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Genealogy of Political Economy 57

case with what is expressed in written symbols.’” Innis, “The Bias of Communica-
tion,” 44.
167. Tom Sorell, “Tobacco Company Sponsorship Discredits Medical but Not all
Research—Ethical Debate: Should Industry Sponsor Research?” British Medical
Journal, 1 August, 1998, www.findarticles.com/p/articles/mi_m0999/is_n7154
_v317/ai_21023727 (accessed Dec. 15, 2007).
168. James Winter, Lies the Media Tell Us (Montreal: Black Rose Books, 2007),
121–78.
169. Environmental Defense, “Global Warming Skeptics: APrimer” (2006), www.en-
vironmentaldefense.org/article.cfm?contentid=4870 (accessed Dec. 16, 2007). See also,
Gerald Markowitz and Daniel Rosner, Deceit and Denial: The Deadly Politics of Indus-
trial Pollution (Berkeley, CA: University of California Press, 2002).
170. Regarding the Kyoto Protocol and the enlistment of anti-environmental cli-
mate-change “scientists” by the American conservative movement, see Aaron M. Mc-
Cright and Riley E. Dunlap, “Defeating Kyoto: The Conservative Movement’s Impact
on U.S. Climate Change Policy,” Social Problems 50, no. 3 (2003): 348–73.
171. Innis, Changing Concepts of Time, 91.
172. Innis, “A Critical Review,” 195.
173. Innis, “The Problem of Space,” 129.
174. Innis, “A Critical Review,” 192.
175. See, for example, George Grant, Time as History (Toronto: CBC, 1969).
176. Innis, “Minerva’s Owl,” 27; also Innis, Innis on Russia, 82.
177. Harold A. Innis, “Industrialism and Cultural Values” (1950; reprint, The Bias
of Communication, Toronto: University of Toronto Press, 1971), 139.
178. Innis, “Adult Education and Universities,” (1947; reprint, Harold A, Innis,
The Bias of Communication, Introduction by Marshall McLuhan, Toronto: University
of Toronto Press, 1971), 205–06.
179. Innis, “A Plea for Time” (1951; reprint, The Bias of Communication, with In-
troduction by Marshall McLuhan, Toronto: University of Toronto Press, 1971), 83.
180. Innis, “A Critical Review,” 193.
181. Innis, “Adult Education and Universities,” 204–05.
182. Innis, Empire and Communications, 138; also, Innis, “A Critical Review,”
191.
183. Innis, “A Plea for Time,” 86.
184. Innis, “Industrialism and Cultural Values,” 139. This quest for “efficiency” in
education has other deleterious consequences, according to Innis, for instance “a sys-
tematic closing of students’ minds” and a weakening of initiative and independence.
He continued: “Factual material, information, classification, reflect the narrowing
tendencies of the mechanization of knowledge in the minds of staff and students. Pro-
fessions become narrow and sterile. The teaching profession suffers perhaps most of
all. A broad interest in the complex problems of society becomes almost impossible.
The university graduate is illiterate as a result of the systematic poisoning of the ed-
ucational system. Student and teacher are loaded down with information and preju-
dice.” Harold A. Innis, “Adult Education and Universities,” 208.