“Definitely, decisively, the Nation, for us…and even for them.”

Quotes, The Assault on Reason (2007)
Context: History will surely judge America's decision to invade and occupy a fragile and unstable nation that did not attack us and posed no threat to us as a decision that was not only tragic but absurd. Saddam Hussein was a brutal dictator, to be sure, but not one who posed an imminent danger to us. It is a decision that could have been made only at a moment in time when reason was playing a sharply diminished role in our national deliberations.

Source: "In On the Ground Floor" (December 2004)

First Inaugural Address http://www.presidency.ucsb.edu/ws/index.php?pid=25831 (4 March 1913) <br class="br">1910s

2000s, 2001, Freedom and Fear Are at War (September 2001)

Opening address to the National Day of Prayer in Suva, 15 May 2005 (excerpts) http://www.fiji.gov.fj/publish/page_4607.shtml

To the Marquis de Lafayette (15 November 1781)
1780s

About the use of Facebook. Former Facebook executive: social media is ripping society apart https://www.theguardian.com/technology/2017/dec/11/facebook-former-executive-ripping-society-apart, The Guardian (Dec. 12, 2017)

Language Education in a Knowledge Context (1980)
Context: Definitions, like questions and metaphors, are instruments for thinking. Their authority rests entirely on their usefulness, not their correctness. We use definitions in order to delineate problems we wish to investigate, or to further interests we wish to promote. In other words, we invent definitions and discard them as suits our purposes. And yet, one gets the impression that... God has provided us with definitions from which we depart at the risk of losing our immortal souls. This is the belief that I have elsewhere called "definition tyranny," which may be defined... as the process of accepting without criticism someone else's definition of a word or a problem or a situation. I can think of no better method of freeing students from this obstruction of the mind than to provide them with alternative definitions of every concept and term with which they must deal in a subject. Whether it be "molecule," "fact," "law," "art," "wealth," "gene," or whatever, it is essential that students understand that definitions are hypotheses, and that embedded in them is a particular philosophical, sociological, or epistemological point of view.

Source: Even the Queen: & Other Short Stories