A great deal of time was spent in community pursuits, practicing affection, meeting and studying every level of the community, learning how to make a home, and dozens of other tasks necessary to become a whole man or woman.
Schools were designed by Horace Mann and Barnard Sears and Harper of the University of Chicago and Thorndyke of Columbia Teachers College and some other men to be instruments of the scientific management of a mass population.
Family is the main engine of education. We seem to have lost our identity. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.
Freed from the strictures of the institutional settings, these students often show much more progress in intellectual and character development, he said.
Although teachers do care and do work very hard, the institution is psychopathic - it has no conscience. Of all the pages in the human ledger, only our tortured entry has warehoused children and asked nothing of them in service to the general good.
My children attend school 30 hours a week, use about 6 hours getting ready, going and coming home, and spend an average of 7 hours a week in homework - a total of 45 hours.
This defies the experience of thousands of years. At the very bottom. Schools are intended to produce through the application of formulae, formulaic human beings whose behavior can be predicted and controlled.
One I like particularly well has been a favorite of the ruling classes of Europe for thousands of years. It needs to stop being a parasite on the working community.
But keep in mind that in the United States almost nobody who reads, writes or does arithmetic gets much respect. It presents an incoherent ensemble of information that the child needs to memorize to stay in school.
Children and old people are penned up and locked away from the business of the world to a degree without precedent - nobody talks to them anymore and without children and old people mixing in daily life a community has no future and no past, only a continuous present.
What else does a restructured school system need?
My children watch 55 hours of television a week according to recent reports. He did undergraduate work at Cornellthe University of Pittsburghand Columbiathen served in the U.
It makes them indifferent. When "stability" returned the Lab was closed. Experts in education have never been right, their "solutions" are expensive, self-serving, and always involve further centralization.
He claimed that kids who were heavy TV watchers were often "malicious to each other and sunk in chronic boredom. And these things are oddly enough just a more cosmetic way to create dependent human beings, unable to fill their own hours, unable to initiate lines of meaning to give substance and pleasure to their existence.
Over the years, he has become impressed with many home schooling efforts.
Sometimes the problem is fraught with great risks, such as the problem of galloping a horse or making it jump, but that, of course, is a problem successfully solved by thousands of elite children before the age of ten. Everywhere in this system, at every age, you will find arrangements to place the child alone in an unguided setting with a problem to solve.
There is no shortage of real problems in the city. The Swedes realized that in when they effectively abandoned the system of adopting unwanted children and instead spent national time and treasure on reinforcing the original family so that children born to Swedes were wanted.
It confuses the students. This testing measured academic competence and knowledge of specific subjects required for teaching. We need to rethink the fundamental premises of schooling and decide what it is we want all children to learn and why. Either schools have caused these pathologies, or television, or both.John Taylor Gatto wrote this article for The Wall Street Journal, July 25th, Gatto was a New York State Teacher of the Year.
Gatto was a New York State Teacher of the Year. An advocate for school reform, Gatto’s books include Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, the Underground History of American Education. Why Schools Don't Educate: by John Taylor Gatto: the idea is absolutely free as are all other genuine reform ideas in education.
Extra money and extra people put into this sick institution will only make it sicker.
Independent study, community service, adventures in experience, large doses of privacy and solitude, a thousand different. The Exhausted School: Bending the Bars of Traditional Education [John Taylor Gatto] on ultimedescente.com *FREE* shipping on qualifying offers.
These 13 essays, presented at the National Grassroots Speakout on the Right to School Choice, illustrate how education reform actually works/5(4). Bibliography If you examine the books on school reform, there is a huge body of literature that supports the conclusions that we present. These books are by far.
The desire to reform and expand education pushed many of the political and social and economic party’s toward trying to reform education. At the heart of the educational reform movement was the belief that free schooling dedicated to good citizenship and moral education would ensure the alleviation of problems facing America.
Legendary teacher and reformer John Taylor Gatto presented a scathing critique of our compulsory education system. He told how in when he won the award of New York's Teacher of the Year, he audaciously quit the profession, saying that he could no longer abide by the faulty structure.Download