[Peace-discuss] Chomsky on Democracy Now 101130
David Green
davegreen84 at yahoo.com
Fri Dec 10 16:20:52 CST 2010
I basically agree. Whatever problems the schools have can attributed to the
larger society. How, indeed, could it be any other way. More specifically,
economic problems are often attributed to the failures of the schools. Again,
the surrounding economic landscape is at the source of any number of problems
that have to be addressed by the schools, sometimes successfully, but always on
the terms of capital, or "human capital." And let's not use immigrant "success
stories" against the large numbers of students who know full well that the deck
is stacked against them, and that they have to reject their background in order
to have a minimal chance to "succeed."
DG
________________________________
From: Corey Mattson <coreymattson at gmail.com>
To: Laurie Solomon <ls1000 at live.com>
Cc: Peace-discuss <peace-discuss at anti-war.net>
Sent: Fri, December 10, 2010 3:57:24 PM
Subject: Re: [Peace-discuss] Chomsky on Democracy Now 101130
Hi Laurie and Wayne -
In the schools I've worked in, all mainstream public schools, I haven't seen the
culture of mediocrity suggested here. I feel students are generally held to
standards, and the vast majority of teachers are good. I've actually been
pleasantly surprised by the teachers I've seen in action and would have
absolutely no problem sending my own kids to any of the schools I've worked in,
if it weren't for the nationalism promoted in them (saying the pledge every
morning, etc). But this is a different issue.
Admittingly, schools are struggling to deal with the blighted social landscape
caused by our failed economic system and are imperfect. Teachers and
administrators do retain students, and there is a struggle over these questions.
But, it should be said, we cannot retain a student forever. Students need to be
"passed on" eventually for social reasons, and many of these students get
educated by special education programs. We can't have elementary schools where
there are large numbers of junior high school-aged students, can we? Would you
suggest that we retain students forever or kick them out?
The real problems are social, involving poverty, segregation, and resegregation.
We most definitely should be worried about the educational achievement of
disadvantaged students, since education is an important factor in human
flourishing. But all this claptrap coming from corporations about the need for a
competitive workforce should be ignored. For the kind of jobs being produced in
our economy, most citizens are OVEREDUCATED. What we need are living wage jobs,
national health care, etc. Corporations are attacking schools because they see a
public sector that can be privatized, where money can be made by a few and
teachers hard-won benefits and salaries can be slashed. I can almost guarantee
that privatization (which is the intent of NCLB), whether through outfits like
Edison or quasi-private charters, and the gutting of teacher pay and benefits
will result in a worse educational system.
--- Corey
On Fri, Dec 10, 2010 at 1:29 PM, Laurie Solomon <ls1000 at live.com> wrote:
> How is it that students are able to arrive at the 7th grade with a 3rd-4th
>grade reading level?
>
>
>>That seems like a serious management problem to me. How is it that students
>>are able to advance
>>in the system without being able to meet the standard? How is it that the
>>system tolerates
>>such profound laziness of the students in not even learning how to read? How
>>does a student rise to the 7th
>>
>>grade without mastering the 4th grade material? Herein lies some fundamental
>>problem.
>
>I am inclined to agree that these questions suggest the fundamental problem. At
>the base of this problem is the fact that school administrators and teachers
>seek to placate parents by passing along students who do not meet the standards
>to the next grade level rather than stand by their academic and performance
>standards or undertaking the often difficult practical task teaching resistant
>and reluctant students the things that they need to know in order to function
>and survive in contemporary society. Ironically, many of those administrators
>and teachers despite their credentials and degrees are products of the self-same
>system in which the mediocre are rewarded and the troublemakers are passed off
>to other unsuspecting persons to handle and be responsible for. Not to sound
>elitist ; but why do we allow “C” or average students to get degrees in
>Education from universities that serves as a credential for qualifying them to
>teach elementary and secondary students in many of our schools – especially
>inner city schools where the brightest and most knowledgeable in their
>substantive academic subjects should be teaching (not the average teacher whose
>education has been focused on pedantic methodologies and administrative topics?
>
>
>The key directive in the schools appears to be “keeping your customers or
>clients satisfied and happy” and avoiding complaints or anything that can cause
>you or your administrators any political or practical problems or get one and
>the bosses in trouble. Thus, one caters to grade inflation, passing on failing
>students to higher grades, taking the easy way out by entertaining the students
>and teaching to the test, and making learning fun and games for the students
>rather than their work and their job. No wonder the students do not take
>education, schools, or teachers seriously; and later in life, they do not take
>their work and social responsibilities and duties, their employers and bosses,
>or authorities and rules seriously.
>
>
>
>
>From: E. Wayne Johnson
>Sent: Friday, December 10, 2010 10:51 AM
>To: Corey Mattson
>Cc: Peace-discuss
>Subject: Re: [Peace-discuss] Chomsky on Democracy Now 101130
>How is it that students are able to arrive at the 7th grade with a 3rd-4th grade
>reading level?
>
>That seems like a serious management problem to me. How is it that students
>are able to advance
>in the system without being able to meet the standard? How is it that the
>system tolerates
>such profound laziness of the students in not even learning how to read? How
>does a student rise to the 7th
>
>grade without mastering the 4th grade material? Herein lies some fundamental
>problem.
>
>I dont understand why there's any particular worry about meeting AYP. Why not
>let the school fail
>and allow the secondary and tertiary remediations to take place? That seems to
>be a fundamental not a
>punitive part of the program. Why not allow the restructuring to take place,
>since the structure seems to be part
>of the problem?
>
>Synchronistically, this afternoon I was visiting with the head of a medical
>school pathology department
>
>today regarding a pig-related project he is helping me with and he mentioned the
>OECD testing results
>as published by the NYTimes. He was not surprised by the outcome but was
>surprised at the large gap between
>the China performance and that of the second place country. I compared the
>result to the picture of
>
>the finish of a horse race with only one horse visible in at the finish line.
>He said that this result is the
>result of hard work. No argument from me on that point.
>
>Although we have several computers in our home, we don't find them to be an
>exceptional
>aid to learning. In fact we consider the computer to be a distraction from
>useful learning activities
>in much the same way that TV is a time waster. I don't find that Newton,
>Thoreau, Franklin,
>
>Leibniz, Copernicus, Nightingale, Kapetyn, or Locke or any of their
>contemporaries had access
>to the computer or the internet but somehow they managed.
>The absence of wired connections to their domiciles is no evidence
>that they had access to "wireless" in the conventional contemporary sense.
>
>Poor nutrition could be a factor, but I am highly skeptical that nutrition is
>that much of a factor among
>the relatively well-fed population of the United States. Perhaps in some
>extreme areas of the world
>dietary deficiencies of essential minerals and fatty acids like 18:3n-3, DHA,
>etc might be significant factor.
>Doubtful in the USA. "Are the Cantonese smarter because they eat more fish?"
>
>Lead poisoning has been blamed for learning disabilities and violent behaviour.
>It might affect memory,
>because I can remember eating white and red and green paint chips off of the
>front porch weatherboard as a small boy but
>I can't quite remember that faintly sweet taste of lead...
>
>Actually I think that the learning problem is with lead in the ass not lead in
>the brain.
>
>
>
>On 12/10/2010 9:59 PM, Corey Mattson wrote:
>Wayne, here is a partial list of the ways poverty affects education --- Parents
>who have to work two jobs or second shift in order to make a living don't have
>adequate time to help children with homework, structure at home etc.; poor
>nutrition, especially in early years, can affect health; people in poverty tend
>to move following jobs, disrupting the continuity of a child's education; people
>in poverty do have fewer resources, including access to computers; poorer
>families tend to live in districts, and within school boundaries within
>districts, that have fewer resources. .... and poverty does produce despair,
>especially when opportunities are nil, all of which affects motivation. All of
>the above, and more, have an obvious effect on curriculum. I worked in a junior
>high in St. Paul, MN. When students start in the 7th grade at a 3rd or 4th grade
>reading level (or lower), that fact will affect the curriculum. Teachers need to
>start with where children are at and not deliver a curriculum that will be of no
>use to them. I'm curious, why do you think urban schools are not making AYP
>under No Child Left Behind? It has nothing to do with the quality of schools and
>teachers (a huge myth, I've noticed, here in rural Illinois). When a school has
>94% poverty, as mine did in St. Paul, and has to make AYP (pass) in 9
>socioeconomic subcategories or else fail (my middle-class school in Bloomington,
>where I now teach, only has to make AYP in 2 subcategories - white and all
>school), it's quite obvious that the school serving poor schools will fail. NCLB
>is actually proof positive that poverty is the determining factor; it certainly
>isn't discriminating between good and bad schools in urban areas. On the issue
>of "goofy" programs, I didn't consider any from the high school. I do think we
>have to be careful about calling programs goofy, though, without further
>clarification. The bigger issue is that programs, especially in the arts, are
>getting axed. And those such as special education, ESL, and speech are important
>as well... --- Corey On Thu, Dec 9, 2010 at 5:23 PM, E. Wayne Johnson
>mailto:ewj at pigs.ag wrote:
>
>>If poverty is the problem with education, what is the mechanism by which it
>>operates? Lack of Pencils? Paper? No lights at home for doing homework?
>>Please explain how poverty has diluted the curriculum. Or are you saying that
>>the problem is Despair? On 12/10/2010 6:02 AM, Corey Mattson wrote:
>>
>>>I've worked in public schools, both in middle school and elementary, and have
>>>reached the following conclusions --- First, the problem with education in the
>>>U.S. is poverty. Most of the countries cited below by Mr. Johnson don't have the
>>>disparity in wealth seen in the U.S. In fact, a good number are more
>>>socialistic, with higher pay and benefits, and access to political power,
>>>distributed more equally among the citizenry. The more capitalistic U.S.
>>>resembles a banana republic. The funding of schools, based upon local taxes,
>>>produces huge disparities in funding. Some schools are grossly overfunded, the
>>>rich ones primarily. Urban schools are mostly underfunded. I've taught in both
>>>poor and middle-class schools. The schools serving poor students actually
>>>deserve much more funding than schools serving rich students, since poor
>>>students have more needs. We've got it backwards here. On teacher pay, the
>>>teachers that make a respectable wage are in pro-union states. A vast number,
>>>many in the South, make paltry amounts of money. For the most part, teachers are
>>>underpaid. It seems that many conservatives here in the U.S. think that you are
>>>overpaid if you've managed to collectively win a little more than what are
>>>poverty wages. Sending teachers into poverty aggravates the root problem of our
>>>maladies --- too many people in poverty. Lastly, I'm curious what U.S.
>>>educational programs are "goofy"? Special Education? Reading programs? English
>>>as a Second Language? P.E.? Art? Music? Just curious, because I support all of
>>>them. As for aides, teachers with oversized classes are clamoring for them.....
>>>--- Corey On Thu, Dec 9, 2010 at 7:54 AM, E. Wayne Johnson <ewj at pigs.ag
>>>mailto:ewj at pigs.ag> wrote: "An evaluation of the 2003 results showed that the
>>>countries which spent more on education did not necessarily do better than
>>>those which spent less. Australia
>>><http://en.wikipedia.org/wiki/Australia>, Belgium
>>><http://en.wikipedia.org/wiki/Belgium>, Canada
>>><http://en.wikipedia.org/wiki/Canada>, the Czech Republic
>>><http://en.wikipedia.org/wiki/Czech_Republic>, Finland
>>><http://en.wikipedia.org/wiki/Finland>, Japan
>>><http://en.wikipedia.org/wiki/Japan>, Korea
>>><http://en.wikipedia.org/wiki/Korea>, New Zealand
>>><http://en.wikipedia.org/wiki/New_Zealand> and the Netherlands
>>><http://en.wikipedia.org/wiki/Netherlands> spent less but did relatively
>>>well, whereas the United States spent much more but was below the OECD
>>>average. The Czech Republic, in the top ten, spent only one third as much per
>>>student as the United States did, for example, but the USA came 24th out of
>>>29 countries compared." - Wikipaedia. On 12/9/2010 9:19 PM, E. Wayne
>>>Johnson wrote:
>>>
>>>> Americans don't want mass transit. They dont want to be herded around on
>>>>buses and trains like cattle. Americans are xenophobic. They want to ride in
>>>>private horseless carriages like princesses. Amtrak is Fubar'ed by design
>>>>because the government wants to promote automobiles. Just compensation for
>>>>the property that would be defiled to build high speed rail would outstrip
>>>>military funding, and that simply would not do. * The problem with
>>>>Education in America seems to have little to do with any lack of funding.
>>>>I was a teacher and an academic at one time in the US and so was my sister,
>>>>my mother and her brother and sister, her father, her grandmother and my
>>>>mother's grandmother's sisters and brothers were schoolteachers and
>>>>academics. So was my wife a former academic and a schoolteacher, as was
>>>>her father. So I can speak with some authority if not with popular
>>>>support. The US seems to spend too much money on education not too little,
>>>>and a very large fraction of that is poorly spent. There are too many aides
>>>>and auxiliaries, too many goofy programs, teachers are overpaid for the most
>>>>part, administrators are grossly overpaid, and the cost of the buildings
>>>>is extravagantly high. Chomsky certainly is right about the outcome, though I
>>>>really doubt that one can find a valid correlation with funding after it
>>>>reaches some minimum level that the US probably passed more than 100 years
>>>>ago. That old Rowan and Martin joke about distasteful American jokes
>>>>sweeping Warsaw seems quite interesting. I would have pointed out that the
>>>>US Students are doing more poorly than the ones from Poland. How many
>>>>Americans does it take to change a dim bulb? On 12/9/2010 4:26 AM, C. G.
>>>>Estabrook wrote:
>>>>
>>>>> Noam Chomsky on the Economy, U.S. Midterm Elections, Climate Change,
>>>>>Haiti, and More [Noam Chomsky is a Professor Emeritus at MIT, where he
>>>>>taught for over half a century. He is author of dozens of books. His most
>>>>>recent is Hopes and Prospects.] AMY GOODMAN:Noam, you’re continuing your
>>>>>prescription, your advice that you would give to President Obama today.
>>>>>NOAM CHOMSKY: Well, the economy is a disaster. There is 10 percent official
>>>>>unemployment, probably twice that much actual unemployment. Many people
>>>>>unemployed for years. This is a huge human tragedy, but it’s also an economic
>>>>>tragedy. These are unused resources, which could be producing to make the
>>>>>things that this country needs. I mean, the United States is becoming a
>>>>>kind of a third world country. You take a—the other day, I took a train from
>>>>>Boston to New York. That’s, you know, the star of the trains of Amtrak,
>>>>>train system. I mean, it took about maybe 20 minutes less than the train
>>>>>that my wife and I took 60 years ago from Boston to New York. In any European
>>>>>country, any industrial country, it would have taken half the time. Plenty of
>>>>>non-industrial countries. Spain is not a super-rich country. It’s just
>>>>>introducing a 200-mile-an-hour new railway. And this is just one example.
>>>>>The United States desperately needs many things: decent infrastructure, a
>>>>>decent educational system, much more pay and support for teachers, all kinds
>>>>>of things. And the policies that are being carried out are designed to enrich
>>>>>primarily financial institutions. And remember that many of the major
>>>>>corporations like, say, GE and GM are also financial institutions. It’s a
>>>>>large part of their activity. It’s very unclear that these financial
>>>>>shenanigans do anything for the economy. There are some economists finally,
>>>>>mainstream ones, finally beginning to raise this question. They may harm it,
>>>>>in fact. But what they do is enrich rich people, and that’s where policies
>>>>>are directed to. An alternative would be to stimulate the economy. There
>>>>>is no—demand is very low. Business—the corporations have money coming out
>>>>>of their ears, their huge profits. But they don’t want to spend it, don’t
>>>>>want to invest it. They’d rather profit from it. Financial institutions don’t
>>>>>produce anything. They just shift money around and make money from various
>>>>>deals. The public is some consumer demand, but it’s very slight. We have
>>>>>to remember that there was an $8 trillion housing bubble that burst,
>>>>>destroying the assets for most people. They’re desperately trying to keep a
>>>>>little to save themselves. The only source of demand right now would be
>>>>>government spending. It doesn’t even have to affect the deficit, can be
>>>>>carried out by borrowing by the Fed, which sends interest right back to
>>>>>the Treasury. If anyone cares about the deficit, which is actually a minor
>>>>>issue, I think, that should be the major issue. There should be massive
>>>>>infrastructure spending. There should be spending on things—simple things
>>>>>like weatherization. I mean, we should have a substantial program to reduce
>>>>>the very severe threat of global warming. That’s unfortunately unlikely with
>>>>>the new Republican legislators and with the effects of the massive
>>>>>corporate propaganda to try to convince people that it’s a liberal hoax. The
>>>>>latest polls show about maybe a third of Americans think that—believe in
>>>>>anthropogenic global warming, you know, human contribution to global warming.
>>>>>I mean, that’s almost a death knell for the species. If the U.S. doesn’t
>>>>>do anything, nobody else will. We now have chairs going into the— AMY
>>>>>GOODMAN: Noam, what do you think of the U.N. climate change summit that’s
>>>>>taking place in Cancún? NOAM CHOMSKY: Well, the Copenhagen summit was a
>>>>>disaster. Nothing happened. This one, Cancún, has set its sights much
>>>>>lower, in the hope of at least achieving something. But let’s say they
>>>>>achieve all their goals, which is very unlikely. It’ll still be a toothpick
>>>>>on a mountain. There are much more serious problems behind it. We’re now
>>>>>facing a situation where the House, relevant House committees—science,
>>>>>technology, energy and so on—are being taken over by climate change deniers.
>>>>>In fact, one of them recently said, "We don’t have to worry about it, because
>>>>>God will take care of it." Well, you know, this is—it’s unbelievable that
>>>>>this is happening in the richest, most powerful country in the world.
>>>>>That’s one major area where there should be substantial changes and
>>>>>improvements. If not, there’s not going to be anything much more to talk
>>>>>about in a generation or two. Others include just reconstructing the economy
>>>>>here so that people get back to work, that they can produce things that
>>>>>the country needs, that they can live decent lives. All of that can be
>>>>>done. The resources are there; the policies aren’t. AMY GOODMAN: Noam, you
>>>>>know, when you look at the new Congress—I’m reading from The New Yorker,
>>>>>"Darrell Issa, a Republican representative from California, is one of the
>>>>>richest men in Congress. He made his money selling car alarms, which is
>>>>>interesting, because he has twice been accused of auto theft. ([Issa has]
>>>>>said that he had a 'colorful youth.') Now, with the Republicans about to take
>>>>>control of the House, Issa is poised to become [the chairman] of the
>>>>>Oversight Committee. The post comes with wide-ranging subpoena powers, and
>>>>>Issa has already indicated how he plans to wield them. He is not, he assured
>>>>>a group of Pennsylvania Republicans over the summer, interested in digging
>>>>>around for the sort of information that might embarrass his
>>>>>fellow-zillionaires: [he said,] 'I won't use it to have corporate America
>>>>>live in fear.’ Instead, he wants to go where he sees the real malfeasance. He
>>>>>wants to investigate climate scientists. At the top of his list are the
>>>>>long-suffering researchers whose e-mails were hacked last year from the
>>>>>computer system of Britain’s University of East Anglia. Though their work has
>>>>>been the subject of three separate 'Climategate' inquiries—all of which found
>>>>>that allegations of data manipulation were unfounded—Issa isn’t satisfied.
>>>>>[He said recently,] ’We’re going to want to have a do-over.’" NOAM
>>>>>CHOMSKY: Yeah. That’s part of the massive offensive, basically a corporate
>>>>>offensive. And they haven’t been quiet about it, like the Chamber of
>>>>>Commerce, biggest business lobby, American Petroleum Institute and others
>>>>>have said quite publicly that they’re carrying out a massive, what they call
>>>>>"educational campaign" to convince the population that global warming
>>>>>isn’t real. And it’s having an effect. You can see it even in the way the
>>>>>media present it. So you read, say, a New York Times discussion of climate
>>>>>change. They have to be objective, present both sides, so one side is 98
>>>>>percent of qualified scientists, and the other side is Issa and Senator
>>>>>Inhofe and a couple of climate change skeptics. There, notice, also missing
>>>>>is a third side, namely, a very substantial number of leading scientists
>>>>>who say that the consensus is nowhere near alarmist enough, that in fact the
>>>>>situation is much worse. Well, you know, the United States is now—it has been
>>>>>dragging its feet on this for a long time, and it’s now much worse. I
>>>>>mean, there was just recently—a couple days ago, there was a report of an
>>>>>analysis of green technology production. It turns out China is in the lead,
>>>>>Germany is next, Spain is high up there. The United States is one of the
>>>>>lowest. In fact, investment from the United States in green technology is
>>>>>higher in China—I think twice as high in China—than in the United
>>>>>States—than it is in the United States and Europe combined. I mean, these are
>>>>>real social pathologies, exacerbated by the latest election, but just one
>>>>>aspect of where policy is going totally in the wrong direction, where there
>>>>>are significant alternatives, and if they’re not pursued, there could be
>>>>>real disaster, and maybe not too far off. AMY GOODMAN: I’d like to switch
>>>>>gears for a minute, Noam Chomsky, and talk about the elections in Haiti that
>>>>>just took place. NOAM CHOMSKY: "Elections," you should put in quotation
>>>>>marks. If we had elections in the United States in which the Democratic
>>>>>and Republican parties were barred and their political leaders were exiled to
>>>>>South Africa and not allowed to return to the United States, we wouldn’t
>>>>>consider them serious elections. But that’s exactly what happened in Haiti.
>>>>>The major political party is barred. As we know, the United States and France
>>>>>essentially invaded Haiti in 2004, kidnapped the president, sent him off
>>>>>to Central Africa. His party is now banned. Most analysts assume that, as
>>>>>in the past, if it was allowed to run, it would probably win the election.
>>>>>President—or former President Aristide is, by all information available, the
>>>>>most popular political figure in Haiti. Not only is he not allowed to run,
>>>>>by essentially the U.S., but not allowed to return. They’ve been trying to
>>>>>keep him out of the hemisphere. Can’t go back to Haiti, but the U.S. has been
>>>>>trying to keep him out of the hemisphere altogether. What’s taken place is a
>>>>>kind of a charade. I mean, it’s not nothing. You know, Haitians are trying
>>>>>to express themselves. We should respect that. But the major choices that
>>>>>they might have are barred by foreign power, U.S. power, and France, which is
>>>>>the second of the two historic torturers of Haiti. AMY GOODMAN: Honduras.
>>>>>Actually, interestingly, in these cables that have come out through the
>>>>>WikiLeaks release is a U.S. diplomatic cable from 2008 that says exactly what
>>>>>the U.S. government would not say publicly, that the coup against Manuel
>>>>>Zelaya was outright illegal. Your response, Noam Chomsky? NOAM CHOMSKY: Yeah,
>>>>>that’s right. This is an analysis by the embassy in Honduras, Tegucigalpa,
>>>>>saying that they’ve done a careful analysis of the legal and constitutional
>>>>>backgrounds and conclude—you can read their summary, which is a
>>>>>conclusion—that there is no doubt that the coup was illegal and
>>>>>unconstitutional. The government of Washington, as you point out, wouldn’t
>>>>>say that. And in fact, after some dithering, Obama finally essentially
>>>>>recognized the legitimacy of the coup. He supported the election taking place
>>>>>under the coup regime, which most of Latin America and Europe refused to
>>>>>recognize at all. But the U.S. did it. In fact, the U.S. ambassador
>>>>>publicly accused the Latin Americans who wouldn’t go along as being
>>>>>seduced by magic realism, you know, García Márquez’s novels or something,
>>>>>just a statement of contempt. They should go along with us and support the
>>>>>military coup, which is illegal and unconstitutional. And has many effects.
>>>>>One effect was that it preserves for the United States a major air base, the
>>>>>Palmerola Air Base, one of the last ones remaining in Latin America. We’ve
>>>>>been kicked out of all the others. AMY GOODMAN: Noam, I have two questions,
>>>>>and we only have two minutes left. One is about North Korea. The WikiLeaks
>>>>>documents show Chinese diplomats saying that Chinese officials
>>>>>increasingly doubt the usefulness of neighboring North Korea and would
>>>>>support reunification. The significance of this? NOAM CHOMSKY: I’m very
>>>>>skeptical about that statement. There is no indication that China would be
>>>>>willing to have U.S. troops on its border, and that’s the very likely outcome
>>>>>of a reunified Korea. They’ve been bitterly objecting to U.S. naval
>>>>>maneuvers in the Yellow Sea, not far from their coast, what they call
>>>>>their economic territorial waters, and expanding U.S. military forces near
>>>>>their borders is the last thing they want. They may feel—I don’t know—that
>>>>>North Korea simply is unviable, and it will have to collapse, and that’s a
>>>>>terrible problem for them from many points of view. That I don’t know. But
>>>>>I’m pretty skeptical about that leak. AMY GOODMAN: Finally, Noam, your
>>>>>latest book, Hopes and Prospects, what gives you hope? NOAM CHOMSKY: Well,
>>>>>the "hopes" part of that book is mostly about South America, where there
>>>>>really have been significant, dramatic changes in the past decade. For the
>>>>>first time in 500 years, the South American countries have been moving
>>>>>towards integration, which is a prerequisite for independence, and have
>>>>>begun to face some of their really desperate internal problems. A huge
>>>>>disparity between islands of extreme wealth and massive poverty—a number of
>>>>>the countries, including the leading one, Brazil, have chipped away at
>>>>>that. AMY GOODMAN: We have ten seconds. NOAM CHOMSKY: And Bolivia has been
>>>>>quite dramatic with the takeover by the indigenous population in a major
>>>>>democratic election. These are important facts. AMY GOODMAN: Noam Chomsky,
>>>>>thanks so much for being with us. Oh, by the way, happy birthday,
>>>>>pre-birthday. NOAM CHOMSKY: Thanks. AMY GOODMAN: Noam Chomsky, Professor
>>>>>Emeritus at MIT, Massachusetts Institute of Technology, author of over a
>>>>>hundred books, his latest called Hopes and Prospects. Source:
>>>>>http://www.democracynow.org/blog/2010/11/30/noam_chomsky_on_the_economy_us_midterm_elections_climate_change_haiti_and_more
>>>>> _______________________________________________ Peace-discuss mailing
>>>>>list Peace-discuss at lists.chambana.net
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