Tuesday, October 21, 2014

Shiite Islam Forbids WMD

When the Ayatollah Said No to Nukes

Sunday, 19 October 2014 11:24By Gareth PorterForeign Policy | Report
Grand Ayatollah Ali Khamenei, the current Supreme Leader of Iran.Grand Ayatollah Ali Khamenei, the current Supreme Leader of Iran. (Photo: Sajed.ir)In an exclusive interview, a top Iranian official says that Khomeini personally stopped him from building Iran's WMD program.
The nuclear negotiations between six world powers and Iran, which are now nearing their November deadline, remain deadlocked over U.S. demands that Iran dismantle the bulk of its capacity to enrich uranium. The demand is based on the suspicion that Iran has worked secretly to develop nuclear weapons in the past and can't be trusted not to do so again.
Iran argues that it has rejected nuclear weapons as incompatible with Islam and cites a fatwa of Supreme Leader Ali Khamenei as proof. 

American and European officials remain skeptical, however, that the issue is really governed by Shiite Islamic principles. They have relied instead on murky intelligence that has never been confirmed about an alleged covert Iranian nuclear weapons program.
But the key to understanding Iran's policy toward nuclear weapons lies in a historical episode during its eight-year war with Iraq. The story, told in full for the first time here, explains why Iran never retaliated against Iraq's chemical weapons attacks on Iranian troops and civilians, which killed 20,000 Iranians and severely injured 100,000 more.   And it strongly suggests that the Iranian leadership's aversion to developing chemical and nuclear weapons is deep-rooted and sincere.
A few Iranian sources have previously pointed to a Fatwa by the Islamic Republic's first supreme leader, Ayatollah Ruhollah Khomeini, prohibiting chemical weapons as the explanation for why Iran did not deploy these weapons during the war with Iraq. But no details have ever been made public on when and how Khomeini issued such a Fatwa, so it has been ignored for decades.
Now, however, the wartime chief of the Iranian Ministry responsible for military procurement has provided an eyewitness account of Khomeini's ban not only on chemical weapons, but on nuclear weapons as well.   In an interview with me in Tehran in late September, Mohsen Rafighdoost, who served as minister of the Islamic Revolutionary Guard Corps (IRGC) throughout the eight-year war, revealed that he had proposed to Khomeini that Iran begin working on both nuclear and chemical weapons -- but was told in two separate meetings that weapons of mass destruction are forbidden by Islam. 

I sought the interview with Rafighdoost after learning of an interview he had with Mehr News Agency in January in which he alluded to the wartime meetings with Khomeini and the supreme leader's forbidding chemical and nuclear weapons.
Rafighdoost was jailed under the Shah for dissident political activity and became a point of contact for anti-Shah activists when he got out of prison in 1978. When Khomeini returned to Tehran from Paris after the 1979 Islamic Revolution, Rafighdoost became his bodyguard and head of his security detail. He was also a founding member of the IRGC and was personally involved in every major military decision taken by the corps during the Iran-Iraq War, including the initiation of Iran's ballistic missile program and creation of Hezbollah.
Despite his IRGC background, however, Rafighdoost has embraced the pragmatism of President Hassan Rouhani's government. In October 2013, he recalled in an interview that Khomeini had dissuaded him from setting up the IRGC's headquarters at the former U.S. Embassy in Tehran.
"Why do you want to go there?" Rafighdoost recalled Khomeini as saying. "Are our disputes with the U.S. supposed to last a thousand years? Do not go there."
Rafighdoost received me in his modest office at the Noor Foundation, of which he has been chairman since 1999. Looking younger than his 74 years, he still has the stocky build of a bodyguard and bright, alert eyes.
Saddam Hussein's Iraq began using chemical weapons against Iranian troops after Iran repelled the initial Iraqi attack and began a counterattack inside Iraq. The Iraqis considered chemical weapons to be the only way to counter Iran's superiority in manpower. Iranian doctors first documented symptoms of mustard gas from Iraqi chemical attacks against Iranian troops in mid-1983. However, Rafighdoost said, a dramatic increase in Iraqi gas attacks occurred during an Iranian offensive in southern Iraq in February and March 1984. The attacks involved both mustard gas and the nerve gas tabun, which prompted him to take a major new initiative in his war planning.
Rafighdoost told me he asked some foreign governments for assistance, including weapons, to counter the chemical-war threat, but all of them rejected his requests. This prompted him to decide that his Ministry would have to produce everything Iran needed for the war. "I personally gathered all the researchers who had any knowledge of defense issues," he recalled. He organized groups of specialists to work on each category of military need -- one of which was called "chemical, biological, and nuclear."
Rafighdoost prepared a report on all the specialized groups he had formed and went to discuss it with Khomeini, hoping to get his approval for work on chemical and nuclear weapons. The supreme leader met him accompanied only by his son, Ahmad, who served as chief of staff, according to Rafighdoost. "When Khomeini read the report, he reacted to the chemical-biological-nuclear team by asking, ‘What is this?'" Rafighdoost recalled. 
Khomeini ruled out development of chemical and biological weapons as inconsistent with Islam.
"Imam told me that, instead of producing chemical or biological weapons, we should produce defensive protection for our troops, like gas masks and atropine," Rafighdoost said.
Rafighdoost also told Khomeini that the group had "a plan to produce nuclear weapons." That could only have been a distant goal in 1984, given the rudimentary state of Iran's nuclear program.   At that point, Iranian nuclear specialists had no knowledge of how to enrich uranium and had no technology with which to do it.   But in any case, Khomeini closed the door to such a program. "We don't want to produce nuclear weapons," Rafighdoost recalls the supreme leader telling him.
Khomeini instructed him instead to "send these scientists to the Atomic Energy Organization," referring to Iran's civilian nuclear-power agency. That edict from Khomeini ended the idea of seeking nuclear weapons, according to Rafighdoost.
The chemical-warfare issue took a new turn in late June 1987, when Iraqi aircraft bombed four residential areas of Sardasht, an ethnically Kurdish city in Iran, with what was believed to be mustard gas. It was the first time Iran's civilian population had been targeted by Iraqi forces with chemical weapons, and the population was completely unprotected. Of 12,000 inhabitants, 8,000 were exposed, and hundreds died.
As popular fears of chemical attacks on more Iranian cities grew quickly, Rafighdoost undertook a major initiative to prepare Iran's retaliation.   He worked with the Defense Ministry to create the capability to produce mustard gas weapons.
Rafighdoost was obviously hoping that the new circumstances of Iraqi chemical weapons attacks on Iranian civilians would cause Khomeini to have a different view of the issue.
He made it clear to me that Khomeini didn't know about the production of the two chemicals for mustard gas weapons until it had taken place. "In the meeting, I told Imam we have high capability to produce chemical weapons," he recalled. Rafighdoost then asked Khomeini for his view on "this capability to retaliate." 
Iran's permanent representative to the Organization for the Prohibition of Chemical Weapons (OPCW) disclosed the details of Rafighdoost's chemical weapons program in a document provided to the U.S. Delegation to the OPCW on May 17, 2004.   It was later
made public by WikiLeaks, which published a U.S. diplomatic cable reporting on its
contents. The document shows that the two Ministries had procured the chemical
precursors for mustard gas and in September 1987 began to manufacture the chemicals necessary to produce a weapon -- sulfur mustard and nitrogen mustard. But the document also indicated that the two ministries did not "weaponize" the chemicals by putting them
into artillery shells, aerial bombs, or rockets.
The Supreme leader was unmoved by the new danger presented by the Iraqi gas attacks on civilians. "It doesn't matter whether it is on the battlefield or in cities; we are against this," he told Rafighdoost. "It is haram [forbidden] to produce such weapons. You are only allowed to produce protection."
Invoking the Islamic Republic's claim to spiritual and moral superiority over the secular Iraqi regime, Rafighdoost recalls Khomeini asking rhetorically, "If we produce chemical weapons, what is the difference between me and Saddam?"
Khomeini's verdict spelled the end of the IRGC's chemical weapons initiative. "Even after Sardasht, there was no way we could retaliate," Rafighdoost recalled. The 2004 Iranian document confirms that production of two chemicals ceased, the buildings in which they
were stored were sealed in 1988, and the production equipment was dismantled in 1992.
Khomeini also repeated his edict forbidding work on nuclear weapons, telling him, "Don't talk about nuclear weapons at all."
Rafighdoost understood Khomeini's prohibition on the use or production of chemical, biological, or nuclear weapons as a Fatwa -- a judgment on Islamic jurisprudence
by a qualified Islamic scholar.   It was never written down or formalized, but that didn't matter, because it was issued by the "guardian jurist" of the Islamic state -- and was therefore legally binding on the entire government. "When Imam said it was haram [forbidden], he didn't have to say it was Fatwa," Rafighdoost explained.
Rafighdoost did not recall the date of that second meeting with Khomeini, but other evidence strongly suggests that it was in December 1987.   Iranian Prime Minister Mir Hossein Mousavi said in a late December 1987 speech that Iran "is capable of manufacturing chemical weapons" and added that a "special section" had been set up for "offensive chemical weapons." But Mousavi refrained from saying that Iran actually had chemical weapons, and he hinted that Iran was constrained by religious considerations. "We will produce them only when Islam allows us and when we are compelled to do so," he said.
A few days after Mousavi's speech, a report in the London daily the Independent referred to a Khomeini Fatwa against chemical weapons.   Former Iranian nuclear negotiator Seyed Hossein Mousavian, now a research scholar at Princeton University, confirmed for this article that Khomeini's Fatwa against chemical and nuclear weapons, which accounted for the prime minister's extraordinary statement, was indeed conveyed in the meeting with Rafighdoost.
In February 1988, Saddam stepped up his missile attacks on urban targets in Iran. He also threatened to arm his missiles with chemical weapons, which terrified hundreds of thousands of Iranians.   Between a third and a half of the population of Tehran evacuated the city that spring in a panic.
Khomeini's Fatwa not only forced the powerful IRGC commander to forgo the desired response to Iraqi chemical weapons attacks, but the fatwa made it all but impossible for Iran to continue the war. Although Khomeini had other reasons for what he called "the bitter decision" to accept a cease-fire with Iraq in July 1988, the use of these devastating tools factored into his decision. In a letter explaining his decision, Khomeini said he was consenting to the cease-fire "in light of the enemy's use of chemical weapons and our lack of equipment to neutralize them."
Khomeini's Islamic ruling against all weapons of mass destruction, including nuclear weapons, was continued by Ali Khamenei, who had served as president under Khomeini and succeeded him as supreme leader in 1989.  Iran began publicizing Khamenei's Fatwa against nuclear weapons in 2004, but commentators and news media in the United States and Europe have regarded it as a propaganda ploy not to be taken seriously.
The analysis of Khamenei's Fatwa has been flawed not only due to a lack of understanding
of the role of the "guardian jurist" in the Iranian political-legal system, but also due to ignorance of the history of Khamenei's Fatwa.   A crucial but hitherto unknown fact is that Khamenei had actually issued the anti-nuclear Fatwa without any fanfare in the mid-1990s in response to a request from an official for his religious opinion on nuclear weapons. Mousavian recalls seeing the letter in the office of the Supreme National Security Council, where he was head of the Foreign Relations Committee from 1997 to 2005. The Khamenei letter was never released to the public, apparently reflecting the fact that the government of then President Ali Akbar Hashemi Rafsanjani had been arguing against nuclear weapons for years on strategic grounds, so publicizing the Fatwa appeared unnecessary at that point. 
Since 2012, the official stance of U.S. President Barack Obama's administration has been to welcome the existence of Khamenei's anti-nuclear Fatwa.   Obama even referred to it in his U.N. General Assembly speech in September 2013.
But it seems clear that Obama's advisors still do not understand the Fatwa's full significance: Secretary of State John Kerry told journalists in July, "The Fatwa issued by a cleric is an extremely powerful statement about intent," but then added, "It is our need to codify it."
That statement, like most of the commentary on Khamenei's Fatwa against nuclear weapons, has confused Fatwas issued by any qualified Muslim scholar with Fatwas by the Supreme leader on matters of State policy.   The former are only relevant to those who follow the Scholar's views; the latter, however, are binding on the State as a whole in Iran's Shiite Islam-based political system, holding a legal status above mere legislation.
The full story of Khomeini's wartime Fatwa against chemical weapons shows that when the "guardian jurist" of Iran's Islamic system issues a religious judgment against weapons of mass destruction as forbidden by Islam, it overrides all other political-military considerations. Khomeini's Fatwa against chemical weapons prevented the manufacture and use of such weapons -- even though it put Iranian forces at a major disadvantage in the war against Iraq and even though the IRGC was strongly in favor of using such weapons. It is difficult to imagine a tougher test of the power of the leader's Islamic jurisprudence over an issue.
Given the fundamental misunderstanding of the way in which the Islamic Republic has made policy on weapons of mass destruction, the episode of Khomeini's Fatwa has obvious implications for the nuclear negotiations with Iran. Negotiators who are unaware of the real history of Iran's anti-nuclear Fatwas will be prone to potentially costly miscalculations.
This piece was reprinted by Truthout with permission or license. It may not be reproduced in any form without permission or license from the source.

GARETH PORTER

Gareth Porter (@GarethPorter) is an independent investigative journalist and historian writing about US national security policy, and the recipient of the Gellhorn Prize for Journalism in 2012. His investigation of the US entry into war in Vietnam, Perils of Dominance: Imbalance of Power and the Road to War in Vietnam, was published by University of California Press in 2005.

Casino Capitalism Threatens Us

Henry Giroux on the Rise of Neoliberalism

Sunday, 19 October 2014 00:00By Michael NevradakisTruthout | Interview
Rise of Neoliberalism(Image: Hand selectsworld map via Shutterstock)Henry Giroux discusses the increasingly negative impact of neoliberalism across the world, politically, socially, economically and in terms of education, and he offers some suggestions for what we must do now.
An interview with Henry Giroux:
Michael Nevradakis for Dialogics: Let's begin with a discussion about some topics you've spoken and written extensively about ... neoliberalism and what you have described as "casino capitalism." How have these ideas taken hold politically and intellectually across the world in recent years?
Henry Giroux: I think since the 1970s it's been the predominant ideology, certainly in Western Europe and North America. As is well known, it raised havoc in Latin America, especially in Argentina and Chile and other states. It first gained momentum in Chile as a result of the Chicago Boys. Milton Friedman and that group went down there and basically used the Pinochet regime as a type of petri dish to produce a whole series of policies. But I think if we look at this very specifically, we're talking about a lot of things.
We're talking about an ideology marked by the selling off of public goods to private interests; the attack on social provisions; the rise of the corporate state organized around privatization, free trade, and deregulation; the celebration of self interests over social needs; the celebration of profit-making as the essence of democracy coupled with the utterly reductionist notion that consumption is the only applicable form of citizenship. But even more than that, it upholds the notion that the market serves as a model for structuring all social relations: not just the economy, but the governing of all of social life.

"This is a particular political and economic and social project that not only consolidates class power in the hands of the one percent, but operates off the assumption that economics can divorce itself from social costs, that it doesn't have to deal with matters of ethical and social responsibility."

I think that as a mode of governance, it is really quite dreadful because it tends to produce identities, subjects and ways of life driven by a kind of "survival of the fittest" ethic, grounded in the notion of the free, possessive individual and committed to the right of individual and ruling groups to accrue wealth removed from matters of ethics and social cost.
That's a key issue. I mean, this is a particular political and economic and social project that not only consolidates class power in the hands of the one percent, but operates off the assumption that economics can divorce itself from social costs, that it doesn't have to deal with matters of ethical and social responsibility, that these things get in the way. And I think the consequences of these policies across the globe have caused massive suffering, misery, and the spread of a massive inequalities in wealth, power, and income. Moreover, increasingly, we are witnessing a number of people who are committing suicide because they have lost their pensions, jobs and dignity. We see the attack on the welfare state; we see the privatization of public services, the dismantling of the connection between private issues and public problems, the selling off of state functions, deregulations, an unchecked emphasis on self-interest, the refusal to tax the rich, and really the redistribution of wealth from the middle and working classes to the ruling class, the elite class, what the Occupy movement called the one percent. It really has created a very bleak emotional and economic landscape for the 99 percent of the population throughout the world.
And having mentioned this impact on the social state and the 99%, would you go as far as to say that these ideologies have been the direct cause of the economic crisis the world is presently experiencing?
Oh, absolutely. I think when you look at the crisis in 2007, what are you looking at? You're looking at the merging of unchecked financial power and a pathological notion of greed that implemented banking policies and deregulated the financial world and allowed the financial elite, the one percent, to pursue a series of policies, particularly the selling of junk bonds and the illegality of what we call subprime mortgages to people who couldn't pay for them. This created a bubble and it exploded. This is directly related to the assumption that the market should drive all aspects of political, economic, and social life and that the ruling elite can exercise their ruthless power and financial tools in ways that defy accountability. And what we saw is that it failed, and it not only failed, but it caused an enormous amount of cruelty and hardship across the world. More importantly, it emerged from the crisis not only entirely unapologetic about what it did, but reinvented itself, particularly in the United States under the Rubin boys along with Larry Summers and others, by attempting to prevent any policies from being implemented that would have overturned this massively failed policy of deregulation.
It gets worse. In the aftermath of this sordid crisis produced by the banks and financial elite, we have also learned that the feudal politics of the rich was legitimated by the false notion that they were too big to fail, an irrational conceit that gave way to the notion that they were too big to jail, which is a more realistic measure of the criminogenic/zombie culture that nourishes casino capitalism.
Henry, to build on your last point, how has this growth in neoliberal thought and doctrine contributed, in your view, to a democratic deficit nowadays in Europe and the United States?
Democracy has really become two things for a whole range of anti-democratic politicians, anti-intellectuals, and the people who support these policies. Democracy basically is a word they use, but they empty it, and invert its meaning to justify the most anti-democratic practices and policies, meaning that it's a term that has nothing to do with questions of justice, nothing to do with questions of rights, nothing to do with questions of legality. As a matter of fact, it becomes a term of deception and diversion - a kind of counterfeit term that's used to justify a whole range of policies that actually are anti-democratic. It's oxymoronic. The other side of this is that the financial elite and oligarchs despise democracy since they know that neoliberalism is the antithesis of real democracy because it feeds on inequality; it feeds on privilege, it feeds on massive divisiveness, and it revels in producing a theater of cruelty. All you have to do is look at the way it enshrines a kind of rabid individualism. It believes that privatization is the essence of all relationships. It works very hard to eliminate any investment in public values, in public trust. It believes that democracy is something that doesn't work, and we hear and see this increasingly from the bankers, anti-public intellectuals and other cheerleaders for neoliberal policies.

"Neoliberalism is the antithesis of real democracy because it feeds on inequality; it feeds on privilege, it feeds on massive divisiveness, and it feeds on a theater of cruelty."

What shocks me about neoliberalism in all of its forms is how utterly unapologetic it is about the misery it produces. And it's unapologetic not just in that it says "we don't care," because we have a punishing state that will actually take care of young black kids and dissenting college students and dissenting professors who basically don't believe in this stuff. It also blames the very victims that suffer under these policies.
The vocabulary of neoliberalism posits a false notion of freedom, which it wraps in the mantle of individualism and choice, and in doing so reduces all problems to private issues, suggesting that whatever problems bear down on people, the only way to understand them is through the restrictive lens of individual responsibility, character and self-resilience. In this instance, the discourse of character and personal responsibility becomes a smoke screen to prevent people from connecting private troubles with larger social and systemic considerations.

"What shocks me about neoliberalism in all of its forms is how utterly unapologetic it is about the misery it produces."

This tactic is really pathological and points to an utter disdain for communal relationships, an utter disdain for unions, for public servants and the common good. In this instance, neoliberalism views anything to do with supporting the public good as something to be attacked, whether we are talking about public transit or public schools, because these things, in their eyes, should be privatized. The only value public goods may have are as assets from which people can make money by selling them to private interests. They're not seen as institutions that somehow contribute to a formative culture that's essential for any viable democracy.
And having mentioned public education just now, a big issue in Greece, as well as in many other countries today, is the increasing privatization of education, and certainly this is something that has been promoted heavily during the crisis in many of these countries. How have neoliberalism and casino capitalism impacted the quality of education and also access to education?
That's a terrific question. Regarding the quality, it's dumbed-down education to the point where it literally behaves in a way that's hard to fathom or understand. Education has become a site of policies that devalue learning, collapse education into training, or they are viewed as potential sites for neoliberal modes of governance and in some cases to be privatized. The radical and critical imagination is under assault in most neoliberal societies because it poses a threat as does the idea that the mission of education should have something to do with creating critically thoughtful, engaged young people who have a sense of their own agency and integrity and possibility to really believe they can make a difference in the world. Neoliberals believe that the curriculum should be organized around testing, creating passive students, and enforcing a pedagogy of repression. Most importantly, the attack on communal relationships is also an attack on democratic values and the public spaces that nourish them. These spaces are dangerous because they harbor the possibility of speaking the unspeakable, uttering critical thoughts, producing dissent, and creating critically engaged citizens.

"What is at stake here is the notion that thinking is dangerous."

What is at stake here is the notion that thinking is dangerous. It's a policy that suggests that education is not about creating critically informed young people. It's really about training for the workplace. It tends to promote a kind of political and ideological conformity; it's a depoliticizing process - and it's also oppressive, because it removes from education any sense of vision that suggests that education is really about constructing a future that doesn't repeat the worst dimensions of the present, that can see beyond the horizons of the alleged practical and possible. I think in that sense, this emphasis on rote memorization, this emphasis on testing, this emphasis on discipline...many of these schools are being turned into military academies, many high schools, particularly in Chicago.
I think that what neoliberal reforms do is ignore all those basic problems that matter through which schools have to be understood in order to be reformed in the interest of creating critically engaged citizens. This suggests that any attempt at reforming schools has to be connected to the wider struggles over racism, inequality, poverty, militarization and the rise of the punishing state. Kids can't learn if they're hungry. Kids can't learn if they find themselves in schools where there are no resources. Kids can't learn in classes that have 40 students in them. You don't need to be a rocket scientist to figure this out. And I think that what you really need to figure out is that the right-wing knows this. This is not just a kind of willful ignorance. Schools are not being defunded because the state and federal governments don't have the money. They are being defunded because the right-wing wants them to fail. The funds are available, but they are being redirected into the military-industrial complex, into policies that lower taxes for the rich, and into the exorbitant salaries of the financial elite. This is a very systemic policy to make sure that if education is going to matter, it's going to matter for the elite. It's not going to matter for everybody else, in the sense of offering the best possible resources and capabilities that it can offer.
So would you go as far as saying that education, and particularly higher education today, actually reinforce neoliberal doctrine inside the classroom?
I don't think there's any question about this. You can pick up the paper every day and read the idiocy that comes out of the mouths of these administrators, whether you're talking about Texas or Arizona or Florida. The university is being corporatized in a way that we've never seen before. And we know what that means; we know what the conditions are that are producing this. What is particularly disturbing is how alleged reforms such as the Common Core standards, which de-contextualize teaching and learning by claiming that the larger conditions that place all kinds of constraints on pubic schools, teaching, and how students learn do not matter. This is a very privatizing and commerce driven form of education that depoliticizes as it de-contextualizes the most important aspects of schooling and pedagogy. How can we talk about learning without talking about the machinery of inequality that drives how schools are financed, the right-wing policies that are implementing the fundamentalist modes of learning such as creationism, or the deskilling of teachers by suggesting that their only role is to teach to the test? This is truly a pedagogy of repression and ironically is being championed not just conservatives, the billionaires club, but also some progressives.
At one level you have right-wing governors who view themselves as the servants of corporate rich, and are all too willing to view all social relations in strictly commercial terms. This dastardly political world view is reinforced by democrats who should be viewed not simply as another branch of the business party, but as members of the deceitful club, which might be called "Republicans lite." What both parties share is a love affair with a capitalist society structured in massive inequalities in wealth and power, a strong believe in military expansion abroad, the intensification of militarization at home, and the ruthless ongoing shift in power from the working and middle classes to the 1 percent. We see glimpses of their shared ideology in their mutual embrace of military hardware such as the F-35 strike fighter jet, which will not fly in the rain, and costs about $200 million apiece. Politicians today are mostly groupies of the rich and powerful who are all too willing to dish out billions for the warfare state but very little to provide every young person in the United States with a quality education and decent way of life. As Imara Jones has pointed out, the $4.4 trillion already spent on the wars in Iraq and Afghanistan could finance a free college education for every person in America for the next ten years.

"It's not that we don't have the money for education, it's how we appropriate those funds."

I mean, the military budget is bloated; it's the largest in the world; you can combine the next 15 military budgets: they don't add up to the cost of America's military budget. So you have this misappropriation of money. It's not that we don't have the money for education, it's how we appropriate those funds. We don't appropriate them in the interest of young people. We don't appropriate them in the interest of education. We don't use our wealth to create a single-payer health system, or provide food for the needy. And so, as education is being defunded, what happens is that you have these business models now being incorporated at the university which calls, for instance, administrators "CEOs." And by the way, as you know, they're the largest-rising group in education in the United States. Administrators now outnumber faculty, and they're draining huge amounts of resources away from students.
Secondly, of course, faculty have lost power. Thirdly, they're abolishing unions, dissent is being cracked down on in ways that are abominable and reminders of the McCarthy period. You have faculty who basically are being defined by the degree to which they can write grants. Subjects that don't lend themselves immediately to training are going to cost more for students in states like Texas. Texas went so far as to claim that it would lower tuition for those faculties and courses that lent themselves directly to business interests. Can you imagine? While raising the tuition for courses in the humanities and the liberal arts which these right-wing governors claim contribute nothing to the economy. And of course students, on the other hand, are now seen as consumers or restless children who need to be entertained. They're not seen as important investments in the future, and particularly for a democratic future. They're just seen as slots, and that's why there's a big push in the universities for foreign students, because they're a cash cow. I think the university is in crisis, and it's in a terrible crisis over what's going on in terms of its inability to really take advantage of a mission that in the '50s and '60s, for all of its contradictions and all of its problems, at least had a sense that college was more than simply a job training opportunity or that the university was more than an adjunct of the military-industrial complex.
Henry, building on what you said about the university being in crisis, how has this shift that has taken place impacted education specifically in the liberal arts and the humanities, and how has it impacted the job market for academics? There are many in Greece, for instance, who view an academic career overseas as a "way out" of the crisis in their country.
I think two things have happened. I think that the liberal arts and the humanities are being defined as useless. They don't correlate well with the notion of the university as a factory. They don't correlate well with the university as a place that really is less interested in teaching kids how to think critically than it is about teaching them how to be semi-skilled workers. And it doesn't work well with the governing structure in the university that, in some fundamental ways, says "hey look, power is basically in the hands of CEOs; it's a business culture; we'll tell you what to do."

"The liberal arts and the humanities ... don't correlate well with the notion of the university as a factory."

While it is true that democratic visions and matters of critique and engaged analysis are not simply invested in humanities and the liberal arts, what is true is that the liberal arts and the humanities have a long history of supporting those ideals. Those ideals are not prized or in favor at this moment in higher education, except for the elite schools. Politicians from Arnie Duncan, the Secretary of Education, to a number of state politicians, education officials, and popular pundits scorn these ideals because they get in the way; they create problems for administrators who don't want critical faculty, who don't want students learning how to think, who want to build on the educational struggles that went on in the 1960s. Not only did you have students demanding all kinds of things, from more inclusive courses, eliminating racism, making schools more democratic, but they opened up schools - and this relates to your second question - these student struggles opened up schools in ways that allowed for the education of a variety of subordinate groups who were excluded from education - those others from the working class, low and middle income students, immigrants, poor minorities, and so it goes. See for instance, the brilliant work by Chris Newfield on this issue. This utterly petrified the right. The fact that blacks, minorities of race and color, and immigrants could become educated was a terrifying assumption for many right-wingers, to say the least.

"You opened up schools in ways that allowed for the education of a variety of subordinate groups who were excluded from education - those others from the working class, low and middle income students, immigrants, poor minorities, and so it goes.... This utterly petrified the right."

I think what we see now, and you have to connect the dots here...remember, you have a Republican Party in the United States that is doing everything it can to violate the Voting Rights Act. It's trying to limit, as much as possible, the ability of Black people to vote. Think about how that correlates so easily with making sure that tuitions are sky high in the schools, a policy that enables the evisceration from higher education of working-class people, poor minorities, people who are considered disposable, people who basically would never be able to afford college, unless they had adequate funds, adequate grants, adequate scholarships.
This is really not just about a predatory economic system trying to redistribute wealth from students to administrators to the military-industrial complex or the financial elite. It's also basically about a systemic policy of exclusion. So yes, I think there are questions of opportunity - as tuitions get raised to unbelievable heights, you have endless range of students who can't get in because the tuition is too high, or you have students who will be saddled with debt for the rest of their lives in a way so that they would never even imagine going into public service, because it doesn't provide the salaries that the private market does. I think when you begin to put these dots together, you begin to see how crucial education is to the neoliberal project.
People in Greece oftentimes have this perception that the international media operates on a very objective and credible basis...how do you see the media's role, however, in reinforcing this system of neoliberalism and casino capitalism?
I think it's silly, it borders on being silly if not utterly naive to assume that the media is somehow removed from questions of power. In the United States, the statistics are very clear. You have six major companies that control the media. The media is in the hands of corporate power. Whether we're talking about Fox News or any of these other right-wing groups, the Murdochs that control the media...where do you see left-wing analysis included in the main stream media? Almost never. But if you look at the new media, if you look at alternative media, like the radio station I'm on right now, there are new spaces that are opening up and that's very encouraging, because it speaks to and encourages further cracks in the system that both limit the ability of the system, in light of these new technologies, to be able to wage the type of control that they have in the past, but also provide a space for more critical voices.
So in spite of that concentrated economic power in the media, which is far from objective and unbiased - the mainstream media for the most part is entirely tuned into reproducing a society that upholds massive class inequities, racist policies, an attack on women’s reproductive rights, and holds hostage the future of young people at any cost, and whether that means further policies designed to destroy both a free press and country like Greece, or Spain, or Portugal, or Chile, or Argentina, they have no trouble with that; they don't think twice about it. These people are basically ideological lackeys. They're in the service of the financial elite, and that's what they do, they do their job. But to claim that they're objective, that makes no sense to me.
From a political point of view, we've seen a rising tide of authoritarianism and official far-right parties making electoral gains in recent years in numerous countries On the other hand, we've perhaps seen a failure of the left to respond to this new political climate. How would you characterize the response of the global left to this trend that we have been discussing?
I think there are three things missing from the left that need to be addressed. I think we need to be careful in assuming that the left has failed, as much as the left is learning as quickly as it possibly can about what it needs to do in light of policies that it's used in the past that don't basically work anymore, particularly when it comes to developing policies in a world in which power has become globalized. And I think the three things are this: first, I believe that the left has to become an international left. Power is now separated from politics, meaning that power is global and politics is local, so that local politics really has very little power; states really have very little power over corporate sovereignty anymore. They can't control it; it has an allegiance to no one; it floats above national boundaries. So we have to begin to think about ways to create movements, laws, policies that actually deal with this kind of global network of power. That's the first thing.

"States really have very little power over corporate sovereignty anymore. They can't control it; it has an allegiance to no one; it floats above national boundaries."

Secondly, I think the left has to take the question of education seriously. Education is not marginal to politics; it's central to politics! If we can't create the formative culture globally that allows people to understand that their interests are being trampled on, that they live in a political system that has been constructed by human beings and can be overturned by human beings, but also, a political, economic, and social system that has nothing to do with their needs, that basically exploits their needs, then people will not be moved to think critically and act collectively.
Thirdly, it seems to me that the left has got to get beyond demonstrations. I mean, it's got to come up with an international vision of what it wants to do, one that is flexible, so that it can work in associations with a variety of groups. For this to happen, it needs a comprehensive vision that brings various groups together so that it can develop an organization that basically is going to have some clout, and in some cases that means it can be involved in local elections, and in some cases it can develop third parties, and in some cases it can work with NGOs. But it's got to take the question of power seriously. Power is not just a one-shot deal. It doesn't mean you demonstrate in the street with 200,000 people and then you walk away. It's got to become more systemic. We need more than what my friend Stanley Aronowitz calls "signpost politics," the politics of banners. Mass demonstrations for climate change, for instance, are encouraging because the draw attention to a crucial threat to the planet and that's a pedagogical moment, but we have to go far beyond that. We need to create ideologically, politically, educationally, international organizations that can begin to bring their weight to bear on this global politics that now controls basically state politics and nations all across the world. This means moving from education to confrontation; it means moving from critique to action; it means moving from recognizing a crisis to the practice of freedom, one driven by sustainable organizations, self-sustaining resources, and the collective will to act.