The BASIC FUNCTION of all education, even in the most traditional sens — Neil Postman

"The new education has as its purpose the development of a new kind of person, one who — as a result of internalizing a different series of concepts — is an actively inquiring, flexible, creative, innovative, tolerant, liberal personality who can face uncertainty and ambiguity without disorientation, who can formulate viable new meanings to meet changes in the environment which threaten individual and mutual survival. The new education, in sum, is new because it consists of having students use the concepts most appropriate to the world in which we all must live. All of these concepts constitute the dynamics of the quest-questioning, meaning-making process that can be called "learning how to learn."

"In the development of intelligence nothing can be more "basic" than learning how to ask productive questions. Many years ago, in Teaching as a Subversive Activity, Charles Weingartner and I expressed our astonishment at the neglect shown in school toward this language art. ...The "back to the basics" philosophers rarely mention it, and practicing teachers usually do not find room for it in their curriculums. …all our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool… There are at present no reading tests anywhere that measure the ability of students to address probing questions to the particular texts they are reading... What students need to know are the rules of discourse which comprise the subject, and among the most central of such rules are those which govern what is and what is not a legitimate question."

"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 elses 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."

"The key to all fanatical beliefs is that they are self-confirming....(some beliefs are) fanatical not because they are "false", but because they are expressed in such a way that they can never be shown to be false."

"It may come as a surprise to our technocrat philosophers, but people do not read, write, speak, or listen primarily for the purpose of achieving a test score. They use language in order to conduct their lives, and to control their lives, and to understand their lives. An improvement in ones language abilities is therefore ...observed in changes in ones purposes, perceptions, and evaluations. Language education... may achieve what George Bernard Shaw asserted is the function of art. "Art," he said in Quintessence of Ibsenismn, "should refine our sense of character and conduct, of justice and sympathy, greatly heightening our self knowledge, self-control, precision of action and considerateness, and making us intolerant of baseness, cruelty, injustice, and intellectual superficialty and vulgarity." …For my purposes, if you replace the word "art" with the phrase "language education," you will have a precise statement of what I have been trying to say."

"Since most subjects studied in school consist largely of theories... language education must include not only the serious study of what truth and falsehood mean in the context of a subject, but also what is meant by a fact, an inference, an assumption, a judgment, a generalization... In this way students will be learning both the language of a subject and the methods of inquiry in that subject, since inquiry consists of nothing else but the generation of questions, the invention of definitions and metaphors, the separation of facts from inferences, the forming of generalizations..."

"As long as you keep getting born, it’s okay to die sometimes."

"The smart way to keep people passive and obedient is to strictly limit the spectrum of acceptable opinion, but allow very lively debate within that spectrum - even encourage the more critical and dissident views. That gives people the sense that theres free thinking going on, while all the time the presuppositions of the system are being reinforced by the limits put on the range of the debate."

"History is a strange experience. The world is quite small now; but history is large and deep. Sometimes you can go much farther by sitting in your own home and reading a book of history, than by getting onto a ship or an airplane and traveling a thousand miles. When you go to Mexico City through space, you find it a sort of cross between modern Madrid and modern Chicago, with additions of its own; but if you go to Mexico City through history, back only 500 years, you will find it as distant as though it were on another planet: inhabited by cultivated barbarians, sensitive and cruel, highly organized and still in the Copper Age, a collection of startling, of unbelievable contrasts."

"As soon as a thought or word becomes a tool, one can dispense with actually ‘thinking’ it, that is, with going through the logical acts involved in verbal formulation of it. As has been pointed out, often and correctly, the advantage of mathematics—the model of all neo-positivistic thinking—lies in just this ‘intellectual economy.’ Complicated logical operations are carried out without actual performance of the intellectual acts upon which the mathematical and logical symbols are based. … Reason … becomes a fetish, a magic entity that is accepted rather than intellectually experienced."

"Our feminist culture at the present moment is completely dependent on capitalism. My grandmother was still scrubbing clothes on the back porch on a washboard!"

"A word of the faith that never balks, Here or henceforward it is all the same to me, I accept Time absolutely. It alone is without flaw, it alone rounds and completes all, That mystic baffling wonder alone completes all. (23)"