We are at a point in our work when we can no longer ignore empires and the imperial context in our studies. (p. 5)

And what terrifies me is that we're entering a phase where if you start to speak about this as something that can be understood historically - without any sympathy - you are going to be thought of as unpatriotic, and you are going to be forbidden. It's very dangerous. It is precisely incumbent on every citizen to quite understand the world we're living in and the history we are a part of and we are forming as a superpower.

To say that we're going to end countries or eradicate terrorism, and that it's a long war over many years, with many different instruments, suggests a much more complex and drawn-out conflict for which, I think, most Americans aren't prepared.

Take a young man from Gaza living in the most horrendous conditions - most of it imposed by Israel - who straps dynamite around himself and then throws himself into a crowd of Israelis. I've never condoned or agreed with it, but at least it is understandable as the desperate wish of a human being who feels himself being crowded out of life and all of his surroundings, who sees his fellow citizens, other Palestinians, his parents, sisters, and brothers, suffering, being injured, or being killed. He wants to do something, to strike back.

Theory is taught so as to make the student believe that he or she can become a Marxist, a feminist, an Afrocentrist, or a deconstructionist with about the same effort and commitment required in choosing items from a menu.

Since when does a militarily occupied people have the responsibility for a peace movement?

I take criticism so seriously as to believe that, even in the midst of a battle in which one is unmistakably on one side against another, there should be criticism, because there must be critical consciousness if there are to be issues, problems, values, even lives to be fought for... Criticism must think of itself as life-enhancing and constitutively opposed to every form of tyranny, domination, and abuse; its social goals are noncoercive knowledge produced in the interests of human freedom.