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Education is Ignorance, by Noam Chomsky (Excerpted from Class Warfare)

Education is Ignorance, by Noam Chomsky (Excerpted from Class Warfare)
DAVID BARSAMIAN: One of the heroes of the current right-wing revival... is Adam Smith. You've done some pretty impressive research on Smith that has excavated... a lot of information that's not coming out. You've often quoted him describing the "vile maxim of the masters of mankind: all for ourselves and nothing for other people." NOAM CHOMSKY: I didn't do any research at all on Smith. He did give an argument for markets, but the argument was that under conditions of perfect liberty, markets will lead to perfect equality. He also made remarks which ought to be truisms about the way states work. This truism was, a century later, called class analysis, but you don't have to go to Marx to find it. The version of him that's given today is just ridiculous. But even more interesting in some ways was the index. I want to be clear about this. This is true of classical liberalism in general. It's the same when you read Jefferson. CHOMSKY: ... CHOMSKY: That's an eighteenth century idea. ... Related:  EconomicsEducation Scam

–Myths about Debt/GDP and Deficit/GDP, while being 24 and believing those myths Mitchell’s laws: Reduced money growth never stimulates economic growth. To survive long term, a monetarily non-sovereign government must have a positive balance of payments. Austerity = poverty and leads to civil disorder. Those, who do not understand the differences between Monetary Sovereignty and monetary non-sovereignty, do not understand economics. In the post Federal Debt/GDP – a useless ratio, I described the reasons why it was an apples/oranges ratio that had no descriptive or predictive value for any economist – though it is quoted often. Recently, I had a painful conversation with a 24 year old lad who, based on his vast experience, repeatedly told me I was wrong about nearly everything in economics, while providing zero data to support any of his beliefs – in other words, typical. Nevertheless, it occured to me that some of my earlier comments regarding Federal Debt/GDP may not apply clearly enough to Federal Deficits/GDP. The gray bars are recessions. Like this:

Claudio Naranjo: “A educação atual produz zumbis” O psiquiatra chileno Claudio Naranjo tem um currículo invejável. Formou-se em medicina na Universidade do Chile, especializou-se em psiquiatria em Harvard e virou pesquisador e professor da Universidade de Berkeley, ambas nos EUA. Desenvolveu teorias importantes sobre tipos de personalidade e comportamentos sociais. Trabalhou ao lado de renomados pesquisadores, como os americanos David McClelland e Frank Barron. ÉPOCA – O senhor é psiquiatra e desenvolveu teorias importantes em estudos de personalidade. ÉPOCA – Quais os problemas do modelo educacional atual na opinião do senhor? >> Leia outras entrevistas ÉPOCA – Como é possível mudar esse modelo? >> A conta do fracasso na educação ÉPOCA – E qual foi a recepção? "Quando há amor na forma de ensinar, o aluno aprende mais facilmente qualquer conteúdo" ÉPOCA – Para quem decidiu ser professor, não seria natural sentir amor, compaixão e vontade de cuidar do aluno? ÉPOCA – Por que a educação caminhou para esse modelo?

America and the World Dominican Republic 1904 Theodore Roosevelt introduces the Roosevelt corollary to the Monroe Doctrine after D.R.'s government threatens to default on over $34 million in foreign loans. The corollary establishes the US's role as Latin America's banker and policeman: If a nation...keeps order and pays its obligations, it need fear no interference from the United States. ...in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power. 1916 US invades DR and occupies the country until 1924. 1930-61 Dictatorship of Rafael Leonidas Trujillo, who seizes power thanks to the US-trained National Police Force and enjoys US support during his rule thanks to his anti-communist stance.

I Quit, I Think Prologue - Page 2 Page - 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 I Quit, I Think I was New York State Teacher of the Year when it happened. An accumulation of disgust and frustration which grew too heavy to be borne finally did me in. To test my resolve I sent a short essay to The Wall Street Journal titled "I Quit, I Think." Page - 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 Issuer-User Paradigm We've all heard the alarms over our national debt and the need for public spending cuts to avoid a national bankruptcy...but what exactly is the national debt? Just as every asset has a corresponding liability in accounting, the currency issuer's debt is dollar for dollar equal to the currency users' savings. On the surface this may sound implausible but what exactly is going on? The currency issuer is the monopoly producer of money and, just as every asset has a liability, also results in government liabilities.The issuer's liabilities, or "debt", is a digital account of the currency supply used by the currency users. To a fiat currency issuer, the currency supply is a digital accounting tool, not an asset in and of itself. Looking at it from a sector perspective, the issuer's debt is the "savings" of both the private sector and the foreign sector as a matter of accounting. Money functions as both a store of value and a medium of exchange. What course of action is recommended?

El 90% de la población no sabe cómo pensar Bilbao. (Efe).- El doctor de Harvard Robert Swartz, director del National Center For Teaching Thinking de EE.UU., ha señalado hoy que "el 90-95% de población del planeta" no sabe "cómo pensar con cuidado", muchos porque han sido enseñados en la escuela a pensar "de forma muy estrecha", a través del uso de la memoria. Swartz, pionero en la promoción de las habilidades del pensamiento en la enseñanza, es también miembro del comité tutelar de ICOT, el mayor congreso internacional sobre pensamiento, cuya próxima edición se celebrará en Bilbao entre los días 29 de junio y 3 de julio. En el Palacio Euskalduna de la ciudad se reunirán a 1.800 asistentes de 43 países -el 70% españoles y el 30% internacionales- y un centenar de ponentes "de primer nivel internacional" para reflexionar sobre innovación y aplicación del pensamiento en las áreas de la educación, la empresa, el arte y el deporte.

The World’s Biggest Debtor Nations Throughout the financial crisis, many national economies have looked to their government and foreign lenders for financial support, which translates to increased spending, borrowing and in most cases, growing national debt. Deficit spending, government debt and private sector borrowing are the norm in most western countries, but due in part to the financial crisis, some nations and economies are in considerably worse debt positions than others. External debt is a measure of a nation’s foreign liabilities, capital plus interest that the government and institutions within a nation’s borders must eventually pay. This number not only includes government debt, but also debt owed by corporations and individuals to entities outside their home country. So, how does the US debt position compare to that of other countries? A useful measure of a country’s debt position is by comparing gross external debt to GDP. So, what are the world’s biggest debtor nations? 20.

Destroy the University by André Gorz 1970 André Gorz 1970 Destroy the University Source: Les Temps Modernes #285, April 1970;Translated: for marxists.org by Mitchell Abidor. The university cannot function, and we must thus prevent it from functioning so that this impossibility is made manifest. The occasions and the ways of making it come to a head are subject to discussion. The open crisis in the university in France goes back to the beginning of the 1960’s, to the Fouchet Plan. The ideology of the academy is that of the equality of chances for social promotion though studies. The contradictory character of this demand remained masked as long as the right was, in theory, recognized for all while, the practical possibility to use it was denied to the vast majority. These administrative limitations – numerous clausus, exams for university entry – are such delicate matters politically that the successive governments of the Fifth Republic have retreated before their application.

A Historical Perspective on Economic Schools of Thought A Historical Perspective on Economic Schools of Thoughtby Dr. Judd W. Patton Once upon a time there were two skeletons locked in a closet. Obviously something is fundamentally and desperately wrong. Cause and Effect For every effect there must be a cause. It’s all a matter of cause and effect. So who has the knowledge and wisdom of the basic laws and principles governing economic events? Unfortunately, that brings us to a disturbing dilemma. To make matters worse, many of today’s economists frankly feel disillusioned. The science of economics today appears to be in as much chaos and distress as world economies. Classical Economics The science of economics is generally recognized by economic historians to have begun with the 1776 publication, Inquiry into the Nature and Causes of the Wealth of Nations by the Scottish moral philosopher Adam Smith. For Adam Smith and most of the classical economists, economics, known to them as political economy, was a subdivision of moral philosophy.

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