Chomsky elaborates on the significance of education in establishing a truly viable democracy and discloses what we must do to reach that goal.

His work presents a revealing bibliography. Here, Chomsky reveals the roots of his beliefs more comprehensively than in any other book I have perused. He holds Bertrand Russell and John Dewey in high regard, not to mention Rudolf Rocker, Wilhelm von Humboldt, and Adam Smith (!). This is of great importance for those who are concerned about the state of education.

However, before you become overly excited about the mention of Adam Smith, it is advisable to read the book. There may be more to it than meets the eye. Chomsky's exploration of these thinkers and their ideas provides valuable insights into the role of education in a democratic society. It challenges us to think deeply about how we can improve education to foster a more informed and engaged citizenry.

By understanding the historical and philosophical underpinnings of education, we can better envision the path forward and work towards creating a more just and democratic world.

I lived with the system, going about my daily life without taking any offense. It was a routine existence, one that I had become accustomed to.

However, everything changed when Chomsky lent me the necessary sense. His words and ideas opened my eyes to a whole new perspective.

I began to question the system that I had previously accepted without a second thought. I saw the flaws and injustices that had been hidden beneath the surface.

Chomsky's influence was profound, and it made me realize that I couldn't simply continue to live in ignorance. I had a responsibility to speak out and make a difference.

From that moment on, I was determined to use the sense that Chomsky had lent me to fight for a better world.

Chomsky'nin demokrasi ve eğitim hakkındaki yazılarının toplandığı bir seçki çok önemlidir.
Bu seçkide Chomsky, Plato'nun problemi ve Orwell'in problemi olarak adlandırdığı iki problem üzerinden demokrasi, eğitim ile ilgili meseleleri tartışmaktadır.
Plato'nun problemi, bilgi ve yetkinin sınırsız dağıtımını ve yönetimi ile ilgili bir sorun olarak ele alınmaktadır.
Orwell'in problemi ise, hükümetlerin bilgi ve haberleri manipüle etmeleriyle oluşan bir sorun olarak karşımıza çıkar.
Chomsky, bu iki problemi çözmek için demokrasi ve eğitim sistemlerinin reform edilmesi gerektiğini belirtmektedir.
Demokrasi, herkesin eşit haklara sahip olması ve katılımcı bir toplum oluşturması anlamına gelir.
Eğitim ise, kişilerin bilgi ve becerileri kazanmasını ve toplumsal sorumluluklarını bilmelerini sağlar.
Chomsky'nin görüşleri, demokrasi ve eğitim alanlarında önemli bir ışık tutmaktadır.

I think it is better for youth.

They are the young generation, and they may not know how to create a new change in their country or make good policies in their society. However, youth have the potential to create new ideas about themselves.

They can do a lot for their country. Instead of wasting their time in victory, they should focus on more meaningful things.

Leaving bad things behind, they can strive to make a positive impact on their country and society.

With their energy and enthusiasm, they can bring about positive changes and contribute to the development and progress of their nation.

It is important for the youth to realize their potential and take on the responsibility of building a better future.

I have an extremely arduous time dealing with Chomsky. The reason is that he appears to be incredibly sanctimonious regarding his own superiority. It's not as if he doesn't possess certain excellent ideas. However, the way he presents them repels me to such an extent that I actively shun his work.

His self-righteous attitude makes it difficult for me to approach his theories with an open mind. I find myself constantly put off by his overbearing tone and the way he seems to assume that his ideas are the only correct ones. While I'm sure there is value in his work, I just can't get past the way he presents it.

Perhaps if he were more humble and less condescending in his approach, I might be more willing to engage with his ideas. But as it stands, I simply can't bring myself to read his work or take it seriously. It's a shame, really, because I suspect that there is a lot to be learned from him if only he would present himself in a more palatable way.

I'm still processing this book since I just finished it.

Five stars is usually something I reserve for something that comes through with impact on nearly every page.

I do not think this book was wordy at all. However, I do think the profound impact it had on me was dispersed in parts throughout the book. It's just a long read, and there's nothing wrong with that. But as far as recommending it to others, I don't think it would be everyone else's five-star book. It was just for me personally.

It's a compilation of essays, articles, and talks, so it wasn't written with the purpose of being a book on education. It doesn't directly approach the topic of education. Instead, it has many thoughts that pertain to education. It talks about various things such as the university structure, the way information is filtered, ignored, misrepresented, and created according to the terms dictated by the established power structure. It also discusses how propaganda takes effect through ignorance, framing, and distraction rather than by direct lies or persuasion. It mentions that university research is funded by the Pentagon and private industry, and public funds are used for private enterprise instead of for public benefit. It talks about US violent invasions of other countries and how these aren't taught to most students at any level of education. It also addresses US foreign policy as a matter of coercive and violent mandates that other countries must concede to corporate dominance and exploitation in the name of free trade. So, it covers a lot of very important things related to education.

One thing I found particularly helpful in this book, in line with my quest to conceive of a democratic and liberatory pedagogy, is the insight on how to strike a balance. This balance is between providing students with concrete tools and information that gives them the opportunity to improve the quality of life of themselves and their communities, while also not imposing the curriculum on students through coercion. Instead, students should be allowed to follow their interests and set their own priorities for learning and how they spend their time, without neglecting them to the fate of their own limited and undeveloped devices. I don't feel I have the answer to this, but I feel closer to it. I think the specific insight I've gained from reading this book and cross-referencing with my past ideals and experiences is that students need opportunities to express themselves freely, interact with their peers, and interact with their instructors creatively and playfully without coercion. Problem-solving should involve the students' attempts at solutions to a problem, not just the teacher's explanations. These should not be add-ons to the central pedagogy but should be the primary constitution of the students' days. Interaction must be a part of the pedagogy, and it should be playful, creative, and collaborative. Student contributions to problem-solving, even in something with presumably fixed solutions like math, must be a part of the pedagogy. Student feedback, input, the development of their own ideas and opinions, and the expression of those ideas and opinions must also be part of the pedagogy. These are not givens in any school. I think it's okay for the teacher/school system to set an agenda with priorities for student achievement, although I don't know to what proper extent. But regardless of that extent, there is room, and it should be prioritized, for the teaching methods to primarily include the things I just mentioned. While I don't know how to concisely summarize the bullet points of what content should be covered, or even if I adequately know what those bullet points should be, I also think it's imperative that students address problems of their personal lives, communities, and the world as part of their curriculum, even at the elementary level. For example, a child should have the opportunity to express their ideas on what makes a good president and should be taught and encouraged to explore water access, water treatment, and water scarcity, even at an elementary age. I think the challenge of a liberatory pedagogy is not so much dependent on the child setting the agenda, but they should be permitted to give feedback and pushback on what doesn't appeal to them. The agenda that the teacher/school system sets can lead the curriculum, and I do believe teachers and school systems even have a responsibility to set an agenda for student learning. That is a vital part of their role, but it should not be implemented through coercion. So, the challenge of a liberatory pedagogy is in how to receive, adapt to, and incorporate student push-back in a way that empowers students to advocate for their personal needs and interests rather than attempting to diminish that advocacy in the interests of the prescribed agenda.

Another helpful insight for me in the same quest is the importance of the students' environment as crucial to their propensity to learn. Students cannot be expected to thrive academically in an environment of any kind of deprivation, whether it's deprivation of beauty, comfort, cheerfulness, the quality and quantity of books (assuming literacy is a universal priority), materials for art and self-expression, food, safety, movement, play, music, nature, connection, human contact, and so on. One of the problems I have with advocates of a substantially child-directed learning is that it relies on two false premises. One is that parents/teachers have limitless access to money/time/resources to follow the students' directions, and the other is that students will be able to perceive proactively all that they need to thrive without external introduction. I don't necessarily believe that these advocates believe these things to be true, but in my experience, the literature of this type of advocacy does not stress the importance of these environmental requirements or any others. I think as liberatory educators, we have to be explicit about the requirements that constitute an enriching environment. We may not always agree on what those environmental requirements and resources are, and we may credibly need to improvise to practice liberatory pedagogy in environments of deprivation. But we should be open and frank about these environmental necessities and whatever others we believe in, and we should be advocates for their availability and not accept compensatory practices as adequate, even if we don't have a means to provide better.

My own reaction to the lunacy that passes for higher education in the social "sciences" and the humanities is validated by this radical intellectual.

Chomsky, with the assistance of editors who have cut and pasted speeches and essays spanning 4 decades, broadens his case for the powerful few tyrannizing the many.

His basic premise is that the university arena is, theoretically, the stronghold of democratic processes where freedom of inquiry and freedom of dissent is not only expected but encouraged.

However, today these principles are eroding in the modern, corporate-funded university system more than ever.

This book is highly relevant to the current trend in "Academic Freedom" issues.

If you are not concerned about this issue, you could be. Check out David Horowitz or simply google "academic freedom" to witness the new fundamentalist right wing approach to education reform, as well as the association of professors who are determined to maintain and develop what still remains of open inquiry and dissent in the Ivory Tower.

It is essential to pay attention to these matters as they have a significant impact on the future of higher education and the pursuit of knowledge.

We need to ensure that the principles of academic freedom are upheld and that universities remain a place where diverse ideas can be explored and debated freely.

Only then can we truly progress and make meaningful contributions to society through education and research.