“There are growing domestic social and economic problems, in fact, maybe catastrophes. Nobody in power has any intention of doing anything about them. If you look at the domestic programs of the administrations of the past ten years-I include here the Democratic opposition-there's really no serious proposal about what to do about the severe problems of health, education, homelessness, joblessness, crime, soaring criminal populations, jails, deterioration in the inner cities - the whole raft of problems... In such circumstances you've got to divert the bewildered herd, because if they start noticing this they may not like it, since they're the ones suffering from it. Just having them watch the Superbowl and the sitcoms may not be enough. You have to whip them up into fear of enemies. In the 1930s Hitler whipped them into fear of the Jews and gypsies. You had to crush them to defend yourselves. We have our ways, too. Over the last ten years, every year ot two, some major monster is constructed that we have to defend ourselves against.”

“The place where french-postmodernism has been really harmful is the Third World. Because Third World intellectuals are badly needed in popular movements, they can make contributions. And a lot of them is drawn away from this: antropologists, sociologists and others. They are drawn away in this arcane, and in my view, mostly meaningless discourses and are disassociated from popular struggles. And you can see the impact. They really indicate that the level of irrationality that grows out of this undermines the oportunities for doing something really significant and important. It is like consumerism because it diverts people from concentrating in a serious way and doing something about their own problems.”

“Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] ... normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.”

“Our ignorance can be divided into problems and mysteries. When we face a problem, we may not know its solution, but we have insight, increasing knowledge, and an inkling of what we are looking for. When we face a mystery, however, we can only stare in wonder and bewilderment, not knowing what an explanation would even look like.”

“If you look at history, even recent history, you see that there is indeed progress. . . . Over time, the cycle is clearly, generally upwards. And it doesn't happen by laws of nature. And it doesn't happen by social laws. . . . It happens as a result of hard work by dedicated people who are willing to look at problems honestly, to look at them without illusions, and to go to work chipping away at them, with no guarantee of success — in fact, with a need for a rather high tolerance for failure along the way, and plenty of disappointments.”

“There is a striking feature of the twentieth century… the musical creation of the 20th century is qualitatively different from the 18th century, in that it lacks that immediate access or short-term access that was true of the past… I have no doubt that if we took two children of today two groups and taught one of them Mozart Haydn & Beethoven and the other Schoenberg and post Schoenbergian music, that there would be very substantial difference in their capacity to comprehend and deal with it, and that may reflect, and in fact if that’s correct it would reflect, something about our innate musical capacities.”

“...the qualifications that I have to speak on world affairs are exactly the same ones Henry Kissinger has, and Walt Rostow has, or anybody in the Political Science Department, professional historians—none, none that you don't have. The only difference is, I don't pretend to have qualifications, nor do I pretend that qualifications are needed. I mean, if somebody were to ask me to give a talk on quantum physics, I'd refuse—because I don't understand enough. But world affairs are trivial: there's nothing in the social sciences or history or whatever that is beyond the intellectual capacities of an ordinary fifteen-year-old. You have to do a little work, you have to do some reading, you have to be able to think but there's nothing deep—if there are any theories around that require some special kind of training to understand, then they've been kept a carefully guarded secret.”