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