Public School/Government Indoctrination SystemSubmitted by AZJoe on Sat, 03/05/2011 - 17:40
Public School System = Government Indoctrination System
The Public School System is a one size fits all method controlled and mandated by government bureaucracies. There is very little diversity or alternatives. Parents have very little choice in how their children are educated. Every child must learn the same subjects in the manner prescribed by the government with materials approved by the government to meet government standards on government selected subjects because that is the rule. How many children wake up today and wish they could stay in bed. They wish that the school bus would not appear this day. They lack desire for school and learning because they are not inspired by the education methods today. Their minds are numbed by the methods mandated in the public schools. For too many students the school experience is dull and unhappy and full of unintelligible tasks and violations of common sense. School should not feel like servitude. Why is it that private schooled and home schooled children consistently outperform public school children and do so at a cost of half that of public schools. There must be better ways. Shouldn’t children wake up with their eyes ablaze, full of life, yearning to head off to school to learn more? Shouldn’t the school be filled with teachers that love children and love teaching and love to be there and love to teach? If we could free up education from the rigid block of bureaucratic rules and law we might just be completely amazed. There must be better ways if only we were allowed the freedom to explore them.
Children are innate learning sponges. They have natural curiosity. They want to learn everything. The entire world is a place of wonder and amazement. The greatest learning skill is to have curiosity and to think and analyze the subject. If you can analyze a subject and become curious about it, learning will become easy, fun and second nature. Learning is natural for children. If a child is not learning in school or does not like school that is a reflection on the school and education system and not the child. Children wanting to learn is like water flowing downhill. If it is not happening there is a problem with the education system.
The Government Indoctrination System fights against innovative and effective teaching. It destroys the success of innovative, motivational, creative, educators like John Taylor Gatto and Jaime Escalante. John Taylor Gatto http://www.johntaylorgatto.com/ , who upon finally winning New York State Teacher of the Year Award after over 29 years of success teaching the “most at risk” and “least promising” students, resigned in disgust to fight against the Government Indoctrination System. Jaime Escalante, subject of the film Stand and Deliver, motivated gang exposed poor inner city Latino students to become enthusiastic about Calculus of all things. Students who never had any desire or success for the “public schools” were enthusiastically staying after school, attending Jaime’s workshops having fun participating in math clubs and competitions and took them from a bottom failing program to top ten school in the State of California. http://en.wikipedia.org/wiki/Jaime_Escalante. All the while the Government Indoctrination System was fighting them every step of the way. Their successes were despite the “Public School” System and because of their perseverance in fighting against it.
The Government Indoctrination System works to stifle curiosity, blunt critical analysis and logical reasoning and instead defer to others with labels of authority. It tramples self-learning, instills conformity, kills self-esteem and replaces it with self-confidence based on confirmation from others, and produces good little consumer statists who have achieved from their indoctrination nearly zero real world practical functioning for success.
It seems odd that in a society that would laugh at the notion that there is one right car or job or house or hobby or pair of shoes for everyone, the vast majority unquestioningly accepts that there is one right education for all; that the poetic, dreamy child should be subjected to the same institutions and methods as the outgoing, athletic child; that the brilliant but erratic child should be schooled by the same methods as the dull plodding child; that the highly motivated, independent child should be squeezed into the institutional structure designed to tame an undisciplined child. We acknowledge some students may be permitted to pursue arts while others are directed into science or physical education. But all must learn in the same manner, within the same authoritarian structure, in the same 50-minute intervals dictated by the same government. We believe it is a virtue if all are held to the same state or national testing standard, rarely asking whether the standard itself measures anything meaningful. - The State vs. The People, p. 52, Clair Wolfe and Aaron Zelman (2004)
The system is not improving. If anything education has become more standardized, more rigid, more controlled then it ever has. With each new bureaucratic reform the education expenses become greater and greater without results - standardized testing, America 2000, Goals 2000, “Progressive” Education, School to work, No Child Left Behind, Government Monopolized Teacher Certification. It is an expensive failed attempt at social engineering. With each new reform, parents and communities have less and less say or direction over their children or their own education.
A few tidbits of wisdom from John Taylor Gatto:
Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy – these are precisely what the structures of schooling are set up to prevent, on one pretext or another.
Much of the weird behavior kids display is a function of the aperiodic reinforcement schedule. And the endless confinement and inactivity slowly drives children out of their minds. Trapped children, like trapped rats, need close management. Any rat psychologist will tell you that.
The crime of mass forced schooling is this: it amputates the full argument and replaces it with engineered consensus.
The net effect of holding children in confinement for twelve years without honor paid to the spirit is a compelling demonstration that the State considers the Western spiritual tradition dangerous.
The strongest meshes of the school net are invisible. Constant bidding for a stranger’s attention creates a chemistry producing the common characteristics of modern schoolchildren: whining, dishonesty, malice, treachery, cruelty. Unceasing competition for official favor in the dramatic fish bowl of a classroom delivers cowardly children, little people sunk in chronic boredom, little people with no apparent purpose for being alive. - THE UNDERGROUND HISTORY OF AMERICAN EDUCATION: A SCHOOLTEACHER'S INTIMATE INVESTIGATION INTO THE PROBLEM OF MODERNSCHOOLING (2000).
More good resources:
Alliance for the Separation of School and State: http://www.schoolandstate.org/home.htm
John Taylor Gatto against the Public Indoctrination System: http://ko-kr.connect.facebook.com/topic.php?uid=119499171434...
Jacob G. Hornberger on Public Indoctrination System: http://www.fff.org/blog/jghblog2009-09-09.asp
Public Indoctrination System and Dr. Ron Paul: http://www.lewrockwell.com/jarvis/jarvis108.html
John Stossel - Government Education Monopoly: http://www.creators.com/opinion/john-stossel/education-too-i...
More on Government Education Monopoly: http://www.newswithviews.com/public_schools/public_schools2.htm
And remember this wonderful valedictorian speech on the Government Indoctrination System: