N.チョムスキー著/民主主義と教育:選集<br>Chomsky on Democracy and Education (Social Theory, Education, and Cultural Change)

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N.チョムスキー著/民主主義と教育:選集
Chomsky on Democracy and Education (Social Theory, Education, and Cultural Change)

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  • 製本 Hardcover:ハードカバー版/ページ数 480 p.
  • 言語 ENG,ENG
  • 商品コード 9780415926317
  • DDC分類 370.115

基本説明

Edited by Carols Otero. This volume gathers a range of Chomsky's writings, some previously unpublished and not readily available to the general public.

Full Description


Engaging and incisive, Chomsky on Democracy and Education is the first collection of writings, talks, and interviews, some previously unpublished, of his views on language, power, policy, and method in education.this.

Table of Contents

Acknowledgments                                    xi
Foreword xiii
Introduction: Chomsky's 1 (1)
education-for-democracy: enlightening mental
growth
C. P. Otero
The educator 2 (2)
The scientist and the epistemologist and 4 (4)
philosopher of mind
The student of culture and history and the 8 (35)
activist
Prologue: Democracy and education 25 (18)
(October 1994)
I. Science: the genetic endowment 43 (42)
Things no amount of learning can teach 45 (13)
(November 1983)
A close parallel to embryology 45 (6)
Piaget versus Skinner 51 (2)
A riddle: free will 53 (1)
The new work in art and science: a crisis 54 (2)
of modernism?
One major scientific revolution with a lot 56 (2)
of outgrowths
Language as a key to human nature and society 58 (7)
(1975)
Is anything really ``learned''? 58 (1)
Thought without language 59 (1)
Language without communication 60 (2)
Limited scientific capacity 62 (1)
A condition of (temporary) ignorance? 63 (2)
A really new way of looking at language 65 (8)
(November 1987)
Four central questions: innate knowledge 65 (3)
and its creative use
A system of mental computations 68 (1)
The most complex-and intricate biological 69 (1)
system
A very radical departure from the tradition 69 (2)
Problems of the society at large 71 (2)
Perspectives on language and mind (October 73 (12)
1999)
A product of biological evolution: discrete 73 (1)
infinity
The faculty of language as a ``language 74 (3)
organ''
Incomprehensibility of the natural world 77 (2)
Important lessons for the cognitive sciences 79 (2)
An idea surprising in its implications 81 (4)
II. Anthropology: the cultural environment 85 (176)
(vision and reality)
Rationality/science and post-this-or-that 87 (13)
(October 1992)
A self-destructive perversion of the values 87 (3)
of rational inquiry
The ``two cultures'' and their respective 90 (2)
limits: no coherent alternative
``White male science'' as the struggle to 92 (3)
understand hard questions
A common human attribute providing means of 95 (3)
emancipation and liberation
Appendix: Comment on the Kansas school 98 (2)
curriculum decision (September 1999)
Equality: language development, human 100 (26)
intelligence, and social organization (March
1976)
Government programs in an inegalitarian 100 (2)
society
Egalitarian efficiency and egalitarian 102 (1)
freedom
A theory of justice 103 (3)
Human nature and social order 106 (9)
The variability of human talents: 115 (6)
remuneration, IQ, and race
Appendix: Some elementary comments on the 121 (5)
rights of freedom of expression (October
11, 1980)
Two conceptions of social organization 126 (24)
(February 16, 1970)
Four points of reference 126 (3)
From classical liberalism to libertarian 129 (10)
socialism
State socialism and state capitalism: two 139 (4)
parallel ideologies
An escape from contemporary barbarism 143 (4)
Appendix: On the ``national interest'' 147 (3)
(January 28, 1977)
Some tasks for responsible people (August 150 (13)
1969)
``Internal aggression'' and ``national 150 (2)
defense''
A vision of a future social order 152 (3)
Technology and self-management: from 155 (2)
autocracy to acracy
A large-scale ``cultural revolution'' 157 (2)
The university and the future 159 (1)
``Radical'' culture and social change 160 (3)
Toward a humanistic conception of education 163 (15)
(April 1971)
Libertarian educational theories: the 164 (2)
nature of work
Implications for social theory and 166 (5)
educational practice
Well-planned schools and challenging 171 (1)
environments
Immense potential for good and for evil 172 (4)
A real potential for revolutionary social 176 (2)
change
The function of the university in a time of 178 (17)
crisis (1969)
One measure of the level of civilization 178 (1)
Sharing of discovery and mutual assistance 179 (2)
Open to any person, at any stage of life 181 (1)
A center of intellectual stimulation: 181 (5)
(``subversive'') challenges of orthodoxy
Critical analysis of our institutions and 186 (2)
ideology
Commitment to a ``free marketplace of 188 (3)
ideas''
Goals of university reform 191 (4)
Scholarship and commitment, then and now 195 (7)
(December 1999)
The liberating function of the university 196 (1)
A difference between the sciences and the 197 (2)
humanities
Two kinds of intellectuals 199 (1)
A serious threat 200 (2)
The mechanisms and practices of 202 (15)
indoctrination (December 1984)
A rare specimen of newscaster 202 (1)
Astonishing subservience to the doctrinal 203 (2)
system
Spurious tasks of an educational system 205 (2)
The spectrum of mainstream thinkable thought 207 (2)
Less subtle methods of indoctrination 209 (2)
The manufacture/engineering of consent, 211 (1)
otherwise known as ``agitprop''
Appendix: The media as a mirror of 212 (5)
society---not quite in the usual sense
(October 1984)
The task of the media: Central America as a 217 (9)
test case (April 1989)
Basic presuppositions of the propaganda 217 (1)
system
A textbook example 218 (2)
The limits of debate 220 (1)
``All the news that's fit to print'' 221 (2)
Dramatic insight into media priorities 223 (3)
Propaganda and control of the public mind 226 (10)
(February 1997)
One of the major issues of 226 (2)
twentieth-century U.S. history
Protecting the minority of the opulent from 228 (1)
the majority
The ``Mohawk Valley formula'' 229 (4)
Selection for obedience in the schools 233 (1)
A major theme of modern history 233 (2)
Marketing as a form of manipulation and 235 (1)
deceit
Prospects for democracy (March 1994) 236 (25)
Conception of a good society: enriching 236 (2)
popular participation
The autocratic structures of 238 (3)
twentieth-century absolutism
Liberty as a bridge to equality 241 (4)
Brainwashing under freedom: an American 245 (4)
invention
A recurrent pattern through American history 249 (3)
The attack on democracy: a key to 252 (4)
understanding policy
Lessons still not taught in elementary 256 (5)
school
i. The educational institutions 261 (78)
Some thoughts on intellectuals and the 263 (13)
schools (June 1966)
The schools, civilization, and justice 263 (2)
A program of intellectual self-defense 265 (2)
A central part of any civilized curriculum 267 (2)
Level of culture as a life-and-death matter 269 (1)
Appendix: On staying informed and 270 (6)
intellectual self-defense (March 1999)
The responsibility of a university community 276 (8)
(May 31, 1969)
The major contribution of a university to a 278 (2)
free society
Guidelines for (socially useful) technology 280 (1)
The university and national goals 281 (1)
A primary task for the university 282 (2)
Remarks before the MIT Commission on MIT 284 (21)
Education (November 11, 1969)
The universities as instruments of state 285 (1)
policy
The time scale for social change 286 (2)
Open debate, (self-)education, and contempt 288 (1)
as the best weapons
Contemporary affairs as part of the 289 (4)
curriculum
The two university foci: professionalism 293 (2)
and significance
The beginning of wisdom: a need to educate 295 (2)
the faculty
A social inquiry program: student-initiated 297 (2)
courses
The faculty and students ought to run the 299 (1)
university
A Hippocratic oath, weapons production, and 300 (5)
the fate of civilization
Two roles of the American university (1997) 305 (27)
The rise in international power and the 305 (4)
intellectual climate
Activism and the university 309 (6)
War and the intellectuals 315 (9)
The course of recent historical scholarship 324 (4)
The university and two related systems 328 (2)
Three nontrivial questions 330 (2)
The universities and the corporations (May 332 (7)
1973)
Narrow ideological controls and a failure 332 (3)
of honesty
Missing: an integrated view of the way 335 (1)
society functions
Loyal servants of the autocratic corporate 336 (1)
state and economic fascism
Worker and community control of industry 337 (2)
ii. Language in the classroom 339 (72)
Some observations on the teaching of language 341 (7)
(September 1969)
An intelligently designed curriculum and 341 (2)
active participation
An entirely invalid inference 343 (2)
Graded reading materials and oral practice 345 (1)
Appendix: The irrelevance of prescriptive 345 (3)
grammar (1954)
Language theory and language teaching (August 348 (9)
1966)
The principles of ``learning,'' under 348 (2)
challenge
A frightful willingness to rely on 350 (1)
``experts''
Developments with a possible impact on 351 (2)
language teaching
A universal prerequisite for language 353 (2)
acquisition
Appendix: Letter about the teaching of 355 (2)
grammar
Our understanding of language and the 357 (11)
curriculum (1964)
From a simple observation to an important 357 (1)
conclusion
Shortcomings of traditional and 358 (2)
structuralist grammars
The basic parts of a transformational 360 (2)
grammar
A unique opportunity for studying the basis 362 (1)
of mental development
Appendix: Comments for Project Literacy 363 (5)
meeting (September 1964)
Language theory and language use (1981) 368 (6)
A Cartesian assumption about humans 370 (1)
The importance of psychology for 371 (2)
educational practice
Aspects of language important for us to 373 (1)
understand
Language, politics, and composition (1991) 374 (37)
Persuasion as an authoritarian practice 376 (4)
The Cartesian revolution in the cognitive 380 (4)
sciences
``Teaching'' or ``learning'' as just some 384 (2)
kind of triggering effect
The propaganda function of concision 386 (2)
Paulo Freire's avenue to ``critical 388 (1)
consciousness''
A deeper understanding of our own moral 388 (3)
nature
``Education'' as filtering toward 391 (2)
submissiveness and obedience
Two conceptions of the intellectuals and 393 (1)
their role
One purpose of the media and the 394 (3)
educational system
Preventing democracy in the form of 397 (5)
democracy
Creative reading as the heart of the 402 (5)
writing program
Language and interpretation 407 (4)
Editor's notes 411 (26)
References 437 (28)
Index 465