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Stop People Pleas...
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I Thought It Was ...
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A Heartbreaking W...
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C. Wright Mills
“Those in authority within institutions and social structures attempt to justify their rule by linking it, as if it were a necessary consequence, with moral symbols, sacred emblems, or legal formulae which are widely believed and deeply internalized. These central conceptions may refer to a god or gods, the 'votes of the majority,' the 'will of the people,' the 'aristocracy of talents or wealth,' to the 'divine right of kings' or to the alleged extraordinary endowment of the person of the ruler himself.”
C. Wright Mills, Character and Social Structure: Psychology of Social Institutions

Robert Fisk
“Terrorism” is a word that has become a plague on our vocabulary, the excuse and reason and moral permit for state-sponsored violence— our violence—which is now used on the innocent of the Middle East ever more outrageously and promiscuously. Terrorism, terrorism, terrorism. It has become a full stop, a punctuation mark, a phrase, a speech, a sermon, the be-all and end-all of everything that we must hate in order to ignore injustice and occupation and murder on a mass scale. Terror, terror, terror, terror. It is a sonata, a symphony, an orchestra tuned to every television and radio station and news agency report, the soap-opera of the Devil, served up on prime-time or distilled in wearyingly dull and mendacious form by the right-wing “commentators” of the American east coast or the Jerusalem Post or the intellectuals of Europe. Strike against Terror. Victory over Terror. War on Terror. Everlasting War on Terror. Rarely in history have soldiers and journalists and presidents and kings aligned themselves in such thoughtless, unquestioning ranks.”
Robert Fisk, The Great War for Civilisation: The Conquest of the Middle East

Paulo Freire
“Whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.”
Paulo Freire, Pedagogy of Freedom: Ethics, Democracy, and Civic Courage

James Joyce
“Anna was, Livia is, Plurabelle's to be. Northmen's thing made southfolk's place but howmulty plurators made eachone in per-son? Latin me that, my trinity scholard, out of eure sanscreed into
oure eryan! Hircus Civis Eblanensis! He had buckgoat paps on him, soft ones for orphans. Ho, Lord! Twins of his bosom. Lord save us! And ho! Hey? What all men. Hot? His tittering daugh-ters of. Whawk?
Can't hear with the waters of. The chittering waters of. Flitter-ing bats, fieldmice bawk talk. Ho! Are you not gone ahome?
What Thom Malone? Can't hear with bawk of bats, all thim liffey-ing waters of. Ho, talk save us! My foos won't moos. I feel as old as yonder elm. A tale told of Shaun or Shem? All Livia's daughter-
sons. Dark hawks hear us. Night! Night! My ho head halls. I feel as heavy as yonder stone. Tell me of John or Shaun? Who wereShem and Shaun the living sons or daughters of? Night now!
Tell me, tell me, tell me, elm! Night night! Telmetale of stem or stone. Beside the rivering waters of, hitherandthithering waters of. Night!”
James Joyce, Finnegans Wake

Paulo Freire
“The educator has the duty of not being neutral.”
Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change

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