(the American problem is outlined below. but
 privatisation is a global phenomenon--including Japanm
 

There has been a general assault in the last 25 years on solidarity,
democracy, social welfare, anything that interferes with private power, and
there are many targets. One of the targets is undoubtedly the educational
system. In fact, a couple of years ago already, the big investment firms,
like Lehman Brothers, and so on, were sending around brochures to their
clients saying, ìLook, weíve taken over the health system; weíve taken over
the prison system; the next big target is the educational system. So we can
privatize the educational system, make a lot of money out of it.î
 

Also, notice that privatizing it undermines the danger, itís kind of an
ethic that has to be undermined, namely the idea that you care about
somebody else. A public education system is based on the principle that you
care whether the kid down the street gets an education. And thatís got to be
stopped. This is very much like what the workers in the mills in Lowell,
Massachusetts were worrying about 150 years ago. They were trying to stop
what they called the new spirit of the age: ìGain wealth, forgetting all but
self.î We want to stop that. Thatís not what weíre like. Weíre human beings.
We care about other people. We want to do things together. We care about
whether the kid down the street gets an education. We care about whether
somebody else has a road, even if I donít use it. We care about whether
there is child slave labor in Thailand. We care about whether some elderly
person gets food. Thatís social security. We care whether somebody else gets
food. Thereís a huge effort to try to undermine all of that--to try to
privatize aspirations so then youíre totally controlled. Privatize
aspirations, youíre completely controlled. Private power goes its own way,
everyone else has to subordinate themselves to it.
 

Well thatís part of the basis for the attack on the public education system,
and it goes right up to the universities. In the universities thereís a move
toward corporatization and that has very clear effects. You see it at MIT
where I teach, you see it everywhere. It means that you want to create, just
like industry, you want to create a more flexible work force. That means
undermine security. It means have cheap temporary labor, like graduate
students, who donít have to be paid much and who can be thrown out--theyíre
temps. OK, theyíre going to be around for a couple of years, then you toss
them out and have some more temps.
 

It affects research, strikingly. Iím sure you see it here, but at a research
institution like where I am, MIT, you see it pretty clearly. As funding
shifts from public entities, including, incidentally, the Pentagon, in fact,
primarily the Pentagon, which has long understood that its domestic role is
to be a cover for transferring public funds into private profit. When
funding goes from the Pentagon and the National Science Foundation and
others to corporate funding, thereís a definite shift. A corporation, say,
some pharmaceutical corporation, is not particularly likely to want to fund
research which is going to help everybody. Thereís exceptions, but, by and
large, itís not going to want to fund, say basic biology, which may be a
public good that anybody can use 10 or 20 years from now. Itís going to want
to fund things that it can make profit from and, furthermore, do it in the
short term. Thereís a striking tendency, and a perfectly natural one, for
corporate funding to institute more secrecy and short-term applied [projects
for which the corporation has proprietary control on publication and use.
Well you know, technically corporate funding canít demand secrecy, but thatí
s only technically. In fact they can, like the threat of not re-funding
imposes secrecy. There are actually cases like this, some of them so
dramatic theyíve made the Wall Street Journal. There was an article in the
Wall Street Journal last summer, you may have seen, about MIT, my place.
What had happened was that a student in a computer science class had refused
to answer a question on an exam. When he was asked why by the professor, he
said that he knew the answer but he was under a secrecy condition from a
different professor not to answer it, and the reason was that, in the
research he was doing for this other professor, they had sort of worked out
the answer to this; but they wanted to keep it secret, because they wanted
to make money, or something. Well, you know, this is so scandalous that even
the Wall Street Journal was scandalized.
 

But thatís the kind of thing you can expect as thereís a move toward
corporatization. After all, corporations are not benevolent societies. As
Milton Friedman correctly says, though in slightly different words, the
board of directors of a corporation actually has a legal obligation to be a
monster, an ethical monster. Their legal obligation is to maximize profits
for the shareholders, the stockholders. Theyíre not supposed to do nice
things. If they are, itís probably illegal, unless itís intended to mollify
people, or improve market share, or something. Thatís the way it works. You
donít expect corporations to be benevolent any more than you expect
dictatorships to be benevolent. Maybe you can force them to be benevolent,
but itís the tyrannical structure thatís the problem, and as the
universities move toward corporatization you expect all of these effects.
 

And one of the effects, in a way, I think the most important, is the
undermining of the conception of solidarity and cooperation. I think that
lies at the heart of the attack on the public school system, the attack on
social security, the effort to block any form of national health care, which
has been going on for years. And, in fact, across the board, and itís
understandable. If you want to "regiment the minds of men just as an army
regiments their bodies," youíve got to undermine these subversive notions of
mutual support, solidarity, sympathy, caring for other people, and so on and
so forth.
 

The attack on public education is one example. I donít know how itís working
here, but in Massachusetts, where I see it directly, thereís a comparable
attack on the state colleges, which are there for working class people,
people who come back to college after theyíre half-way in their career,
mothers who come back, people from the urban ghettos, and so on and so
forth, thatís what the state college system has been, and theyíre under
serious attack by an interesting method. The method has been to raise the
entrance standards for the state colleges without improving the schools. So
when you donít improve the schools but you raise the entrance standards for
the people who are trying to go on, itís kinds of obvious what happens. You
get lower enrollments, and when you get lower enrollments, youíve got to cut
staff because, remember, we have to be efficient, like corporations. So you
cut staff, and you cut services, and then you can admit even fewer people,
and thereís kind of a natural cycle, and you can see where it ends up. It
ends up with people either not going to college or figuring out some way to
spend $30,000 a year at a private college. And you know what that means. All
of these are part of the general effort, I think, to create a socio-economic
order which is under the control of private concentrated power. It shows up
all over the place.