Archive for education
Classic Essay: Against School
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By John Taylor Gatto, originally published in Harpers, September 2003.
How public education cripples our kids, and why
I taught for thirty years in some of the worst schools in Manhattan, and in some of the best, and during that time I became an expert in boredom. Boredom was everywhere in my world, and if you asked the kids, as I often did, why they felt so bored, they always gave the same answers: They said the work was stupid, that it made no sense, that they already knew it. They said they wanted to be doing something real, not just sitting around. They said teachers didn’t seem to know much about their subjects and clearly weren’t interested in learning more. And the kids were right: their teachers were every bit as bored as they were.
Boredom is the common condition of schoolteachers, and anyone who has spent time in a teachers’ lounge can vouch for the low energy, the whining, the dispirited attitudes, to be found there. When asked why they feel bored, the teachers tend to blame the kids, as you might expect. Who wouldn’t get bored teaching students who are rude and interested only in grades? If even that. Of course, teachers are themselves products of the same twelve-year compulsory school programs that so thoroughly bore their students, and as school personnel they are trapped inside structures even more rigid than those imposed upon the children. Who, then, is to blame? Read More→
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Tags: classic essay, education, individualism, public schools
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Teensploitation
Posted by: | CommentsThis article is #20 of a weekly series highlighting the former memes of Bureaucrash, an organization once headed by my friends Pete Eyre and Jason Talley of the Motorhome Diaries. The memes were originally authored by Pete Eyre and Anja Hartleb-Parson, and were intended as means of communicating ideas about liberty in catchy and succinct ways.
Far from being environments conducive to learning, schools across the world coerce students to conform to the whims of politicians and bureaucrats. Billed as bastions of free expression, intellectual honesty and rigor, administrators have turned schools into prisons for the mind, where one-size-fits-all policies are forced upon youth and where independent thoughts are discarded. It’s a world in which the government will tell a student what they can and can’t think, wear, say, or do. It’s a world that crushes the individual for the benefit of those in power — a practice we’ve dubbed “Teensploitation.”
Teensploitation is intellectual slavery. Government schools, while alleging to perpetuate diversity, are centers of statist thought. Today, in virtually every class, students are taught to turn to the government when confronted with a problem, rather than to think for themselves, take their own initiative and bear the accompanying responsibility. Students are told that it is their duty to pay their taxes, to vote, and to accept regulations as good things, and that government is needed to protect the less-fortunate from the onslaught of capitalism. Students are rewarded not for documenting how entrepreneurs and voluntary transactions create wealth and thus lift people from poverty, but for proposing ever-more-invasive government programs under vague notions of “social justice.” Teachers parrot socialist ideas: that market failure rather than government policies caused and exacerbated the Great Depression; that redistribution is “just”; that students should listen to them and others in government because they “know what is good for them.” And like socialism, this one-size-fits-all education means that all students are treated the same — at the lowest common denominator so that none are left behind. Ever wonder why the brightest students are often bored? As H.L. Mencken stated, “The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality.”
Government schools elevate the good of the collective at the expense of the individual. Teachers tell students that the good of society, or a whole race or ethnicity ranks above that of an individual. That minority rights must be protected at the expense of individual rights. But isn’t the smallest minority the individual? Further, forcing diversity on students through programs such as affirmative action only reinforces prejudices that categorize people based on a factor outside of their control (i.e. their race/ethnicity). Using race to sort people is racist by definition. To escape the epidemic of racial conflict students need only grasp that civil society and free markets are the great equalizers, not the state, as is preached in government schools. For example, a business owner does not need the government to tell her who to hire. If she wants to stay competitive she’ll hire the most qualified person, regardless of their skin color or gender. If she doesn’t, her competitor will, placing her at a disadvantage. The same is true of whom they choose to sell to. If a business owner is racist and he refuses to sell to a certain group of people, he’ll lose business while his competitor, who sees the money to be gained, readily sells to them. But, are students taught this in school? That the market is the great equalizer? That the market, not any government program or mandate, creates the most opportunities? No? And why is that? So bureaucrats can keep their jobs?
Mandatory community service is slavery. Through programs such as Zero Tolerance and mandatory community service, government schools teach individuals to be subservient to the State, to surrender their rights without protest. Government schools are merely a bureaucratic tool—controlling what students learn, blocking diversity of thought, transforming youth into unquestioning supporters of an invasive government that controls their personal and economic decisions. As Benjamin Disraeli stated in 1874, “Whenever is found what is called a paternal government, there is found state education. It has been discovered that the best way to ensure implicit obedience is to commence tyranny in the nursery.”
Mandatory attendance violates individual rights. Though it varies by jurisdiction, governments decree by law that youth must attend school when they reach a specific age for a certain number of years, akin to a prison sentence. Failure to do so can result in fines (for their parents, whose money is already being stolen to pay for government schools) and if continued, jail. As the great hero of human rights Joseph Stalin once wrote, “Education is a weapon, whose effect depends on who holds it in his hands and at whom it is aimed.” Any wonder why it’s mandatory?
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Tags: education, memes, public schools, teensploitation
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One more step toward a PhD…
Posted by: | CommentsIn other news… Today I passed my preliminary oral examination/presentation for my PhD at UT-Austin. I’ve been so busy working on the presentation for this auspicious event that I haven’t even written my recap of the SFL Conference in DC (not to mention I was also writing the Joe Stack article that was posted at LRC yesterday morning).
Sooooooo, one more milestone down, about 250 experiments more to go. Better get cracking. Anyway, yay for me, blah blah blah. I’m excited.
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The Liberating Arts
Posted by: | CommentsBy Edmund Opitz.
The recent movie called Out of Africa has acquainted millions of Americans with the name of a Danish Baroness Blixen, whose pen name was Isak Dinesen. The movie is based on Dinesen’s 1938 book, a semi-autobiographical work called Out of Africa. Four years earlier, in 1934, Isak Dinesen had published a work entitled Seven Gothic Tales, really seven short novels within the covers of a single book. One of these Gothic tales was set in the Paris of several generations ago and consisted mainly of the reminiscences of an old gentleman. There is a story within this larger story involving an Armenian organ grinder and his pet monkey. Some of you may recall seeing this type of street musician who would wander through city neighborhoods carrying, slung over his shoulder, a kind of music box the size of an accordion, a crank on its side. This contraption was set atop a pole, which supported the weight of the music machine when the man stopped to perform. The man would be dressed in a sort of gypsy costume, and as the entertainer cranked out his tunes his little capuchin monkey would pass through the crowd collecting coins, which he’d turn over to his master. This in itself was quite a stunt; but this little monkey was cleverer than most of his kind, because his master had taught him to perform a great variety of crowd-pleasing tricks, each one triggered by a word of command—in Armenian.
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Tags: Edmund Opitz, education
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Is Limited Government an Oxymoron?
Posted by: | CommentsActually… Yes. Yes it is.
Another great video for today, although I admit it’s a bit long but well worth it. If you’ve been curious about whether or not “restoring” all of the “traditional” aspects of American “governance” is a good idea, then I would challenge you to watch this entire video and consider what Doug Casey and Tom Woods have to say.
The government is a band of thieves writ large, a parasite, and a horrible idea from the get-go. Liberty is the answer.
The great irony of this show? It was broadcast on PBS. LOL. Way to use the system against itself…
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Tags: agorism, anarcho-capitalism, economics, education, free market, liberty
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