Social Anarchists

"Returning to the main theme, we can apparently define a grammatical transformation in terms of a “structure index” that is a Boolean condition on Analyzability and a sequence of elementary transformations drawn from a base set including substitutions, deletions, and adjunctions. It seems also that these form larger repeated units (for example, substitution-deletions, erasures) and that the limitations on their application can be given by general conventions of the sort just mentioned. If this is correct, then the formal properties of the theory of transformations become fairly clear and reasonably simple, and it may be possible to undertake abstract study of them of a sort that has not been feasible in the past."

"In general, the rules of stylistic reordering are very different from the grammatical transformations, which are much more deeply embedded in the grammatical system."

"Finally, I should like to call attention, once again, to the fact that various modifications and extensions of these functional notions are possible, and that it is important to find empirical motivation for such improvements."

"In short, the structure of particular languages may very well be largely determined by factors over which the individual has no conscious control and concerning which society may have little choice or freedom. On the basis of the best information now available, it seems reasonable to suppose that a child cannot help constructing a particular sort of transformational grammar to account for the data presented to him, any more than he can control his perception of solid objects or his attention to line and angle. Thus it may well be that the general features of language structure reflect, not so much the course of one’s experience, but rather the general character of one’s capacity to acquire knowledge — in the traditional sense, one’s innate ideas and innate principles."

"In brief, it is clear that no present-day theory of language can hope to attain explanatory adequacy beyond very restricted domains. In other words, we are very far from being able to present a system of formal and substantive linguistic universals that will be sufficiently rich and detailed to account for the facts of language learning. To advance linguistic theory in the direction of explanatory adequacy, we can attempt to refine the evaluation measure for grammars or to tighten the formal constraints on grammars so that it becomes more difficult to find a highly valued hypothesis compatible with primary linguistic data."

"In general, there is no doubt that a theory of language, regarded as a hypothesis about the innate “language-forming capacity” of humans, should concern itself with both substantive and formal universals. But whereas substantive universals have been the traditional concern of general linguistic theory, investigations of the abstract conditions that must be satisfied by any generative grammar have been undertaken only quite recently. They seem to offer extremely rich and varied possibilities for study in all aspects of grammar."

"A linguistic theory must contain a definition of “grammar,” that is, a specification of the class of potential grammars. We may, correspondingly, say that a linguistic theory is descriptively adequate if it makes a descriptively adequate grammar available for each natural language."

"The phonological component of a grammar determines the phonetic form of a sentence generated by the syntactic rules. That is, it relates a structure generated by the syntactic component to a phonetically represented signal. The semantic component determines the semantic interpretation of a sentence. That is, it relates a structure generated by the syntactic component to a certain semantic representation."

"A grammar of a language purports to be a description of the ideal speaker-hearer’s intrinsic competence. If the grammar is, furthermore, perfectly explicit—in other words, if it does not rely on the intelligence of the understanding reader but rather provides an explicit analysis of his contribution—we may (somewhat redundantly) call it a generative grammar."

"Within modern linguistics, it is chiefly within the last few years that fairly substantial attempts have been made to construct explicit generative grammars for particular languages and to explore their consequences. No great surprise should be occasioned by the extensive discussion and debate concerning the proper formulation of the theory of generative grammar and the correct description of the languages that have been most intensively studied. The tentative character of any conclusions that can now be advanced concerning linguistic theory, or, for that matter, English grammar, should certainly be obvious to anyone working in this area. (It is sufficient to consider the vast range of linguistic phenomena that have resisted insightful formulation in any terms.) Still, it seems that certain fairly substantial conclusions are emerging and receiving continually increased support. In particular, the central role of grammatical transformations in any empirically adequate generative grammar seems to me to be established quite firmly, though there remain many questions as to the proper form of the theory of transformational grammar."

"[...] it is conceivable that in some instances American occupation may have prevented bloodshed, as it is conceivable that converting the United States into a Chinese colony might end American racism. Imperialist apologetics will no doubt be with us as long as one nation has the power to control another."

"With respect to the responsibility of intellectuals, there are still other, equally disturbing questions. Intellectuals are in a position to expose the lies of governments, to analyze actions according to their causes and motives and often hidden intentions. In the Western world, at least, they have the power that comes from political liberty, from access to information and freedom of expression. For a privileged minority, Western democracy provides the leisure, the facilities, and the training to seek the truth lying hidden behind the veil of distortion and misrepresentation, ideology and class interest, through which the events of current history are presented to us. The responsibilities of intellectuals, then, are much deeper than what Macdonald calls the "responsibility of people," given the unique privileges that intellectuals enjoy."

"Twenty years ago, Dwight Macdonald published a series of articles in Politics on the responsibility of peoples and, specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt . He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history."

"After the first International Days of Protest in October, 1965, Senator Mansfield criticized the "sense of utter irresponsibility" shown by the demonstrators. He had nothing to say then, nor has he since, about the "sense of utter irresponsibility" shown by Senator Mansfield and others who stand by quietly and vote appropriations as the cities and villages of North Vietnam are demolished, as millions of refugees in the South are driven from their homes by American bombardment. He has nothing to say about the moral standards or the respect for international law of those who have permitted this tragedy. I speak of Senator Mansfield precisely because he is not a breast-beating superpatriot who wants America to rule the world, but is rather an American intellectual in the best sense, a scholarly and reasonable man -- the kind of man who is the terror of our age. Perhaps this is merely a personal reaction, but when I look at what is happening to our country, what I find most terrifying is not Curtis LeMay, with his cheerful suggestion that we bomb everybody back into the stone age, but rather the calm disquisitions of the political scientists on just how much force will be necessary to achieve our ends, or just what form of government will be acceptable to us in Vietnam. What I find terrifying is the detachment and equanimity with which we view and discuss an unbearable tragedy. We all know that if Russia or China were guilty of what we have done in Vietnam, we would be exploding with moral indignation at these monstrous crimes."

"I'm of course opposed to terror, any rational person is, but I think that if we're serious about the question of terror and serious about the question of violence we have to recognize that it is a tactical and hence moral matter. Incidentally, tactical issues are basically moral issues. They have to do with human consequences. And if we're interested in, let's say, diminishing the amount of violence in the world, it's at least arguable and sometimes true that a terroristic act does diminish the amount of violence in the world. Hence a person who is opposed to violence will not be opposed to that terroristic act."

""A Review of B. F. Skinner's Verbal Behavior" in Language, 35, No. 1 (1959), 26-58. Summation by Noam Chomsky: Rereading this review after eight years, I find little of substance that I would change if I were to write it today. I am not aware of any theoretical or experimental work that challenges its conclusions; nor, so far as I know, has there been any attempt to meet the criticisms that are raised in the review or to show that they are erroneous or ill-founded."

"I don't feel that they deserve a blanket condemnation at all. There are many things to object to in any society. But take China, modern China; one also finds many things that are really quite admirable. [...] There are even better examples than China. But I do think that China is an important example of a new society in which very interesting positive things happened at the local level, in which a good deal of the collectivization and communization was really based on mass participation and took place after a level of understanding had been reached in the peasantry that led to this next step."

"I would feel no hesitation in saying that it is the responsibility of a decent human being to give assistance to a child who is being attacked by a rabid dog, but I would not intend this to imply that in all imaginable circumstances one must, necessarily, act in accordance with this general responsibility. One can easily concoct imaginary situations in which it would be inadvisable, even immoral to do so [...] [I will not defend] the assumption that it is reprehensible for a powerful nation to invade a weak and tiny neighbor in order to impose on it an "acceptable" government [...] just as I would not take the trouble to justify my belief that one should assist a child being attacked by a rabid dog."

"There are many facts about language and linguistic behavior that require explanation beyond the fact that such and such a string (which no one may ever have produced) is or is not a sentence. It is reasonable to expect grammars to provide explanations for some of these facts."

"The grammar of a language is a complex system with many and varied interconnections between its parts. In order to develop one part of grammar thoroughly, it is often useful, or even necessary, to have some picture of the character of a completed system. Once again, I think that the notion that syntactic theory must await the solution of problems of phonology and morphology is completely untenable whether or not one is concerned with the problem of discovery procedures, but I think it has been nurtured by a faulty analogy between the order of development of linguistic theory and the presumed order of operations in discovery of grammatical structure."

"Despite the undeniable interest and importance of semantic and statistical studies of language, they appear to have no direct relevance to the problem of determining or characterizing the set of grammatical utterances. I think that we are forced to conclude that grammar is autonomous and independent of meaning, and that probabilistic models give no particular insight into some of the basic problems of syntactic structure."

"We can determine the adequacy of a linguistic theory by developing rigorously and precisely the form of grammar corresponding to the set of levels contained within this theory, and then investigating the possibility of constructing simple and revealing grammars of this form for natural languages."

"Syntactic investigation of a given language has as its goal the construction of a grammar that can be viewed as a device of some sort for producing the sentences of the language under analysis."

"The search for rigorous formulation in linguistics has a much more serious motivation than mere concern for logical niceties or the desire to purify well-established methods of linguistic analysis. Precisely constructed models for linguistic structure can play an important role, both negative and positive, in the process of discovery itself. By pushing a precise but inadequate formulation to an unacceptable conclusion, we can often expose the exact source of this inadequacy and, consequently, gain a deeper understanding of the linguistic data. More positively, a formalized theory may automatically provide solutions for many problems other than those for which it was explicitly designed. Obscure and intuition-bound notions can neither lead to absurd conclusions nor provide new and correct ones, and hence they fail to be useful in two important respects. I think that some of those linguists who have questioned the value of precise and technical development of linguistic theory may have failed to recognize the productive potential in the method of rigorously stating a proposed theory and applying it strictly to linguistic material with no attempt to avoid unacceptable conclusions by ad hoc adjustments or loose formulation."

"Suppose that we manage to construct grammars having the properties outlined above. We can then attempt to describe and study the achievement of the speaker, listener, and learner. The speaker and the listener, we must assume, have already acquired the capacities characterized abstractly by the grammar. The speaker’s task is to select a particular compatible set of optional rules. If we know, from grammatical study, what choices are available to him and what conditions of compatibility the choices must meet, we can proceed meaningfully to investigate the factors that lead him to make one or another choice. The listener (or reader) must determine, from an exhibited utterance, what optional rules were chosen in the construction of the utterance. It must be admitted that the ability of a human being to do this far surpasses our present understanding. The child who learns a language has in some sense constructed the grammar for himself on the basis of his observation of sentences and nonsentences (i.e., corrections by the verbal community). Study of the actual observed ability of a speaker to distinguish sentences from nonsentences, detect ambiguities, etc., apparently forces us to the conclusion that this grammar is of an extremely complex and abstract character, and that the young child has succeeded in carrying out what from the formal point of view, at least, seems to be a remarkable type of theory construction. Furthermore, this task is accomplished in an astonishingly short time, to a large extent independently of intelligence, and in a comparable way by all children. Any theory of learning must cope with these facts."

"If we don't believe in free expression for people we despise, we don't believe in it at all."

"The intellectual tradition is one of servility to power, and if I didn't betray it I'd be ashamed of myself."

"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."

"If you quietly accept and go along no matter what your feelings are, ultimately you internalize what you're saying, because it's too hard to believe one thing and say another. I can see it very strikingly in my own background. Go to any elite university and you are usually speaking to very disciplined people, people who have been selected for obedience. And that makes sense. If you've resisted the temptation to tell the teacher, "You're an asshole," which maybe he or she is, and if you don't say, "That's idiotic," when you get a stupid assignment, you will gradually pass through the required filters. You will end up at a good college and eventually with a good job."

"Harold Laswell ... explained a couple of years after this in the early 1930s that we should not succumb to what he called democratic dogmatisms about men being the best judges of their own interests.... In what's nowadays called a totalitarian state, military state or something, it's easy. You just hold a bludgeon over their heads, but as societies become more free and democratic you lose that capacity and therefore you have to turn to the techniques of propaganda. The logic is clear—propaganda is to a democracy what the bludgeon is to a totalitarian state...."

"The point of public relations slogans like "Support Our Troops" is that they don't mean anything ... that's the whole point of good propaganda. You want to create a slogan that nobody is going to be against and I suppose everybody will be for, because nobody knows what it means, because it doesn't mean anything. But its crucial value is that it diverts your attention from a question that does mean something, do you support our policy? And that's the one you're not allowed to talk about."

"The crisis began with the Iraqi invasion of Kuwait a year ago. There was some fighting, leaving hundreds killed according to Human Rights groups. That hardly qualifies as war. Rather, in terms of crimes against peace and against humanity, it falls roughly into the category of the Turkish invasion of northern Cyprus, Israel's invasion of Lebanon in 1978, and the U.S. invasion of Panama. In these terms it falls well short of Israel's 1982 invasion of Lebanon, and cannot remotely be compared with the near-genocidal Indonesian invasion and annexation of East Timor, to mention only two cases of aggression that are still in progress, with continuing atrocities and with the crucial support of those who most passionately professed their outrage over Iraq's aggression. During the subsequent months, Iraq was responsible for terrible crimes in Kuwait, with several thousand killed and many tortured. But that is not war; rather, state terrorism, of the kind familiar among U.S. clients. The second phase of the conflict began with the U.S.-U.K. attack of January 15 (with marginal participation of others). This was slaughter, not war."

"Strikingly, no concern was voiced over the glaringly obvious fact that no official reason was ever offered for going to war — no reason, that is, that could not be instantly refuted by a literate teenager."

"The sign of a truly totalitarian culture is that important truths simply lack cognitive meaning and are interpretable only at the level of "Fuck You", so they can then elicit a perfectly predictable torrent of abuse in response. We've long ago reached that level."

"If the Nuremberg laws were applied, then every post-war American president would have been hanged."

"Of course, everybody says they're for peace. Hitler was for peace. Everybody is for peace. The question is: "What kind of peace?""

"There's nothing nice that you can say about any of [the Arab countries]. Syria, for example, is one of the most violent terrorist regimes in the world. But it doesn't happen to be aggressive. Maybe it would like to be, but it isn't. For objective reasons. There's virtually no correlation between the internal nature of some country and its commitment to external violence. And I think if you look back over history you'll never find a correlation, back to the Greeks."

"Rio de Janeiro, incidentally, is not the poor part of the country, that sort of the rich part of the country. It's not the northeast, where 35 million people or so, nobody knows what happens to them, or cares. But Rio de Janeiro, that's where people are looking, the rich parts. And this journal is a science journal, kinda like Science in the United States. It was studying malnutrition. And here's the figures it had for Rio de Janeiro: infants from 0 to 5 months, severe malnutrition, meaning medically severe, 67%; 5 months to a year, 41%; a year to 5 years, 11%. Now the reason of course for the decline, from 67 to 41 to 11, is that they will die. So that's what happens under the conditions of the economic miracle, like in Guatemala. Now, it's a little wrong to say that the people die. The fact is, they don't die. We kill them, that's what happens. We kill them by carrying out policies, supporting the regimes of the kind that I've described. And by intervening with force and violence to suppress and destroy any attempt, however minimal, even on a speck like Grenada, we've got to stop any attempt to bring some change into this. That's the history of our hemisphere."

"There have been times, however, when US officials have described what's going on in relatively frank terms; sometimes quite clearly. One put the matter in these words: "The Central American area down to and including the Isthmus of Panama constitutes a legitimate sphere of influence for the United States [...] We do control the destinies of Central America and we do so for the simple reason that the national interest absolutely dictates such a course [...] We must decide whether we shall tolerate the interference of any other power in Central American affairs, or insist upon our own dominant position [...] Until now, Central America has always understood that governments that we recognize and support stay in power, while those we do not recognize and support, fall [...] Nicaragua has become a test case, it is difficult to see how we can afford to be defeated." That's fairly familiar. These remarks were made by Under Secretary of State Robert Olds in 1927, and the outside power that he was concerned about was Mexico. [audience laughter] Mexico at that time was a Russian proxy. We were no longer fighting Huns in the Dominican Republic, now we were fighting Russians in Nicaragua, and in particular the Russian proxy Mexico. Mexico was then a proxy of the Bolsheviks, so the Marines had to be sent in, once again, and they established Somoza, and established the National Guard which was the basis for American power throughout the region, and in fact one of the most effective murder-incorporated forces down there for many years. They killed Sandino, he was killed off by stealth couple of years later, the guerilla leader. As President Coolidge sent the Marines in, he made the following declaration: "Mexico is on trial before the world." Mexico is on trial before the world as a proxy of the Soviet Union when we send the Marines into Nicaragua. Now things have changed a little bit, now it's Nicaragua that's threatening Mexico as a Russian proxy... But again there's the same conclusion, you know, kill the spics and the niggers and so on. That follows no matter who's the proxy for who. And all of this is repeated at every moment of history with great seriousness and awe and so on as if it had some meaning, as if it wasn't just some black comedy."

"When the state says, "Whip up hysteria against the ," everybody starts yelling, jumping up and down, and screaming about the evil empire... See, if it happened in, say, Nazi Germany or the Soviet Union, we know how they pulled it off. Namely, an order came from the Ministry of Truth, and everybody had to obey it. Now that didn't happen here. Here it happened in the way American propaganda always works: by servility and cowardice and class interest."

"On September 1st of last year, the Soviet Union shot down Korean KAL 007, killing 269 people, and the immediate response here was that this proves that the Russians are the most barbaric people since Attila the Hun or something, and therefore we have to step up the attack against Nicaragua, set in MX missiles, put Pershings in West Germany, and increase the military system.... The story was given unbelievable coverage. Not only the story, but the American government interpretation of it, which is roughly what I've just said, was given the kind of coverage that I doubt has ever been given to any story in history.... Right in the middle of all of this furor about the Korean airliner, on November 11th in fact, there was a 100 word item in the New York Times devoted to the interesting fact that UNITA—which is a group that we call "freedom fighters", supported by us and South Africa, in Angola—they took credit for shooting down a civilian Angolan jet, killing 126 people.... Now, under the very confused circumstances of KAL 007, if that was the worst atrocity in human history, well, what about the freedom fighters that we support along with South Africa, who did something much worse?"

"We have a big argument here about whether Nicaragua and Cuba are sending arms to El Salvador. Well, I don't know, so far there's no evidence that they are, but that's not really the interesting question. I mean, you gotta watch the way questions are framed by the propaganda system. The way it's framed is, the doves say they're not sending arms, and the hawks say they are sending arms. But the real question, which is being suppressed in all of this, is, "Should they be sending arms?" And the answer is of course, "Yes." [applause] Everybody should be sending arms. You see, that question is not raised, just as if somebody was talking in, say, the Soviet Union, and the question came up: "Should somebody send arms to Afghan rebels?" Well, of course not. You know, that's terrorism or something like that. The point is that it's perfectly legitimate to send arms to people who finally try to use violence in self-defense against a gang of mass murderers installed by a foreign power. Of course it's legitimate to send them arms."

"Now of course, the idealistic slogans are still needed for the media, for a lot of scholarship, for the schools, and so on. But, where the serious people are, the problem is that we have to maintain this disparity, and obviously it's gotta be maintained by force. So none of the idealistic slogans at home. So when you're setting up death squads in El Salvador under the Alliance for Progress, you're not hampered by these idealistic slogans. That's for the masses, for us. Well, given this kind of thinking, it's not too surprising that President Kennedy should say, with regard to El Salvador after supporting a military coup there, that "Governments of the civil-military type of El Salvador are the most effective in containing communist penetration in Latin America." This at the time when he organized the basic framework for the death squads that have been torturing and murdering ever since, and which we attribute to some kind of extreme right-wingers who somehow we can't get under control."

"We may usefully think of the language faculty, the number faculty, and others as 'mental organs,' analogous to the heart or the visual system or the system of motor coordination and planning. There appears to be no clear demarcation line between physical organs, perceptual and motor systems and cognitive faculties in the respects in question."

"[This view is contrasted with all forms of Empiricism, by which it is] assumed that development is uniform across (cognitive) domains, and that the intrinsic properties of the initial state (of the mind) are homogeneous and undifferentiated - an assumption found across a spectrum reaching from Skinner to Piaget (who differ on much else)."

"Intrinsic (psychological) structure is rich . . . and diverse."

"We take for granted that the organism does not learn to grow arms or to reach puberty... When we turn to the mind and its products, the situation is not qualitatively different from what we find in the case of the body."

"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-violent resistance against the Nazis in a concentration camp, to take an extreme case..."

"During the 1960s, large groups of people who are normally passive and apathetic began to try to enter the political arena to press their demands.... The naive might call that democracy, but that's because they don't understand. The sophisticated understand that that's the crisis of democracy."

"If any of you have ever looked at your FBI file, you discover that intelligence agencies in general are extremely incompetent. That's one of the reasons why there are so many intelligence failures. They just never get anything straight, for all kinds of reasons. Part of it is because of the information they get. The information they get comes from ideological fanatics, typically, who always misunderstand things in their own crazy way. If you look at an FBI file, say, about yourself, where you know what the facts are, you'll see that the information has some kind of relation to the facts, you can figure out what they're talking about, but by the time it works its way through the ideological fanaticism of the intelligence agencies, there's always weird distortion."