“The corporatization of education thus produces a silent paradox: increasingly organized systems coexist with increasingly less educated communities.”

in Science Education and the Crisis of Gullibility, in an edition by [Eric Chaisson, Tae-Chang Kim, The thirteenth labor, CRC Press, 1999, 9057005387, 71]

Source: The Four Pillars of Investing (2002), Chapter 5, Tops: A History Of Manias, p. 131

Source: The Cultural Contradictions of Capitalism (1976), Chapter 5, Unstable America, p. 198

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Essays, Can Poetry Matter? (1991), The Catholic Writer Today (2013)

Secondary Education For All (1922)
Context: The organization of education on lines of class, which, though qualified in the last twenty years, has characterized the English system of public education since its very inception, has been at once a symptom, an effect, and a cause of the control of the lives of the mass of men and women by a privileged minority. The very assumption on which it is based, that all that the child of the workers needs is "elementary education" — as though the mass of the people, like anthropoid apes, had fewer convolutions in their brains than the rich — is in itself a piece of insolence.

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

Cardinal Winning Lecture (February 2, 2008)
Context: The foundation of Scotland's success - our great intellectual, social and economic flourishing - was our commitment to education. To free education for all.... We seek to build an education system that is open to all. A system that will not just benefit our economy - but will help to strengthen Scotland's entire civic and intellectual life. That is why we place such strong emphasis on ethics and values.