1
" The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together "
― Alfred North Whitehead , The Aims of Education
3
" It struck me that such analyses had it backward. It’s the American public for whom the Iraq War is often no more real than a video game. Five years into this war, I am not always confident most Americans fully appreciate the caliber of the people fighting for them, the sacrifices they have made, and the sacrifices they continue to make. After the Vietnam War ended, the onus of shame largely fell on the veterans. This time around, if shame is to be had when the Iraq conflict ends - and all indications are there will be plenty of it - the veterans are the last people in America to deserve it. When it comes to apportioning shame my vote goes to the American people who sent them to war in a surge of emotion but quickly lost the will to either win it or end it. The young troops I profiled in Generation Kill, as well as the other men and women in uniform I’ve encountered in combat zones throughout Iraq and Afghanistan, are among the finest people of their generation. We misuse them at our own peril. "
― Evan Wright , Generation Kill: Devil Dogs, Iceman, Captain America, and the New Face of American War
5
" I'm struck by the difficulty I had in formulating it. When I think back now, I ask myself what else it was that I was talking about in Madness and Civilization or The Birth of the Clinic, but power? Yet I'm perfectly aware that I scarcely ever used the word and never had such a field of analyses at my disposal. I can say that this was an incapacity linked undoubtedly with the political situation in which we found ourselves. It is hard to see where, either on the Right or the Left, this problem of power could then have been posed. On the Right, it was posed only in terms of constitution, sovereignty, and so on, that is, in juridical terms; on the Marxist side, it was posed only in terms of the state apparatus. The way power was exercised - concretely, and in detail - with its specificity, its techniques and tactics, was something no one attempted to ascertain; they contented themselves with denouncing it in a polemical and global fashion as it existed among the " other," in the adversary camp. Where Soviet socialist power was in question, its opponents called it totalitarianism; power in Western capitalism was denounced by the Marxists as class domination; but the mechanics of power in themselves were never analyzed. "
6
" Even more remote from his way of thinking, even more impossible than any other thought, would have been words such as this: “Is it only I alone who have created this experience, or is it objective reality? Does the Master have the same feelings as I, or would mine amuse him? Are my thoughts new, unique, my own, or have the Master and many before him experienced and thought exactly the same?” No, for him there were no such analyses and differentiations. Everything was reality, was steeped in reality, full of it as bread dough is of yeast. "
― Hermann Hesse , The Glass Bead Game
7
" There are a range of useful and illuminating analyses of the media construction of organised abuse as it became front-page news in the 1980s and 1990s (Kitzinger 2004, Atmore 1997, Kelly 1998), but this book is focused on organised abuse as a criminal practice; as well as a discursive object of study, debate and disagreement. These two dimensions of this topic are inextricably linked because precisely where and how organised abuse is reported to take place is an important determinant of how it is understood.
Prior to the 1980s, the predominant view of the police, psychiatrists and other authoritative professionals was that organised abuse occurred primarily outside the family where it was committed by extra-familial ‘paedophiles’. This conceptualisation; of organised abuse has received enduring community support to the present day, where concerns over children’s safety is often framed in terms of their vulnerability to manipulation by ‘paedophiles’ and ‘sex rings’. This view dovetails more generally with the medico-legal and media construction of the ‘paedophile as an external threat to the sanctity of the family and community (Cowburn and Dominelli 2001) but it is confounded by evidence that organised abuse and other forms of serious sexual abuse often originates in the home or in institutions, such as schools and churches, where adults have socially legitimate authority over children. "
― , Organised Sexual Abuse
