:27:01
What is something
other than useful?
:27:03
All right.
That's a good question.
:27:04
It has become a ritual...
:27:07
it has become
an article of faith...
:27:09
that all must be subjected to.
:27:10
Or to put it differently...
:27:12
that all are entitled
to higher education.
:27:15
- And my point...
- You disagree with that.
:27:17
Let's address that.
What do you think?
:27:21
I don't know.
:27:23
What do you think, though?
:27:27
I don't know.
:27:29
I spoke of it in class.
Do you remember my example?
:27:32
Justice.
:27:33
Can you repeat it to me
without your notes?
:27:36
I ask you as a favor to me...
:27:37
so I can see
if my idea was interesting.
:27:41
- You said justice.
- Yes...
:27:44
That all are entitled to...
:27:50
Yes. To a speedy trial.
:27:53
To a fair trial.
:27:54
But they needn't be given
a trial at all...
:27:58
unless they stand accused.
:27:59
Justice is their right.
:28:01
Should they choose to avail
themselves of it...
:28:03
they should have a fair trial.
:28:05
It does not follow
of necessity...
:28:07
that a person's life
is incomplete...
:28:09
without a trial in it.
You see?
:28:12
My point is,
a confusion between...
:28:15
equity and utility arose.
:28:18
So that we confound
the usefulness...
:28:22
of higher education
with our granted right...
:28:25
to equal access to the same.
:28:27
We, in effect,
create a prejudice toward it...
:28:29
completely independent of...
:28:31
That it is prejudice
we should go to school?
:28:34
- Exactly.
- How can you say that?
:28:36
Good. That's right.
:28:38
Speak up.
What is a prejudice?
:28:40
An unreasoned belief.
We all are subject to it.
:28:43
None of us is not.
:28:45
When it is threatened
or opposed...
:28:46
we feel anger.
:28:48
And we feel, do we not,
as you do now?
:28:51
- Do you not? Good.
- But how can you...
:28:54
Yes. Let us examine. Good.
:28:56
I believe that I'm speaking!