"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
"but have you considered there is more to life than your eyelids?"
jointly owned by Fire_Spinning_Angel and Blu_Valley
"God *was* my co-pilot, but then we crashed, and I had to eat him..."
"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
"God *was* my co-pilot, but then we crashed, and I had to eat him..."
Keep your dream alive
Dreamin is still how the strong survive
Shalom VeAhavah
New Hampshire has a point....
Written by: Glåss
Reposted from https://www.thememoryhole.org/edu/school-mission.htm
Its the last paragraph thats got to sound familiar to some of us lot!
_________________________________________________________________________________
The Educational System Was Designed to Keep Us Uneducated and Docile
It's no secret that the US educational system doesn't do a very good job. Like clockwork, studies show that America's schoolkids lag behind their peers in pretty much every industrialized nation. We hear shocking statistics about the percentage of high-school seniors who can't find the US on an unmarked map of the world or who don't know who Abraham Lincoln was.
Fingers are pointed at various aspects of the schooling system—overcrowded classrooms, lack of funding, teachers who can't pass competency exams in their fields, etc. But these are just secondary problems. Even if they were cleared up, schools would still suck. Why? Because they were designed to.
How can I make such a bold statement? How do I know why America's public school system was designed the way it was (age-segregated, six to eight 50-minute classes in a row announced by Pavlovian bells, emphasis on rote memorization, lorded over by unquestionable authority figures, etc.)? Because the men who designed, funded, and implemented America's formal educational system in the late 1800s and early 1900s wrote about what they were doing.
Almost all of these books, articles, and reports are out of print and hard to obtain. Luckily for us, John Taylor Gatto tracked them down. Gatto was voted the New York City Teacher of the Year three times and the New York State Teacher of the Year in 1991. But he became disillusioned with schools—the way they enforce conformity, the way they kill the natural creativity, inquisitiveness, and love of learning that every little child has at the beginning. So he began to dig into terra incognita, the roots of America's educational system.
In 1888, the Senate Committee on Education was getting jittery about the localized, non-standardized, non-mandatory form of education that was actually teaching children to read at advanced levels, to comprehend history, and, egads, to think for themselves. The committee's report stated, "We believe that education is one of the principal causes of discontent of late years manifesting itself among the laboring classes."
By the turn of the century, America's new educrats were pushing a new form of schooling with a new mission (and it wasn't to teach). The famous philosopher and educator John Dewey wrote in 1897:
Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth.
In his 1905 dissertation for Columbia Teachers College, Elwood Cubberly—the future Dean of Education at Stanford—wrote that schools should be factories "in which raw products, children, are to be shaped and formed into finished products...manufactured like nails, and the specifications for manufacturing will come from government and industry."
The next year, the Rockefeller Education Board—which funded the creation of numerous public schools—issued a statement which read in part:
In our dreams...people yield themselves with perfect docility to our molding hands. The present educational conventions [intellectual and character education] fade from our minds, and unhampered by tradition we work our own good will upon a grateful and responsive folk. We shall not try to make these people or any of their children into philosophers or men of learning or men of science. We have not to raise up from among them authors, educators, poets or men of letters. We shall not search for embryo great artists, painters, musicians, nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply. The task we set before ourselves is very simple...we will organize children...and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way.
At the same time, William Torrey Harris, US Commissioner of Education from 1889 to 1906, wrote:
Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.
In that same book, The Philosophy of Education, Harris also revealed:
The great purpose of school can be realized better in dark, airless, ugly places.... It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.
Several years later, President Woodrow Wilson would echo these sentiments in a speech to businessmen:
We want one class to have a liberal education. We want another class, a very much larger class of necessity, to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.
Writes Gatto: "Another major architect of standardized testing, H.H. Goddard, said in his book Human Efficiency (1920) that government schooling was about 'the perfect organization of the hive.'"
While President of Harvard from 1933 to 1953, James Bryant Conant wrote that the change to a forced, rigid, potential-destroying educational system had been demanded by "certain industrialists and the innovative who were altering the nature of the industrial process."
In other words, the captains of industry and government explicitly wanted an educational system that would maintain social order by teaching us just enough to get by but not enough so that we could think for ourselves, question the sociopolitical order, or communicate articulately. We were to become good worker-drones, with a razor-thin slice of the population—mainly the children of the captains of industry and government—to rise to the level where they could continue running things.
This was the openly admitted blueprint for the public schooling system, a blueprint which remains unchanged to this day. Although the true reasons behind it aren't often publicly expressed, they're apparently still known within education circles. Clinical psychologist Bruce E. Levine wrote in 2001:
I once consulted with a teacher of an extremely bright eight-year-old boy labeled with oppositional defiant disorder. I suggested that perhaps the boy didn't have a disease, but was just bored. His teacher, a pleasant woman, agreed with me. However, she added, "They told us at the state conference that our job is to get them ready for the work world…that the children have to get used to not being stimulated all the time or they will lose their jobs in the real world."
_________________________________________________________________________________________
John Taylor Gatto's book, The Underground History of American Education: An Intimate Investigation into the Problem of Modern Schooling (New York: Oxford Village Press, 2001), is the source for all of the above historical quotes. It is a profoundly important, unnerving book, which I recommend most highly. You can order it from Gatto's Website, which now contains the entire book online for free.
The final quote above is from page 74 of Bruce E. Levine's excellent book Commonsense Rebellion: Debunking Psychiatry, Confronting Society (New York: Continuum Publishing Group, 2001).
"God *was* my co-pilot, but then we crashed, and I had to eat him..."
You aren't thinking or really existing unless you're willing to risk even your own sanity in the judgment of your existence.
Green peppers, lime pickle and whole-grain mustard = best sandwich filling.
Well, shall we go?
Yes, let's go.
[They do not move.]
Give me a lever long enough and a place to stand and I can beat the world into submission.
i would have changed ***** to phallus, and claire to petey Petey
Rougie: but that's what I'm doing here
Arnwyn: what letting me adjust myself in your room?..don't you dare quote that on HoP...
Well, shall we go?
Yes, let's go.
[They do not move.]
Written by: NYC
I am from the radical perspective that every child in America is different and has different educational needs.
...
In an ideal world every child would recieve an education custom tailored for them. Ideally, educational systems should be working towards individualized education. It absolutely is possible to work towards that ideal as a teacher and I try to.
"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
"God *was* my co-pilot, but then we crashed, and I had to eat him..."
Written by:
Could it be that some people discuss their personal experiences of education because that is what they understand and can communicate best, and what interests them most, not because they have a false belief they are experts or that their experience was universal?
Well, shall we go?
Yes, let's go.
[They do not move.]
Well, shall we go?
Yes, let's go.
[They do not move.]
"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
Written by: mcp
The gatto guy (author of the book) is great. He doesn't believe in special ed, or gifted kids, or demographics in general. I don't really want to paraphrase the book out of context and provide evidence for my last statement. but: He thinks everybody has a huge innate ability to learn, because humans learn hugely complicated things easily all the time, when they have the motivation to.
Well, shall we go?
Yes, let's go.
[They do not move.]
"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
Well, shall we go?
Yes, let's go.
[They do not move.]
"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
Love is the law.
Written by: NYC
OK, first, you're playing the classic internet game where I say:
'Most people...'
then you say:
'But some people...'
then I say:
'But most people...'
then you say:
'Not all people...'
And really, we're saying the same thing.
Written by: Glåss
Not everyone wants to be a global travelling fire spinning hippie. (like us )
Many people surely gain a sense of security from a 9 to 5 * 365 * 45.
"the now legendary" - Kaskade
"the still legendary" - Kaskade
I spunked in my friend's aquarium and the fish ate it. I love all fish. Especially the pink ones. They are my bitches. - Anon.
Written by: Robert A. Heinlein
A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.
You aren't thinking or really existing unless you're willing to risk even your own sanity in the judgment of your existence.
Green peppers, lime pickle and whole-grain mustard = best sandwich filling.
You aren't thinking or really existing unless you're willing to risk even your own sanity in the judgment of your existence.
Green peppers, lime pickle and whole-grain mustard = best sandwich filling.
Using the keywords [educational system designed keep une] we found the following existing topics.