A Quote by Paul Vitz

Religious concepts and vocabulary are certainly censored in these textbooks. — © Paul Vitz
Religious concepts and vocabulary are certainly censored in these textbooks.
Are public school textbooks biased? Are they censored? The answer to both is yes. And the nature of the bias is clear: Religion, traditional family values, and conservative political and economic positions have been reliably excluded from children's textbooks.
I think that a lot of things are hard to read if you're not in the vocabulary flow of that particular discourse. I sometimes forget that even though the words I'm using are fairly ordinary words, the concepts around which they cluster, which are the long concepts of literary tradition, may not be familiar to an audience.
If, nevertheless, textbooks of pharmacology legitimately contain a chapter on drug abuse and drug addiction, then, by the same token, textbooks of gynecology and urology should contain a chapter on prostitution; textbooks of physiology, a chapter on perversion; textbooks of genetics, a chapter on the racial inferiority of Jews and Negroes.
Students using astrophysical textbooks remain essentially ignorant of even the existence of plasma concepts, despite the fact that some of them have been known for half a century. The conclusion is that astrophysics is too important to be left in the hands of astrophysicists who have gotten their main knowledge from these textbooks. Earthbound and space telescope data must be treated by scientists who are familiar with laboratory and magnetospheric physics and circuit theory, and of course with modern plasma theory.
I say that creeds, dogmas, and theologies are inventions of the mind. It is the nature of the mind to make sense out of experience, to reduce the conglomerates of experience to units of comprehension which we call principles, or ideologies, or concepts. Religious experience is dynamic, fluid, effervescent, yeasty. But the mind can't handle these so it has to imprison religious experience in some way, get it bottled up. Then, when the experience quiets down, the mind draws a bead on it and extracts concepts, notions, dogmas, so that religious experience can make sense to the mind.
The religious foundations of America have been completely expurgated from our history textbooks.
We have seen the civil rights movement insist on re-writing many of the textbooks in our universities and schools. The labor unions likewise insist that textbooks be fair to the viewpoints of organized labor. Other interested citizens groups have not hesitated to review, analyze and criticize textbooks and teaching materials.
School textbooks have almost completely excised any reference to America's true religious heritage.
My first book, 'Running Loose', was censored back in 1983 or '84. Every book I've written since has been censored somewhere.
Textbooks describe economics as the study of the allocation of scarce resources. That definition may be the 'what,' but it certainly is not the 'why.'
Institutional psychiatry is a continuation of the Inquisition. All that has really changed is the vocabulary and the social style. The vocabulary conforms to the intellectual expectations of our age: it is a pseudo-medical jargon that parodies the concepts of science. The social style conforms to the political expectations of our age: it is a pseudo-liberal social movement that parodies the ideals of freedom and rationality.
Definitions are temporary verbalizations of concepts, and concepts- particularly difficult concepts- are usually revised repeatedly as our knowledge and understanding grows.
It is true that the Chinese are not so religious as the Hindus, or even as the Japanese; and they are certainly not so religious as the Christian missionaries desire them to be.
There are very few religious experiences that aren't explained using the vocabulary of light.
It is interesting to note that during the last ten years Washington's 'Farewell Address' has begun to reappear in college textbooks - minus the four religious warnings.
A man with a scant vocabulary will almost certainly be a weak thinker. The richer and more copious one's vocabulary and the greater one's awareness of fine distinctions and subtle nuances of meaning, the more fertile and precise is likely to be one's thinking. Knowledge of things and knowledge of the words for them grow together. If you do not know the words, you can hardly know the thing.
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