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  • ...I am afraid that education is conceived more in terms of indoctrination by most school officials than in terms of enlightenment. My own belief is that education must be subversive if it is to be meaningful. By this I mean that it must challenge all the things we take for granted, examine all accepted assumptions, tamper with every sacred cow, and instill a desire to question and doubt. Without this the mere instruction to memorise data is empty. The attempt to enforce conventional mediocrity on the young is criminal.

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...I am afraid that education is conceived more in terms of indoctrination by most school officials than in terms of enlightenment. My own belief is that education must be subversive if it is to be meaningful. By this I mean that it must challenge all the things we take for granted, examine all accepted assumptions, tamper with every sacred cow, and instill a desire to question and doubt. Without this the mere instruction to memorise data is empty. The attempt to enforce conventional mediocrity on the young is criminal.

Nuclear weapons production and testing has involved extensive health and environmental damage .... One of the most remarkable features of this damage has been the readiness of governments to harm the very people that they claimed they were protecting by building these weapons for national security reasons. In general, this harm was inflicted on people in disregard of democratic norms. Secrecy, fabrication of data, cover-ups in the face of attempted public inquiry, and even human experiments without informed consent have all occurred in nuclear weapons production and testing programs.

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