
Collected Works, Vol. 7, pp. 43–56
Collected Works
Part V: More Rage. More Rage., page 184.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)
Context: The shootings are a direct assault on the American Dream- which is why they are so disturbing. The fear reflects how unsettling and piercing the crime is. And the fear reflects a still-censored recognition that the shootings have widespread sympathy among students, and that any student, at any school, could be next.
Collected Works, Vol. 7, pp. 43–56
Collected Works
On the Pledge of Allegiance: Lee v. Weisman (1992) (dissenting).
1990s
Negotiating Identities: Education for Empowerment in a Diverse Society (1996), pp. 2-3
“I have always been — I think any student of history almost inevitably is — a cheerful pessimist.”
Quoted in "Jacques Barzun '27: Columbia Avatar" http://www.college.columbia.edu/cct/jan06/cover.php by Thomas Vinciguerra, Columbia Today (January 2006)
http://www.mikebloomberg.com/en/issues/education/mayor_bloomberg_announces_that_high_school_graduaton_rate_reaches_historic_high_of_60
Education
“The Power of the Word,” p. 52.
Language is Sermonic (1970)
Teaching as a Subversive Activity (1969)
Context: In plain, what passes for a curriculum in today's schools is little else than a strategy of distraction... It is largely defined to keep students from knowing themselves and their environment in any realistic sense; which is to say, it does not allow inquiry into most of the critical problems that comprise the content of the world outside the school (... one of the main differences between the "advantaged" student and the "disadvantaged" is that the former has an economic stake in giving his attention to the curriculum while the latter does not. In other words, the only relevance of the curriculum for the "advantaged" student is that, if he does what he is told, there will be a tangible payoff.)