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A tale of two Chomskys: the military-sponsored scientist and the anarchist activist

Por: Chris Knight

I need to start by saying that I love Noam Chomsky. I have often watched television images of a US drone strike perpetrated on an Afghan wedding party, or perhaps by the Israeli state on a school in the occupied West Bank or Gaza. And then onto my screen comes Noam Chomsky, speaking loud and clear, in a monotone, absolutely steadfastly, telling it like it is. As his admirers say, ‘speaking truth to power’.

two-noams

If politicians were honest, if they told the truth, if the mass media were not so mendacious, we would not need a Noam Chomsky. But, of course, as we know, politicians lie. The media is full of professional liars. So we do need a Noam Chomsky. If he did not exist we would have to invent him. What other academic who has something to lose says it like it is with such extraordinary tenacity and courage? He has been doing so since the 1960s and is still at it today, as lucid and effective as ever.

So what is my book, Decoding Chomsky – Science and revolutionary politics, all about? When people ask me, they usually want to know whose side I am on. Am I one of Noam’s fans, they ask, or a critic? I can never answer this question because it all depends on whether you mean Noam the activist, or Noam the scientist. You cannot give the same answer to both.

And it is not just me who says there are two Noam Chomskys. He says it himself. By way of explanation, he once suggested, with a bit of a smile, that if his brain is a computer, it is a special one with ‘buffers’ between its two separate parts.[1] He flits between the half of his brain that covers science and the other half that does activism. ‘[I live a] sort of schizophrenic existence’, he elaborated on another occasion. An interviewer once asked him ‘What do [the two Chomskys] say to each other when they meet?’ Chomsky replied that there was ‘no connection’. So I am not the only one who says there are two Noam Chomskys.[2]

The first Noam Chomsky is the one you most likely know about – the political activist who has spent his life denouncing the US military. But then there is this paradox: the man who made his reputation as the world’s most famous critic of the US military is also the man who has spent his whole working life in one of the world’s foremost research institutes specialising in weapons design. The Massachusetts Institute of Technology (MIT) has been central to the development of all the most ingenious helicopter stabilisation machines, multiple weapons guidance systems and much of what made Ronald Reagan salivate over the prospect of Star Wars during the 1980s. Many of these inventions were incubated inside the laboratories that Chomsky spent his life working in. So there we have the Chomsky paradox. One of those two Chomskys has spent his life attacking the US military; the other has been developing linguistics in the employ of a Pentagon-funded military laboratory.

(Click to see pictures: Riot police confronting students outside a nuclear missile laboratory at MIT in November 1969, and: Police attack the students.[3])

Let me begin by referring to a chapter near the middle of my book, entitled ‘The Cognitive Revolution’. I am always a bit surprised when I talk to Marxists, socialists, Jeremy Corbyn supporters, Occupy or Green activists about the cognitive revolution. Their eyes simply glaze over. So I tend not to start by talking about it. It is really strange that so many left activists show no interest in the cognitive revolution. It is as if they considered the biggest intellectual upheaval since Galileo’s discovery of a moving Earth to be unimportant.

The cognitive revolution is essentially the computer revolution. More accurately, it’s the effect of the invention of computers on how we think. From the early 1960s onwards, digital computation has been revolutionising the way that philosophers, cognitive scientists, psychologists – even archaeologists – think about what it means to be human. So let me just explain a little about this.

There is something about digital communication that is strange. As you know, if you have a vinyl disc and you make a pressing from it, and then make a pressing from the pressing, and so on, after a while you cannot hear the recording clearly – it degrades with each copy you make. It is the same with a photocopier – with successive copyings, eventually the pattern is lost. However, with a digital starting point you can make a million copies of copies and all of them in sequence will be perfect. That is because digital signals are either fully on or fully off and there is no intermediate position. Any digital piece of information is made up of lots of switches, each totally off or totally on, and therefore impossible to degrade.

Linked to that is the fact that when communication is digital it makes not a blind bit of difference what material you are using to encode the stream of signals. Whether you are sending your message using copper, fibre-glass optical cable, pigeons or whatever makes no difference at all. As long as the signal is either off or on and the receiver can tell the difference, a faithful copy of the message will be transmitted.

In other words, the information is autonomous with respect to the material in which it is encoded. Or you could say that information is now floating free of the composition of matter. When US philosophers discussed the implications of all this, they began to think that possibly it had solved the great problem that the ancient Greeks and Descartes faced long ago: how such an intangible thing as the soul can influence or be influenced by the material body. They imagined they now had the solution to the mystery: if mind can be seen as software and the body as hardware, all was now clear. It even meant that we might be able in the future to discard our hardware – our bodies – while remaining who we really are.

Take cognitive science’s Marvin Minsky – brilliant co-founder in 1958 of MIT’s artificial intelligence laboratory and described as the ‘father of artificial intelligence’. As I discuss in my book, Minsky’s main interest lay in building computer models capable of replicating the activities of human beings. Among other things, he was the scientist who advised Stanley Kubrick on the capabilities of the HAL computer in his 1968 film 2001: a Space Odyssey.

If the mind really is a digital computer, concluded Minsky, then our bodies no longer really matter. Our arms, legs and brain cells are all just imperfect and perishable hardware – essentially irrelevant to the weightless and immortal software, the information that constitutes who we really are.

At a public lecture delivered by Minsky in 1996 on the eve of the Fifth Conference on Artificial Life in Japan, Minsky argued that only since the advent of computer languages have we been able to properly describe human beings. ‘A person is not a head and arms and legs,’ he remarked. ‘That’s trivial. A person is a very large multiprocessor with a million times a million small parts, and these are arranged as a thousand computers.’

It seems that Minsky dreamed of banishing death by downloading consciousness into a computer. As he explained:

The most important thing about each person is the data, and the programs in the data that are in the brain. And some day you will be able to take all that data, and put it on a little disk, and store it for a thousand years, and then turn it on again and you will be alive in the fourth millennium.[4]

So you can see the imaginative dreams that emanated from this conception that we humans are computers and who cares about the hardware? If your current bit of hardware falls apart, you can always install the software somewhere else.

The point I am getting round to is this: all this would have only been of interest to computer nerds, technicians and engineers producing little gadgets, had it not been for Noam Chomsky. It was Chomsky who connected all this with what it means to be human. It was Chomsky who, with a great deal of authority, managed to persuade an awed scientific community that a human being can be treated as a digital computer. A characteristic of our species is that we have language, and this corresponds to the language organ in the brain. This organ is a digital computer!

Chomsky managed to convince virtually the entire scientific community of this claim. But you have to wonder how he did it. The answer becomes clear when we recall who exactly were these scientists who became so excited. They were not people engaged in studying the intelligence of monkeys, apes or human beings. They were not psychologists with a special interest in how children acquire language. They were not anthropologists interested in the world’s different languages or in how our species evolved. They were not even brain neurophysiologists. No, they were computer scientists.

They were computer scientists in the pay of the Pentagon, tasked with the science-fiction job of making English accessible to their digital machines. Even more thrilling, they dreamed of automatic machine translation, so that not only English, but any language in the world, would be available. The stuff they were doing was clever, but would have been of zero interest to all those other scientists, had it not been for Noam Chomsky. Chomsky told them what they wanted to hear: they were suddenly made to feel relevant beyond their wildest dreams! He said that their research applied to human beings. Children, he said, are able to quickly acquire the grammar of their first language because they are in essence digital computers wired up from the outset in the necessary way. You can see why the MIT scientists loved it, needed to believe it and insisted on the brilliance of the idea. You can also see why these same computer nerds and their Pentagon backers might have wanted to confer authority on anyone who told them it was true. The claimed presence of one of their computers inside each child’s head was the one thing which connected their otherwise boring technical expertise with grand issues of philosophy, psychology and meaning. If the human mind contains at its core a digital computer, then they were the experts in what it means to be human! It just had to be true.

Let me now turn to one of the consequences for Marxists of this cognitive revolution. Again, it seems to me strange that so many of us are unaware of what has been done to Marxism since the end of World War II. I am talking about the complete removal of science from our horizons. Marxists never talk these days of the science behind their activism. When did you last hear a Marxist commenting on the latest research in physics, chemistry or molecular biology? When I speak of science I mean that huge collective enterprise which these days has worked out more or less what happened in the first nanoseconds after the Big Bang, which can look at the whole universe and roughly work out how galaxies were formed. Science as in modern genetics, or as in the modern study of climate change.

My own – perhaps controversial – view is that there is nothing more revolutionary than hard science. It is the most revolutionary thing there is. And yet Marxists very rarely take an interest in it. Our predecessors did. For example, in the 1920s and 1930s, they revelled in the new knowledge in the fields of astronomy and genetics, and many leading scientists were themselves Marxists or at least committed leftists. I am thinking of Haldane, for example, and even Einstein.

My book is an attempt to trace how this intellectual catastrophe came about. One theory is that it isn’t just the Stalin version of dialectical materialism which is rubbish, but any attempt to follow Marx in thinking dialectically. Chomsky generally goes along with this. If you do not accept that theory, you need a more convincing one. My theory is social and political: the ruling class found a clever new way to utterly discredit the dragon of Marxism, not by attacking it directly, but by ‘draining the marsh’ – removing the philosophical premises and intellectual environment in which Marxism had previously thrived.

It was the cognitive revolution that saw to it that the connection between science and activism was ruptured. And it was Noam Chomsky who most symbolised this revolution. His fundamental thesis is that science – though of interest to specialists – is not relevant to political activism! I know that even when enthusiastic activists ask him about his linguistics he discourages them from pursuing that trail.[5] ‘None of your business’ is the disappointing message they receive. Chomsky wants us to believe that science and life pass each other by, just as they do for him. Science, he claims, deals only with highly simplified questions devoid of human interest or significance.[6]

Again, it is the way that computer science draws on the distinction between software (or information) and hardware (or the body) which makes these claims seem natural, almost self-evident. Digital information is one thing; the body – matter – is another. Information does not weigh anything; it does not occupy space; it passes by the matter it is encoded in and interacts with. For Chomsky, there is a radical disjunction between information and matter – or, if you like, between mind and body, theory and practice. Noam Chomsky says that his activism has nothing to do with his scientific work, and vice versa. His work on language is politically neutral.

Chomsky makes no concessions at all in his programme of decontaminating his science of all political significance. In order to go the whole way, he removes any aspect of language that might remotely seem political. He does this by eliminating everything social about language, including even the idea that a child acquiring its first tongue might learn something from its carers or playmates, or the idea that language is for communicating thoughts and ideas to others. Strictly speaking, says Chomsky, a child does not need to learn from others how to speak its native tongue, since it is equipped with the basics already:

Learning language is something like going undergoing puberty. You don’t learn to do it; you don’t do it because you see other people doing it; you are just designed to do it at a certain time.[7]

You begin to see how, for Chomsky, one thing leads to another. Once he had decided that there could be no learning, he had to come up with something else – ideally the opposite of learning. And so, in pursuit of his own logic, he lights on the concept of forgetting. A child is said to acquire its first tongue by discarding one language after another from the vast repertoire of languages stored in its head from birth.

So the child is equipped with all the languages that ever were, are or will be, but discards all but the one that it is actually raised in. If you are a scientific linguist you are apparently never interested in people talking to one another. You are only interested in this thing in the head of the individual who is said to be talking to himself or herself. To count as the study of nature, linguistics must exclude the investigation of human social interactions, politics, communication or culture. Yes, the bizarre logic goes that far. These are the basics of Chomsky’s linguistics, of the philosophical underpinnings of his whole life’s work.

I am not giving all these quotes to show that they are nonsense, by the way: I am doing it to suggest that we need to ask why this whole set of ideas dominated vast swathes of Western thought from the early 1960s onwards.

As I state in my book, I am approaching this as a social anthropologist would. In other words, if, say, you listen to a shaman or tribal elder – a person of importance who may be saying deep and meaningful things, even if they are nonsense to you – you have to investigate the causes of his authority, which gives this nonsense meaning and significance for the tribe. It is the same with Chomsky.

I am generally happy with my 1991 book, Blood Relations, but it had a huge hole in it: it did not get to language, a key element. Why did I leave it out? Well, because when I researched language I started reading Noam Chomsky, the world’s expert, but I could not make head nor tail of it – it was completely baffling. Naturally I thought it was my fault that I did not understand it – after all, I am not a mathematician, so I would not expect to fully understand Einstein either. After all, everyone says Chomsky is a genius, so I thought I would have to work really hard to get my head round it. It took me 20 years to fully understand it, but what I immediately worked out was that, although I loved Chomsky’s politics, his linguistics were so baffling that what I had to do was study the social tribe in which it was incubated.

What was the time, the place, the institution, the political circumstances in which all this nonsense took root? The ‘tribe’ I needed to investigate was the US war science community immediately after WWII. In other words, it was the inhabitants of a large number of Pentagon think-tanks who, just after defeating the Nazis, were beginning to turn all their attention to ‘Communism’. They were drunk with power at that time. Europe was in ruins, China was nowhere, they had just invented the nuclear bomb and dropped a couple; and now they were dreaming of using their computers as omnipotent command-and-control instruments for eavesdropping on the world’s communications and, above all, for guiding their nuclear weapons to hit their exact targets. That was what I needed to investigate and the resulting book is about this particular tribe.

What I am trying to argue is that, as soon as you do look at that period, you realise why the military needed someone like Noam Chomsky to solve a number of their problems. I should stress that nothing that Noam produced was even slightly useful militarily to the Pentagon. None of the language modules he developed ever worked and I do not think he wanted them to work: his anti-militarist conscience was too strong. To be able to look himself in the mirror each morning he needed to do the work for which he was paid, but refuse to step over the line from abstract theory into any military application.

My whole thesis is that there were good social and political reasons why it became acceptable to isolate theory from practice in this way. As Perry Anderson showed long ago, all the various schools of Western Marxism became mentalist in the way that I have discussed: mind over matter, software more important than hardware, turning Karl Marx upside-down.[9] Marx, of course, had the view that if you want to understand what goes on in the mind you need first to understand what happens in and through the body – eating, reproduction, cooperation, the relationship between the means of production and the relations of production – in order to work out what is in the head. The cognitive revolution proved so dangerous to the Marxist movement because it successfully turned this idea on its head.

Almost all supporters of the cognitive revolution acknowledge Noam Chomsky as their mentor, their founder. Many describe what he did as the triumph of mind over matter. In fact they go further: they say that with the cognitive revolution we scientists abolished matter. If you are serious, you no longer study matter – you study the mind.

So how did all this come about? To figure it out, I want you to put yourself in Noam Chomsky’s place. While you are not necessarily a pacifist, you have been strongly opposed to killing people since you were a teenager. When Chomsky heard about Hiroshima on a summer camp somewhere, he went very quiet. Everyone around him was very happy that the US had managed to ‘get the Japs’, but Chomsky found that he could not talk to anyone – the shock was just too much and he needed to be alone, as though he was in mourning.

In other words, he always felt a massive, deep and instinctive hostility to nuclear weapons. So imagine Noam Chomsky when he found himself not only with a well-paid job, but heaped with honours for what he was achieving in what he termed a ‘Department of Death’ – a laboratory on a campus heavily involved in the production of nuclear missile guidance systems and other weapons.[10] The question is, how did he manage to cope?

I have documented in chapter 4 of my book how, when his own students were just beginning to rise up and demand the closing down of MIT’s military laboratories, Chomsky wrote a letter, which was published in the New York Review of Books, saying that he was thinking of «resigning», because MIT was up to its neck in actual or potential war crimes. Chomsky had not meant the letter to be published, but when it was, suddenly everyone must have assumed that he was resigning in disgust because of what his own institution was up to. After some time, Chomsky decided not to resign after all. He explained this decision by writing that his previous letter had been quite ‘unfair’. MIT was not an institution devoted to making weapons of mass destruction. Yes, he conceded, there might well be «individuals at MIT» working on such weapons, but his university as such was an honourable, ‘libertarian’ institution, allowing him complete freedom to follow his own conscience without any pressure.[11]

I also document in the book Chomsky’s relationship at a later stage with a certain John Deutch, director of the CIA from 1995 to 1996. Chomsky tells us:

We were actually friends and got along fine, although we disagreed on about as many things as two human beings can disagree about. I liked him. We got along very well together. He’s very honest, very direct. You know where you stand with him.[12]

Chomsky voted for him in the election for principal of his college. Most of Chomsky’s friends said, ‘You can’t vote for that man’ – it was Deutch who invented the fuel-air explosives. When dropped from planes, they explode above the ground, destroying everything below and killing everybody, but hopefully leaving much of the equipment intact. Noam Chomsky was friends with this guy. There he was, in the evening denouncing the CIA to his anarchist friends. Then he gets up in the morning, goes to work and then sits down and perhaps has a coffee with his friend, John Deutch, the future director of the CIA.

So what could Chomsky do? One obvious solution was to keep his two constituencies at arm’s length from each other. He might keep the military people and their boffins over in one corner of his life, and his anarchist friends somewhere else. He might try to create a firewall between the laboratory work and his activism, so that the two camps do not speak to each other and cannot in any case understand what the other lot are saying. He would have to speak one esoteric, highly specialised language to one side and a completely different language to the other, with a firewall in between.

Because Chomsky was so highly respected, no-one could fault his moral integrity as an anti-war activist, and no-one could fault his standing as a scientist either. I am not blaming Chomsky for adopting the position he took. We all have to make compromises of some kind, given the conditions we live under. I am thinking particularly of people with jobs in the mendacious media, academics, people in the arms industry, bankers – we all have to earn a living and our work is not always what we would like it to be. But we have to be able to hold our heads high and think of ourselves as doing a good job.

Where this happens, there is a divide between what we are obliged to do as paid workers or professionals and what we might do as autonomous activists outside our jobs. It is not an easy matter to get the two to connect. But, while many of us face that contradiction, Noam faced in it more of an intense form than anyone else I can think of. The world’s number-one critic of the US military was working as a prominent scientist in a militarily funded laboratory. How do you square that?

If you are Noam Chomsky in this position, you need to find a way to make your linguistics as politically irrelevant as possible. So you define language in a new way. You define it as not even social. You have to remove every last trace of social science, of anthropology, psychology and so on. You make it like mathematics. So Chomsky’s strange conception of language is what happens if you must remove every last trace of politics from your linguistics.

We know quite a lot now about how words emerge. We know that there is some link between the sound of the word, its shape, and what it means. As language develops and we develop shorthand, that link eventually disappears. Certainly words are coined by people who may come up with a metaphor which seems to be quite clever and appropriate. Then someone else thinks of a different metaphor, and the first one becomes a tired, dead metaphor, then a purely grammatical marker. But the point is that words are historical, cultural products emerging out of social interaction.

But for Chomsky there is a problem with all this. He needs to be able to claim that words too are ‘natural’ and installed in the brain from birth. So what about the word, ‘book’? In the Stone Age, when the concept of a book was unknown, did people have the word in their heads? Chomsky says they did. How about ‘bureaucrat’? They didn’t have those in the Stone Age either. Chomsky said, yes, the word was always there in people’s heads. What about «carburettor»? Yes, that one too.[13] What I find is that, whereas Chomsky’s anarchist supporters know that he defines universal grammar as innate, they are astonished to be told that this applies to lexical concepts (words) as well. So I read them out all this stuff, expecting them to start laughing – Stone Age people with the lexical concept of a book, a bureaucrat, or a carburettor in their heads? Why would a world-renowned linguist need to say such strange things?

The point about language is that it is where nature meets society, politics and culture. If you want to know where language comes from you need to look at the big picture. You have to link up the Earth sciences – geology, the science of climate change during past periods, anthropology, the study of apes and monkeys and fossils of human ancestors. You have to join the humanities with the sciences to understand how we came to possess language. But Noam Chomsky was forced by his job to separate the two domains. He did this by placing language in the natural sciences, totally at the expense of anything social or political. So towards the end of my book I go into some detail on the question of how all these different sciences link up, converging on an adequate theory of the origin of language.

Over the 20 years since I published Blood Relations I have helped establish and sustain Evolang, the main international research community and conference series dedicated to the origin of language. To explain the origin of language you cannot just invent a theory. You need the international scientific community to study this hugely challenging and difficult problem. And over the years I think we have got somewhere. We know roughly how language evolved in our species. We have our disagreements, but I basically think we are on the verge of cracking it.[14] How does Noam Chomsky deal with what we say?

First of all he did not – he just refused. But then, after he came to some of these conferences, his friends were saying to him that he could not continue to assert that language was simply there in the brain: he had to have a theory about how it gets there. He came up with the idea of a ‘great leap forward’ – a sudden revolutionary transformation. But if we became human through a revolution, wouldn’t that idea be politically subversive? Unable to propose anything which might seem remotely political (because for him science must never be political) Chomsky ended up with the most non-political, neutral, irrelevant version of a revolution you could possibly imagine. Finding a solution was no easy matter. How can you make the greatest revolution in all history – the one which constructed our humanity – appear unconnected with revolutionary politics? How can you make it all seem completely irrelevant?

Well, here was an answer. How about you have an ape-person wandering around who gets bombarded by a ‘cosmic ray shower’? These cosmic rays then cause a mutation which installs a language organ in the brain. Not just any old language organ, but a perfect one, fully formed in an instant, whereupon this ape-person begins talking to itself. That is Chomsky’s suggestion.[15]

Let me spell this out. Chomsky says that once the mutation had occurred, our fortunate ancestors were able to speak but never got round to doing so for ‘something like 50,000 years’. This did not matter, says Chomsky, because the organ was for private thinking, not talking aloud. ‘The capacity to think became well embedded. The use of it to communicate could have come later. Furthermore, it looks peripheral: as far as we can see from studying language, it doesn’t seem to affect the structure of language very much.’[16]

For Chomsky, then, making oneself comprehensible to others is ‘peripheral’, having no effect on what language is: ‘Language is not properly regarded as a system of communication. It is a system for expressing thought: something quite different. It can, of course, be used for communication, as can anything people do – manner of walking or style of clothes or hair, for example.’ So language is no more designed for communicating your thoughts than are your legs, clothes or hair. Language exists for talking to just one person – yourself: ‘Actually you can use language even if you are the only person in the universe with language, and in fact it would even have adaptive advantage. If one person suddenly got the language faculty, that person would have great advantages: the person could think, could articulate to itself its thoughts.’[17]

Chomsky says that although language is perfect in design, it is superficially imperfect. What he means by this is that humans do not use language like robots. We do not speak in digital code, but expect that a listener will use a little imagination and employ proper interpretation to understand the intended meaning, whether we are using metaphors or other figures of speech, or perhaps humour. We need a certain level of trust on the part of our audience. That is the reality: language relies upon a certain amount of goodwill, cooperation and trust. But for Chomsky the ambiguity of language is one of its defects. It prevents it from being perfect. For him the fact that people speak different languages is another imperfection. As are the differing phonetic structures. If things were perfect, we would all be speaking t he same language and all these ambiguities about meaning would not exist, because basically we would be talking to ourselves.

In conclusion, I have tried to explain why Chomsky’s science is everything which his political output is not. His science is individualistic to the nth degree; meanwhile, his politics celebrates solidarity and is basically socialist.
Chomsky has validated the idea that since these two modes of thought are so utterly different, activism is best conducted without reference to science. Conversely, he argues, scientists need to do their work completely autonomously, without worrying about any political implications. In opposition to Chomsky, I believe that nothing is more revolutionary than science and that to be revolutionaries we all have to be scientists. Science is intrinsically internationalist. Climate science in particular has urgent political consequences. Borders and states are getting in the way of putting things right – we have one planet, a living planet and we need to look after it.

(This article is an edited version of a talk given in August 2016.)

Chris Knight is author of  Decoding Chomsky: science and revolutionary politics, Yale University Press 2016.

Notes

1. N.Chomsky, Class Warfare (1996), p15.

2. CP.Otero, Noam Chomsky: Language and politics (1988), p98-9, 318.

3. In order to suppress activism against the Vietnam war, MIT had six of its students sentenced to prison terms. (The Tech, December 14,1971,p4 and August, 4, 1972.) Yet, surprisingly, Chomsky claims that MIT has «the freest and the most honest and has the best relations between faculty and students than any other… quite a good record on civil liberties. That was shown to be particularly true during the 1960s»

4. K.Hayles, How We Became Posthuman (1999), p244-5.

5. Otero, p318; N.Chomsky, Radical Anthopology, No 2, (2008), p23.

6. Otero, p592; N.Chomsky, New Horizons in the Study of Language and Mind (2000), p115.

7. N.Chomsky, Language and Problems of Knowledge (1988), p174.

8. N.Chomsky, ‘Lecture at the University of Rochester’, 21/4/16

9. P.Anderson, Considerations on Western Marxism (1976).

10. In 1969 the radical student newspaper, The Old Mole, I.Wallerstein, University Crisis Reader Vol.2 (1971), p240-3.

11. New York Review of Books, March 23 1967 and april 20 1967; A.Davidson, Focault and his Interlocutors (1997), p144.

12. N.Chomsky, Powers and prospects (1996), p101.

13. N.Chomsky, New Horizons in the study of language and mind (2000), p64–66.

14. D.Dor, The Social Origins of Language (2014).

15. N.Chomsky, The Architecture of Language (2000), p4; N.Chomsky, The Science of Language (2012) p 44, 51,78; N.Chomsky, Powers and Prospects (1996), p29-30.

16. N.Chomsky, «On the evolution of language», UNAM Skype talk, 4/3/16, (40m); N.Chomsky,The Science of Language (2012), p44.

17. N.Chomsky, On Nature and Language (2002), p76, 148.

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EE.UU: «Es una vergüenza que asesinen a nuestros padres y madres»

América del Norte/EE.UU/30 de septiembre de 2016/www.laizquierdadiario.com

Después de las protestas de Charlotte por el asesinato del afroamericano Keith Lamont Scott, la voz de Zianna Oliphant de 9 años se alza contra el racismo.

Zianna Oliphant denuncia la brutalidad policial y el racismo en Charlotte:

El lunes 26 en el Concejo de la Ciudad de Charlotte (Carolina del Norte, Estados Unidos), Zianna Oliphant de 9 años que apenas llegaba al micrófono solicitó la palabra para hablar sobre cómo tratan a la comunidad negra en su ciudad.
En las ciudades estadounidenses, los concejos locales suelen dedicar una sesión para que el público hable sobre sus problemas, aunque esto no garantice medidas ni respuestas de parte del órgano de gobierno. En las afueras del Concejo una protesta exigía la renuncia de la alcaldesa y el jefe de Policía.

Zianna Oliphant pidió la palabra después de las protestas que conmovieron Charlotte, después de que la Policía asesinara a Keith Lamont Scott en su auto, mientras esperaba a uno de sus hijos. Este nuevo asesinato hizo estallar protestas en varias ciudades del país al grito de “Black Lives Matter” (las vidas negras importan) y “No Justice, no peace” (Sin justicia no habrá paz).

La alcaldesa de la ciudad, la demócrata Jennifer Roberts, decretó el toque de queda y el estado de emergencia, y ordenó la represión en la que fue asesinado un joven negro que se manifestaba. Esta es la única respuesta que reciben quienes se manifiestan contra el racismo y la brutalidad policial.

“Vine a hablar sobre cómo me siento… Siento que nos tratan de forma diferente que a otra gente… Y no me gustan cómo nos tratan, solo por nuestro color, eso no significa nada para mí.

Creo que… Somos negros y no deberíamos sentirnos así. No deberíamos tener que protestar porque ustedes nos tratan mal.

Hacemos esto porque tenemos que hacerlo y tenemos derechos…

Nací y me crié en Charlotte… Y nunca me había sentido así hasta ahora. Y no puedo soportar cómo nos tratan.

Es una vergüenza que asesinen a nuestros padres y madres, y no podamos volver a verlos.

Es una vergüenza que tengamos que ir al cementerio a enterrarlos.

Lloramos y no deberíamos llorar.

Necesitamos que nuestros padres y a nuestras madres estén con nosotros.”

El rostro de Zianna puede estar hoy marcado por las lágrimas y el dolor pero sus palabras son la prueba de que una nueva generación enfrenta en las calles el racismo, no solo de los sectores reaccionarios sino de parte del mismo Estado, hoy dirigido por un afroamericano. Su bronca legítima es la garantía de que sin justicia no habrá paz.

Tomado de: http://www.laizquierdadiario.com/Es-una-verguenza-que-asesinen-a-nuestros-padres-y-madres

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Poverty and Education

Por: Vicki Cobb

I am always looking for topics for this blog about learning that is interesting, exciting and engaging for both teachers and students. Last year I wrote about Ruth Shuman who founded Publicolor, a nonprofit organization that gives poor kids an afterschool program that teaches commercial painting so that they can spruce up schools and other public venues in NYC while they get help with school work so they can ultimately go to college. Ruth’s motto is “From paint to college.” To this date 122 of her students have gone. But more must be done. Recently, Ruth hosted a small gathering at her home to discuss “Poverty and Education” with the conversation being led by former NYC Education Chancellor, Rudy Crew, who is currently President of Medgar Edgars College and, Tony Marx, President of the New York Public Library. Since this subject is right up my alley, I accepted her invitation.

 Rudy Crew opened the conversation with the statement that the NYC Public Education System, which had done its job well in the last century, is failing miserably in the 21st. One of his shocking statistics is that 70% of the NYCPS children are not reading by third grade. Statistics from the National Assessment for Educational Progress (NAEP) for 4th grade, when testing occurs, are not much better. In 2015, 64% were at the basic or below basic standars for proficiency. It has become increasingly clear that the focus on standardized testing for kids and evaluation of teachers by their students’ test scores has taken classroom time and focus away from real learning—the kind of critical and creative thinking that will be needed for a global economy. And the problems are exacerbated in low socioeconomic areas. Dr. Crew suggested that we call a moratorium on testing and evaluating for at least 4 years. What would he do during such a moratorium?

“My sense of our discussion nationally is that we should go slow on the barrage of new policy pronouncements aimed at more of the same. Give good teachers and quality instruction a chance to work, for say four years. Help schools to double down on reading, math, and science internships. Seriously, rework the school years of high school to go beyond Carnegie unit counting to creating technical and certification based on new experiences, new technologies, entrepreneurialism, cultural, artistic, journalistic expression and stem jobs. Steady the hand of our existing, veteran teachers while building the support to onboard new teachers into the profession.

Resultado de imagen para pobreza y educacion pruebas estandarizadas

“Use best practices and research in all disciplines to teach beyond skills to inquire critical thinking. Make schools a predictable resource to the parents, communities, teachers and principals. We know what works. What’s needed now is the time to build it along with demand and the commitment to create schools where the arts and other disciplines are finally given a chance to work.”

One very important resource that makes its way into affluent schools but not poor ones is high-quality children’s books, particularly nonfiction. It seems that school budgets have been cut so that there are no funds for books. Enter Tony Marx, President of the NYC Public Library with a simple solution. One thing he has is books. Why not let the library join forces with the public schools? After all, they are both funded by the City government.

“The My Library NYC program — an innovative partnership between the Department of Education and the city’s three library systems — brings much-needed books and materials to New York City students and teachers, literally giving them the tools they need to succeed. By filling this serious need, the Library’s resources and staff expertise strengthen our schools and by extension our city’s future.”

The only way children become proficient in reading is by reading. Good writers captivate readers. Boring writing turns them off. Collaboration between MYLibraryNYC and the Public Schools of NYC is a no brainer. Put good books in the hands of children and teachers and watch what happens.

This past weekend I saw Paradise for myself. I participated at the 4th annual Chappaqua’s Children’s Book Festival along with 90 other authors. As you can see from this NY Times article the emphasis is on fictional stories. But I can’t complain, 5 of the 6 titles I offered sold out and they are science books! This festival showed what happens when learning and books are valued by a community with a few extra dollars in their pockets.

Tomado de: http://www.huffingtonpost.com/vicki-cobb/poverty-and-education_b_12220270.html?section=us_education

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EE.UU: Efecto invernadero: alertan que la temperatura global subirá 7°

América del Norte/EE-UU/30 de septiembre de 2016/opisantacruz.com.ar

Es la conclusión de un estudio que estimó el impacto a futuro de la actual emisión de gases. Los avances en la tecnología no dejan de asombrar. Esta vez le tocó el turno a la investigadora de la Universidad Stanford Carolyn Snyder, quien publicó en la revista Nature una reconstrucción de temperaturas medias globales de los últimos dos millones de años. De ese trabajo se desprende una enorme preocupación para nuestro planeta: que los niveles actuales de emisión de gases de efecto invernadero podrían contribuir a un alza de la temperatura global en el futuro de entre 3 y 7 grados centígrados.

Esta previsión está recogida en un estudio desarrollado por la investigadora en la Universidad de Stanford en California (EE.UU.), en el que se calculó la temperatura media de la superficie global (GAST, sus siglas en inglés) durante los pasados dos millones de años y que se trata de la reconstrucción continua y más extensa de la GAST efectuada hasta la fecha.

“La reconstrucción del clima de la Tierra tiene gran influencia sobre nuestro conocimiento respecto a la dinámica y sensibilidades del sistema climático”, explica Snyder. Además, recuerda, la reconstrucción ininterrumpida de la GAST durante los “ciclos glaciales” no había sido posible hasta ahora. Para superar estas barreras, Snyder recurrió al análisis de una base de datos compuesta por más de 20.000 reconstrucciones de la temperatura del mar obtenida en 59 núcleos de sedimento oceánico.

Snyder constató que las temperaturas cayeron gradualmente hasta hace unos 1,2 millones de años, si bien ese proceso de detuvo entonces. Este dato, apunta, sugiere que el enfriamiento global no fue el único factor causante de la transición entre el pleistoceno inferior y el superior, ocurrida hace entre 1,25 y 700 millones de años, cuando el clima de la Tierra pasó de ciclos glaciales de 41.000 años a ciclos de aproximadamente 100.000 años.

Manuel Jaramil, Director del Departamento de Conservación y Desarrollo Sustentable de la Fundación Vida Silvestre, en Argentina, opinó que: “esto lo están estableciendo muchas investigaciones. Es una situación compleja y si no llegamos a reducir la temperatura 1,5° el desenlace de las especies va a ser catastrófico”. Y luego enfatizó, “un tema fuerte a nivel social es que una parte de la población vive en lugares vulnerables a los efectos del cambio climático, como por ejemplo quienes moran al borde de los arroyos. Para esta gente es necesario tomar medidas de adaptación al cambio climático, porque corren riesgo de vida”.

Volviendo a la investigadora, sostiene que al combinar esta reconstrucción con registros atmosféricos de dióxido de carbono (CO2), la proyección indica que la GAST podría aumentar en el futuro ente 3 y 7 grados centígrados, incluso si las concentraciones de CO2 se estabilizan en los niveles actuales.

Es más, el período que va desde enero a junio de este año fue el semestre con la temperatura media más alta en la superficie de la Tierra desde que existen registros directos, en 1880, con 1,3 ºC superior a las ocurridas en las últimas décadas del siglo pasado.

Tomado de: http://opisantacruz.com.ar/home/2016/09/27/efecto-invernadero-alertan-que-la-temperatura-global-subira-7/39316

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Is College Student ‘Food Insecurity’ Real?

Por: David Steele-Figueredo

In late June I was flying to Mexico on vacation and opened the Los Angeles Times. I was stunned. The conclusion of this depressing article: in the California State University system with a student body of about 475,000, between 8 to 12 percent were homeless and about double that suffered from food insecurity. What does it mean to be “food insecure”? According to the U.S. Department of Agriculture, food insecurity is “a condition of someone who does not have adequate resources to feed themselves.”

So on average, in the largest university system in the country, about 50,000 college students are homeless and about 100,000 go hungry?

To add fuel to the fire, in a more recent article the Los Angeles Times reported that 4 in 10 of University of California students “do not have a consistent source of high-quality, nutritious food.” The UC system is arguably the best university system in the world, with about 240,000 students. So roughly 100,000 of our best college students are food insecure?

Is this issue relevant only in California? No, it is endemic. The earliest available study on the issue was published about eight years ago at the University of Hawaii. They found that about 20 percent of students there skip meals or did not get proper nutrition because of poverty. A more recent study of food insecurity at Arizona State University put the rate at about 34 percent for first year students.

The American Council on Education’s Christopher Nellum, in Fighting Food Insecurity on Campus, defines the overall situation in unmistakable terms:

The numbers are striking. Feeding America, a national nonprofit network of food banks … estimates that nearly half (49.3 percent) of its clients in college must choose between educational expenses (i.e., tuition, books and supplies, rent) and food annually, and that 21 percent did so for a full 12 months.

To their credit, colleges and universities are taking action. At Woodbury University our “Pops Pantry” meets the need for wholesome food among these disadvantaged students. We are also a member of the College and University Food Bank Alliance (CUFBA), which has about 350 active member institutions. CUFBA’s mandate is both clear and painful: “a professional organization consisting of campus-based programs focused on alleviating food insecurity, hunger, and poverty among college and university students in the United States.”

Why name it Pop’s Pantry? Woodbury University’s sixth President, Ray Howard Whitten, was known affectionately on campus as “Pop.” His philosophy for the development of students transcended the classroom and this Pantry is in alignment with Pop’s desire to provide useful resources to students in pursuit of their academic goals.

As the Chronicle of Higher Education reported last year, “the thrifty student who subsists on ramen noodles has given way to a more troubling portrait: the hungry student who needs help and may not know how to ask for it.”

Just as institutions are beginning to act, so students themselves are addressing food insecurity, often creatively. At UCLA, Swipe Out Hunger, a student-run organization, has teamed with some 20 other universities, devising solutions that include arranging for excess money on a student’s meal plan to be donated in the form of food to pantries, or applying those funds to food vouchers for students.

And now, lawmakers are beginning to respond as well. Working its way through the California state legislature is the College Student Hunger Relief Act of 2016, a measure that, if enacted, would enable food banks to work with college food pantries and require both public and private colleges to participate in restaurant meals programs in their counties.

So food insecurity is real — a problem that needs to remain a headline item. Think about the impact this issue is having on the next generation of leaders in our nation. So going back to California: is it acceptable that about 200,000 college students, in the UC and CSU systems, living in the richest state in the nation, have “food insecurity” or exist on a high sodium and high fat diet?

Tomado de: http://www.huffingtonpost.com/david-steelefigueredo/is-college-student-food-i_b_11805750.html?section=us_college

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Estados Unidos del racismo y la hipocresía

Por: Celeste Murillo

Dos afroamericanos fueron asesinados en dos días. Alton Sterling y Philando Castile fueron ejecutados por la Policía. Racismo, hipocresía y control de armas otra vez en escena.

El martes 5, dos policías ejecutaron a Alton Sterling en Baton Rouge (Luisiana). Los policías dijeron que Sterling los amenazó con un arma. Dos videos filmados con teléfonos celulares confirmaron la sospecha: Sterling no amenazó a los policías, no se resistió, fue ejecutado.

El miércoles 6, un policía acribilló a Philando Castile en un control de tránsito mientras Castile intentaba sacar su identificación de la billetera. Su novia filmó su muerte mientras discutía con el oficial. El video viralizado confirmó la sospecha: Castile no se resistió al control, fue ejecutado.

Alton Sterling y Philando Castile tenían algo más en común: eran afroamericanos.

Hipocresía y control de armas

Alton Sterling vendía CD y DVD para mantener a su familia y tenía permiso para portar armas. En el estado de Luisiana, donde se ubica Baton Rouge, además de ser legal la portación de armas, los residentes pueden llevarlas a la vista. Sterling poseía un arma, pero jamás la usó, ni siquiera la mostró; fueron los policías quienes, después de asesinarlo, la sacaron de su bolsillo para usarla como evidencia de la “amenaza”.

Philando Castile trabajaba en un comedor escolar y le avisó al policía que lo detuvo en el control de tránsito que tenía un arma, y que tenía una licencia para usarla. Cuando quiso alcanzar su billetera para identificarse, como le había pedido el agente, recibió al menos cuatro disparos. En Minnesota es legal portar armas si la persona tiene licencia, que Castile poseía.

Hace pocas semanas, volvió al centro de la escena el debate sobre el control de armas a raíz de la masacre en la discoteca Pulse en Orlando (Florida). En esa oportunidad, el presidente Barack Obama planteó una vez más su agenda para restringir el derecho a portar armas de la población civil. De esa forma se hizo eco de la bronca y el miedo que generan hechos aberrantes como el de Orlando o hechos similares.

Tras la muerte de cinco policías y un civil en medio de una protesta en Dallas, Obama insistió en subrayar en que la raíz del problema de la violencia armada son las armas (lo cual se traduce en que el derecho de la población civil a portar armas debe ser restringido). La consternación que provocó el tiroteo en Dallas volvió a poner en el centro el debate de control de armas y dejó en un segundo plano la raíz del problema que hace crecer la bronca de miles de personas que protestaron en las principales ciudades de Estados Unidos: el racismo y la brutalidad policial.

Crímenes de odio y brutalidad policial racista

Poco se discuten las verdaderas raíces de la violencia armada en una sociedad profundamente dividida y atravesada por prejuicios reaccionarios como la xenofobia, la homofobia o el racismo. Los crímenes odio no son perpetrados por portadores de armas en general, sus motivaciones suelen ser racistas, xenófobas u homófobas. Quienes compran armas son en su mayoría varones blancos (61 % según el Pew Research Center), y las mujeres, la comunidad LGBT, latina y afroamericana están sobrerrepresentadas entre las víctimas de masacres y tiroteos masivos en Estados Unidos.

El propio FBI en su informe sobre crímenes de odio reconoce que el 48,5 % tiene motivaciones racistas, y entre aquellos crímenes el 66,4 % es contra afroamericanos (los crímenes contra blancos apenas superan el 20 %).

Pero si hay una ausencia llamativa en todas las declaraciones de funcionarios y candidatos, incluso las que son políticamente correctas como las de Obama contra los crímenes de odio, es la brutalidad de la institución armada más grande, armada y peligrosa de Estados Unidos: la Policía.

Y esa brutalidad tiene un claro sesgo racista. De hecho una persona afroamericana tiene 3 veces más probabilidades de ser asesinada por la Policía que una persona blanca. Sumado a esto, menos de 1 de cada 3 víctimas afroamericanas de la brutalidad policial fueron siquiera sospechosos de un crimen o estaban armados (Mapping Police Violence).

Aunque representan solo el 2 % de la población, los varones afroamericanos entre 15 y 34 años fueron el 15 % de los asesinatos a manos de efectivos policiales. Solo en 2015, según cifras oficiales, 1 de cada 65 muertes jóvenes afroamericanos fue a manos de la Policía.

Racismo institucional y la grieta de Ferguson

La luz verde para asesinar solo puede entenderse en un contexto donde el racismo es moneda corriente. La desigualdad económica, la discriminación en el acceso a la salud y el empleo refuerzan estigmas y prejuicios contra la comunidad negra. A la vez, se mantienen vigentes símbolos y organizaciones de la supremacía blanca como la bandera de la Confederación o el Klu Klux Klan. De esa forma, se mantiene vivo el legado racista que atraviesa la historia de Estados Unidos.

El racismo no siempre se expresa mediante el desprecio directo de aquellas personas que no son blancas. Declaraciones como las del presidente Obama ante dos asesinatos de afroamericanos a manos de policías son muestra de la enorme tolerancia de la brutalidad policial: “Aunque los funcionarios deban continuar investigando los trágicos tiroteos de esta semana, también necesitamos que las comunidades trabajen en las fisuras que llevan a estos incidentes”.

La conquista de los derechos civiles puso fin a la segregación racial legalizada pero no acabó con el racismo. Eso ha sido una constante de 1963, cuando se promulgó el Acta de Derechos Civiles, y desde ese momento ha existido una tensión constante entre una sociedad polarizada, donde los sectores conservadores pugnan por avanzar en su agenda reaccionaria y las nuevas generaciones de trabajadoras, trabajadores y jóvenes que rechazan el racismo, la homofobia, defienden los derechos de los inmigrantes y quieren mayor igualdad social. Por eso son protagonistas de los principales movimientos sociales contra la desigualdad y el racismo como Occupy Wall Street, Black Lives Matter y el movimiento por el salario mínimo.

Hasta el 9 de agosto de 2014, se respiraba en Estados Unidos el sueño de una sociedad posracial, inaugurado por la llegada a la Casa Blanca del primer presidente negro en 2008. Pero el asesinato a sangre fría de Michael Brown hizo que se desvaneciera. Lo que siguió se resumió en las postales de guerra de la pequeña ciudad de Ferguson invadida por tanques de guerra y policías pertrechados con armamento militar.

Al asesinato de Brown dejó en evidencia que el racismo está vivo y es institucional. Mientras se extendían las protestas, asesinaban a Eric Garner en Nueva York, a Freddie Gray en Baltimore, todos nombres que se transformaron en símbolos del movimiento contra el racismo que encendió el grito #BLACKLIVESMATTER (Las vidas de los negros importan).

La elite política y las clases dominantes vuelven a exigirle calma y paciencia a la comunidad afroamericana. Pero la impunidad policial y el racismo hacen cada vez más difícil ocultar la impotencia y la legítima bronca de la juventud. Vuelve a resonar en la calle: “Sin justicia no habrá paz”.

Tomado de: http://www.laizquierdadiario.com/Estados-Unidos-del-racismo-y-la-hipocresia

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EE.UU: Maestros fijan fecha para huelga en escuelas de Chicago

América del Norte/EE.UU/29 de septiembre de 2016/Fuente: vivelohoy

El Sindicato de Maestros de Chicago decidió ir a huelga en reclamo de un nuevo contrato laboral y concesiones que el distrito no está dispuesto a otorgar debido a los graves problemas que enfrenta la educación pública.

Chicago (IL), 28 sep (EFEUSA).- El Sindicato de Maestros de Chicago (CTU) decidió hoy ir a huelga a partir del 11 de octubre en reclamo de un nuevo contrato laboral y concesiones que el distrito no está dispuesto a otorgar debido a los graves problemas que enfrenta la educación pública.

“Si no conseguimos un acuerdo para esa fecha, vamos a detener nuestras tareas”, anunció la presidenta del gremio, Karen Lewis, en conferencia de prensa.

La decisión de realizar el paro, que sería el segundo durante la administración del alcalde Rahm Emanuel, fue resuelta en votación la semana pasada por los más de 23.000 integrantes del sindicato, pero la fecha la fijó hoy el concejo de delegados.

“Este es un problema que tiene que resolver el alcalde”, declaró por su parte Jesse Sharkey, vicepresidente del CTU, quien pidió a los padres de los 300.000 alumnos de las escuelas públicas que presionen a Emanuel y a las autoridades de la enseñanza para que consigan nuevos recursos.

Los maestros han trabajado sin contrato desde enero de 2015, después que el sindicato rechazó una propuesta que en primera instancia había considerado aceptable.

Con el paso de los meses, la Junta de Educación de Chicago endureció sus exigencias, y entre las medidas que anunció para balancear el presupuesto deficitario exigió que los maestros acepten pagar siete por ciento más a su plan pensión, una contribución que actualmente está a cargo del distrito.

Los maestros actualmente se niegan a contribuir más porque lo consideran una rebaja salarial.

Forrest Claypool, director ejecutivo de las Escuelas Públicas de Chicago, declaró hoy que la medida sindical, que provocaría la pérdida de varios días de clases, perjudicará “a los niños a los que debemos servir”, y además dará problemas a los padres.

Es para ello que el distrito escolar pondrá en práctica un plan de contingencia para abrir las escuelas durante la huelga, y atender por lo menos a los alumnos de primaria con actividades recreativas durante media jornada, ofreciéndoles además desayuno y almuerzo. EFEUSA

Fuente: http://www.vivelohoy.com/chicago/8719454/maestros-fijan-fecha-para-huelga-en-escuelas-de-chicago

Imagen: www.vivelohoy.com/wp-content/uploads/2016/09/CTU-450×253.jpg

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