Non-violent resistance activities cannot succeed against an enemy that is able freely to use violence. That's pretty obvious. You can't have non-viol… - Noam Chomsky

Armies usually aren't interested in wars. They like preparation for war. But they have an understandable reluctance to fight a war. So I think if you look at, at least the history that I know, it's usually the civilian leadership who is pushing the military to do something. It was the case in the early days of the Vietnam War.

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

..people would like to think there's somebody up there who knows what he's doing. Since we don't participate, we don't control and we don't even think about the questions of crucial importance, we hope somebody is paying attention who has some competence. Let's hope the ship has a captain, in other words, since we're not taking in deciding what's going on. I think that's a factor. But also, it is an important feature of the ideological system to impose on people the feeling that they are incompetent to deal with these complex and important issues; they'd better leave it to the captain. One device is to develop a star system, an array of figures who are often media creations or creations of the academic propaganda establishment, whose deep insights we are supposed to admire and to whom we must happily and confidently assign the right to control our lives and control international affairs.