Weapons Of Mass Instruction Quotes

I've concluded that genius is as common as dirt. We suppress genius because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

I favor weapons of mass instruction.

We don’t need state-certified teachers to make education happen — certification probably guarantees it won’t.

The Bible is not a rule book for life or a collection of fairy tales; it’s a weapon of mass instruction.

when competition is seen as essential to a good life, when winning against one’s neighbors is put at the heart of society, business thrives. To win, others have to lose: the more losers, the better winning feels.

How many schoolteachers were aware of what they actually were a part of? Surely a number close to zero. In schoolteaching, as in hamburger-flipping, the paycheck is the decisive ingredient. No insult is meant, at bottom this is what realpolitik means. We all have to eat.

As Psalm 136:5--9 tell us, creation was God’s power expressed in love. By reading and understanding the Bible as a series of love letters to men and women, you begin to recognize the tender and mighty love of God. The Bible is not a rule book for life or a collection of fairy tales; it’s a weapon of mass instruction. It’s a love letter from God to humanity. It’s an introduction to Jesus Christ, who is God in human form. It declares to the world: God is for you, not against you. To me, the Bible is a work of nonfiction broken into three parts: from Genesis to Malachi, it’s about Jesus Christ coming to earth; from Matthew to John, it’s about Jesus’ life on earth; and from Acts to Revelation, it’s about Jesus coming back to earth. It’s all about Jesus and how we can have a relationship with the omnipotent, omnipresent, omniscient, eternal, holy, and righteous Almighty. This relationship is more important than simply joining a church or doing a few good things.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach yours to be leaders and adventurers. School trains children to obey reflexively; teach yours to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology — all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone; they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired, quickly abandoned. Your children should have a more important life, and they can. Don't let your own children have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Ben Franklin could apprentice himself to a printer at the same age, . . . there's no telling what your own kids could do. (p. xxii) — John Taylor Gatto, Weapons of Mass Instruction

Without clear awareness of the short arc of life, nothing means very much.

The rigid stupidities of forced schooling, its linear logics, its bell curves, its buzzers and tests and multiple humiliations, its resort to magical spells, fills me with rage these days as an old man. Real education can only begin out of a foundation of self-awareness. Know the truth of yourself or you are nothing but a pathetic human resource. Your life will have missed it’s point.

School is about learning to wait your turn, however long it takes to come, if ever. And how to submit with a show of enthusiasm to the judgment of strangers, even if they are wrong; even if your enthusiasm is phony.

I urge you to examine in your own mind the assumptions which must lay behind using the police power to insist that once-sovereign spirits have no choice but to submit to being schooled by strangers. Surely this is one of the most radical acts in human history, not the least of its breathtakingly radical assertions being that you must attend for your own good!

The opposite of mass-mindedness is dialectical-mindedness. A tremendous example of this is buried in the foundational religious documents of western culture, in the story of young Jesus closely questioning elders in the temple after slipping away from his parents, itself a contrarian action. Indeed, the New Testament is so replete with contrarianism it’s little wonder it plays no part in institutional schooling, although it plays a stupendous part in western history from the beginning of the modern era until today.

Take a second to think about these utopian algorithms — dividing people from one another and from their natural allies, is right at the head of the list, but all require wiping the slate as clean of close emotional ties — even ties to yourself! — as possible. Family, deep friendships, church, culture, tradition, anything which might contradict the voice of authority, is suspect.

If walled compound schooling were ended, corrupt relationships with universities, textbook publishers, building contractors, bus companies, and other protected suppliers who thrive on a mass captive audience would wither quickly.

The myth of a golden age of public schooling is the creation of Ell-wood P. Cubberley, Dean of Teacher Education at Stanford University. There never was such a thing.

there are many ways to interdict the growth of competence, of clear thinking, of forceful purpose, and each is a talking choo-choo in different guise: think of slasher flicks, think of pornography, think of Big Macs or tabloid/network news — each is easy to take, each seemingly an inconsequential time-killer. But ah! The ensemble of them playing their mindless tunes — the Death of a Thousand Cuts!

Wage-slaves, free in name only, are much cheaper to exploit, and work harder than slaves.

the incredible inventiveness of the American people, a natural by-product of three factors: an open-source learning tradition; a heterogeneous, mixed-age society which didn’t exclude the young from full participation; and a government presence without heavy-handedness.

The dark side of the Welfare State midwifed by Beatrice Webb and the Fabian socialists is not its superficial purpose of being kind, but its intention of killing with kindness, and thus protecting the interests of the better people, non-violently.

Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in 1909: “We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks.

if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up.

Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults.

I’ve concluded that genius is as common as dirt. We suppress genius because we haven’t yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves.

When you flip hamburgers, sit at a computer all day, unpack and shelve merchandise from China year after year, you manage the tedium better if you have a shallow inner life, one you can escape through booze, drugs, sex, media, or other low level addictive behaviors. Easier to keep sane if your inner life is shallow. School, thought Harris the great American schoolman, should prepare ordinary men and women for lifetimes of alienation. Can you say he wasn’t fully rational?

It was from Washington’s bribes, subsidies, and cajolings that institutional schooling spread, not from the merit of the idea.

What Hegel taught that intrigued the powerful then and now was that history could be deliberately managed by skillfully provoking crises out of public view and then demanding national unity to meet those crises — a disciplined unity under cover of which leadership privileges approached the absolute.

It is natural businessmen should seek to influence the enactment and administration of laws, national and international, and that they should try to control education.

You should begin with the attitude that nothing is wrong in the natural variation which finds one child reading at five and another at twelve. By the time both are fifteen nobody can tell which one learned to read first. The real trouble isn’t with the kid, it’s that you can’t run schools the way I just described. The pedagogical apparatus which compels age-graded five-year-olds to be ranked according to ability to respond “correctly” to a teacher’s urgencies gives rise to our familiar reading pathologies.

Consider this excerpt from a speech delivered in 1940 to the Association for the Advancement of Science by the legendary political philosopher and journalist, Walter Lippmann: ...during the past forty or fifty years those who are responsible for education have progressively removed from the curriculum the Western culture which produced the modern democratic state...the schools and colleges have therefore been sending out into the world men who no longer understand the creative principle of the society in which they must live...deprived of their cultural tradition, the newly educated Western men no longer possess in the form and substance of their own minds and spirits and ideas, the premises, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development of Western civilization...the prevailing education is destined, if it continues, to destroy Western civilization and is in fact destroying it. I realize quite well that this thesis constitutes a sweeping indictment of modern education. But I believe the indictment is justified and there is a prima facie case for entering this indictment.

Under this outlook, the classroom would never be used to produce knowledge, but only to consume it; it would not encourage the confined to produce ideas, only to consume the ideas of others.

Following the Prussian prescription of our first national school czar, William Torrey Harris — to alienate individual children from themselves in order to have their identities merge into a group identity — contemporary school planners treat children as categories: black, white, Hispanic, other; gifted and talented, special progress, mainstream, special education; rich, middle-class, poor, and with multiple subdivisions of each imaginable category, rather than as specific individuals with specific intellectual, social, psychological and physical needs.

Whether it will ever again be possible to take an education easily, in Massachusetts or any other state, will depend upon political decisions made by those — like yourselves — who hold power in trust for the rest of us. I mean no disrespect, only to signal my personal sadness when I say I don’t think those decisions will be made. My reasons for pessimism stem from knowing that failure is built into our political system because it forces our political leadership to depend for its election on the same financial interests which profit from schools staying the way they already are. Schools are a most lucrative source of contracts and an enormous jobs project with sinecures for friends and relatives of your campaign donors. Don’t chalk that up to cynicism: unless you acknowledge why your hands are tied in regard to school change, you’re certain to make the same mistakes year after year in counterfeit reforms. Change isn’t likely to be possible from any political center for the same reason, but it can come from defiant personal decisions made by simple men and women who won’t stand still for their kids being outraged any more — like the revolution of homeschoolers taking place nationwide. This system has had a century to prove itself, that’s enough. It didn’t work at the start except in house-generated fairy tales; it doesn’t work today, and it won’t work better in the future.

This had been made clear months before Iraq’s invasion of Kuwait, when the US had rejected Iraq’s offer of negotiations over weapons of mass destruction. In the offer, Iraq proposed to destroy all such chemical and biological weapons, if other countries in the region also destroyed their weapons of mass destruction. Saddam Hussein was then Bush’s friend and ally, so he received a response, which was instructive. Washington said it welcomed Iraq’s proposal to destroy its own weapons, but didn’t want this linked to “other issues or weapons systems.” There was no mention of the “other weapons systems,” and there’s a reason for that. Israel not only may have chemical and biological weapons—it’s also the only country in the Mideast with nuclear weapons (probably about 200 of them). But “Israeli nuclear weapons” is a phrase that can’t be written or uttered by any official US government source. That phrase would raise the question of why all aid to Israel is not illegal, since foreign aid legislation from 1977 bars funds to any country that secretly develops nuclear weapons.

...nüfusu "idare edilebilir" kılmayı amaç edinmiş bir eğitim sistemi.

Not ortalaması."; evet, hepimizin bir not ortalaması var.

Avrupa'da diktatörlerin güç kullanıp zorlayarak yapmaya çalıştıklarını eğitim yoluyla başarmak.

Ya kendi senaryonuzu yazarsınız veya bir başkasının senaryosundan size biçilen rolü oynarsınız.

Senin diplomanda bir "tarih öğretmeni" olduğun yazıyor, oysa öğrettiğin şey propagandadan başka bir şey değil.

Size ezberlemeniz gerektiği söylenen şeyleri ezberleyerek özgür olamazsınız.

Her tercih, bir başka tercihi engeller.

...hayatımı başka birinin el yazısındaki bir karaktermiş gibi yaşadım.

Güç, hiçbir zaman göründüğü yerde değildir.

...vücutlar sosyal sınıfın görünür simgeleridir.