could+better+conduct+it.+How,+for+instance,+can+one+compare+a+socialized+post+office+with+private+postal+delivery+when+the+latter+has+been+outlawed?&hl=en&sa=X&ved=0ahUKEwilwZqz9PLTAhXGOyYKHSjJCk8Q6AEIJzAA#v=onepage&q=Once%20an%20activity%20has%20been%20socialized%2C%20it%20is%20impossible%20to%20point%20out%2C%20by%20concrete%20example%2C%20how%20men%20in%20a%20free%20market%20could%20better%20conduct%20it.%20How%2C%20for%20instance%2C%20can%20one%20compare%20a%20socialized%20post%20office%20with%20private%20postal%20delivery%20when%20the%20latter%20has%20been%20outlawed%3F&f=false
Excuse Me, Professor: Challenging the Myths of Progressivism
Source: https://www.huffpost.com/entry/exclusive-interview-with-_37_b_11591236 During an interview (December 6 2017)
Source: Anarcho-Syndicalism (1938), Ch. 1 "Anarchism: Its Aims and Purposes"
Context: Anarchism recognises only the relative significance of ideas, institutions, and social conditions. It is, therefore not a fixed, self enclosed social system, but rather a definite trend in the historical development of mankind, which, in contrast with the intellectual guardianship of all clerical and governmental institutions, strives for the free unhindered unfolding of all the individual and social forces in life. Even freedom is only a relative, not an absolute concept, since it tends constantly to broaden its scope and to affect wider circles in manifold ways. For the Anarchist, freedom is not an abstract philosophical concept, but the vital concrete possibility for every human being to bring to full development all capacities and talents with which nature has endowed him, and turn them to social account. The less this natural development of man is interfered with by ecclesiastical or political guardianship, the more efficient and harmonious will human personality become, the more will it become the measure of the intellectual culture of the society in which it has grown.
Source: Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992), p. 85