Scientific "Education" and Experimentation with the Goal of Conformity and Obedience to a Central Authority.Submitted by Swifty on Thu, 03/13/2014 - 21:40
Education or manipulation?
"Conclusions and Recommendations for the Social Studies", funded by the tax-exempt Carnegie Corporation of New York, published in 1934, is the most important report ever written on the future of American education. All its recommendations and its philosophy are an intrinsic part of education in the United States today. Professor Harold Laski, a philosopher of British socialism, said of this report: "At bottom, and stripped of its carefully neutral phrases, the report is an educational program for a 'Socialist America'."
Snip-it (page 34 to 39) from the Conclusions and Recommendations of the: "INVESTIGATION OF THE SOCIAL STUDIES IN THE SCHOOLS" by the American Historical Association.
And believe me, this excerpt is not the most in your face exposé of this report.
4. In two respects education will be challenged:
(a) the emerging economy will involve the placing of restraints on individual enterprise, propensities, and acquisitive egoism in agriculture, industry, and labor and generally on the conception, ownership, management, and use of property, as the changing policies of government already indicate ; and...
(b) the emerging economy, by the reduction of hours of labor and other measures, promises to free the ordinary individual from the long working day, exhausting labor and economic insecurity, thus providing him with opportunities for personal development far greater and richer than those enjoyed under the individualistic economy of the eighteenth and nineteenth centuries.
5. The implications for education are 'clear and imperative:
(a) the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people, especially the rising generation - a complete and frank recognition that the old order is passing, that the new order is emerging, and that knowledge of realities and capacity to co-operate are indispensable to the development and even the perdurance of American society; and...
(b) the rational use of the new leisure requires a cultural equipment which will give strength and harmony to society instead of weakness and discord.
6. Conversely, continued emphasis in education on the traditional ideas and values of economic individualism and acquisitiveness will intensify the conflicts, contradictions, maladjustments, and perils of the transition.
1. Organized public education in the United States, much more than ever before, is now compelled, if it is to fulfill its social obligations, to adjust its objectives, its curriculum, its methods of instruction, and its administrative procedures to the requirements of the emerging integrated order.
2. If the school is to justify its maintenance and assume its responsibilities, it must recognize the new order and proceed to equip the rising generation to co-operate effectively in the increasingly interdependent society and to live rationally and well within its limitations and possibilities.
3. It thus follows that educators are called upon to examine critically the frame of reference under which they have been operating, and to proceed deliberately to the clarification and affirmation of purpose in the light of the changed and changing social situation and in the light of those facts and trends which remain compelling, irrespective of individual references.
4. Educators stand to-day between two great philosophies of social economy : the one representing the immediate past and fading out inactuality, an individualism in economic theory which has become hostile in practice to the development of individuality for great masses of the people and threatens the survival of American society; the other representing and anticipating the future on the basis of actual trends-the future already coming into reality, a collectivism which may permit the widest development of personality or lead to a bureaucratic tyranny destructive of ideals of popular democracy and cultural freedom.
5. If education continues to emphasize the philosophy of individualism in economy, it will increase the accompanying social tensions. If it organizes a program in terms of a philosophy which harmonizes with the facts of a closely integrated society, it will ease the strains of the transition taking place in actuality. The making of choices cannot be evaded, for inaction in education is a form of action.
6. Within the limits of an economy marked by integration and interdependence, many possibilities, many roads stand open before education. The making of choices by either evasion or positive action also cannot be avoided in the development of an educational program.
7. The road which the Commission has chosen and mapped in the preceding chapter is one which, it believes, will make possible the most complete realization, under the changed conditions of life, of the ideals of American democracy and cultural liberty: the recognition of the moral equality and dignity of all men ; the abolition of class distinctions and special privileges ; the extension to every individual, regardless of birth, class, race, religion, or economic status, of the opportunity for the fullest development of his creative capacities, his spiritual qualities, his individuality; the encouragement of social inquiry, inventiveness, and tolerance ; the protection of all liberties essential to defense against the exercise of brute power; the development of resistance to appeals to racial and religious passion and prejudice ; the establishment of those standards and securities set forth in A Charter for the Social Sciences in the Schools.
8. Such an affirmation of human values in education, the Commission holds, is peculiarly imperative in a society moving toward economic planning and control. Recognizing the necessity of living in an integrated economy and aware that such economy may be made to serve either some privileged minority or the entire population, the Commission deliberately presents to education, and affirms the desirability of, an economy managed in the interests of the masses, as distinguished from any class or bureaucracy.
9. From this point of view, a supreme purpose of education in the United States, in addition to the development of rich and many-sided personalities, is the preparation of the rising generation to enter the society now coming into being through thought, ideal, and knowledge, rather than through coercion, regimentation, and ignorance, and to shape the form of that society in accordance with American ideals of popular democracy and personal liberty and dignity.
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Document originally downloaded from this source (website):
Is this just a blast from the past, or does it ring bells?