the way they put it, we as a society have decided not to modify the society but to modify the children. - Noam Chomsky

For the anarchist, freedom is not an abstract philosophical concept, but the vital concrete possibility for every human being to bring to full development all the powers, capacities, and talents with which nature has endowed him, and turn them to social account.

Nobody doubts that the Russians committed aggression, that Saddam Hussein committed aggression. We attribute to them rational goals, maybe they wanted to control the energy of the Middle East or something. With regard to ourselves, it's impossible... We just cannot adopt towards ourselves the same sane attitudes that we adopt easily, in fact reflexively, when others commit crimes... And if anyone says it, educated people, liberal intellectuals, are infuriated. Because it suggests that we could do something that's not noble. We can make mistakes, that's easy. You can criticize mistakes. You can criticize low-level crimes, like Abu-Ghraib, you can criticize that. You can criticize My Lai. But not the educated, civilized people, the kind of people we have dinner with, see at concerts, sitting in air-conditioned offices planning mass-murder. So that's beyond criticism. On the other hand, if it's half-crazed G.I.s in the field, uneducated, don't know who's going to shoot at them next, you can blame them, you can say how awful they are. You can criticize Lynndie England, disadvantaged young woman, very different from us. But how about the guys who organized and planned it? No.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important.

It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's crea