|
"As far as "supposed to be in school", unless you have a really good reason for not being in school, you support my theory. Education is one thing that teenagers do not seem to value but should. Would you vote for someone who said that they would do away with mandatory schooling from 5-16?"
No, but there would be a lot of weight lifted from our education system if it was non-compulsory.
"Another dominant voice of the past few years calling for the abolition of the compulsory, universal publicly-funded school system is that of John Taylor Gatto. He argues that the real (but hidden or overlooked) purpose of schooling is to produce an easily manageable, obedient workforce to serve employers in a mass production economy. For evidence he points to the incessant bells which fragment and control a child's time at school (like factory worker's time is fragmented and controlled), and an overemphasis, if not hysteria, for testing, which ensures that adults such as teachers will dictate the worth of a child and her educational progress. Real education is not the intent, Gatto claims, as a very well educated populace would be more difficult to control.
Gatto’s landmark, semi-formal and extremely thorough analysis of the educational system of the United States, The Underground History of American Education, identifies many of the key individuals, organizations, events and crises (both happenstance and manufactured) that forged the United States educational system into its current form. He thinks that modern compulsory schooling suppresses freedom of choice, serves to maintain the sociopolitical order and keeps real power in the hands of a small elite caste. In the words of Gatto:
"Spare yourself the anxiety of thinking of this school thing as a conspiracy, even though the project is indeed riddled with petty conspirators. It was and is a fully rational transaction in which all of us play a part. We trade the liberty of our kids and our free will for a secure social order and a very prosperous economy. It's a bargain in which most of us agree to become as children ourselves, under the same tutelage which holds the young, in exchange for food, entertainment, and safety. The difficulty is that the contract fixes the goal of human life so low that students go mad trying to escape it."
Gatto recommends that schools be non-compulsory, that they should never exceed a few hundred in size (and even that is too large for his liking) and that the sea of administrators be abolished (he points out that in 1991, New York City had more administrators than all the nations of Europe combined). He thinks standardized tests are a useless indicator of ability, wishing students to be assessed strictly on performance. He wants district school boards to be abolished in the process of decentralizing schooling, allowing local citizen management boards. He wants to see children engaged in real tasks with meaningful benefits of the work they do, and he would like them to have choice in what they do. He wants tax credits, vouchers, and other methods employed to encourage a diverse mix of “school logics” to take hold, for he thinks that there is no one right way to teach a person, and that cramming everyone into the same mold is asinine. He wants subjects abolished, and thinks schooling needs to be largely arranged around themes, claiming that interdisciplinary work is more reflective of real world problem solving. Gatto also calls for the abolishment of teacher certification requirements, so that anyone can teach who wants to. With compulsion and certification gone, anyone who has something valuable to teach and is able to will have the chance, while those who aren’t effective teachers won’t attract students (Gatto, 2003)."
Oh, and I do value education very well and I think I may go all the way to a Ph.D .
|