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Schooling: The hidden agenda (a speech by Daniel Quinn)
New article added to the articles section: Schooling: The hidden agenda. It's a speech Daniel Quinn (author of Ishmael) gave at a home-schooling/unschooling conference.
For those of you with short attention spans, here are some snippets I found interesting. I've even bolded some parts so if you have very SEVERE attention span issues, you can just read those. Of course, you'll be losing out. Just read the whole thing, damnit! :P
Granted that the schools do a poor job of preparing children for a successful and fulfilling life in our civilization, but what things do they do excellently well? Well, to begin with, they do a superb job of keeping young people out of the job market. Instead of becoming wage-earners at age twelve or fourteen, they remain consumers only--and they consume billions of dollars worth of merchandise, using money that their parents earn. Just imagine what would happen to our economy if overnight the high schools closed their doors. Instead of having fifty million active consumers out there, we would suddenly have fifty million unemployed youth. It would be nothing short of an economic catastrophe.
Of course the situation was very different two hundred years ago, when we were still a primarily agrarian society. Youngsters were expected and needed to become workers at age ten, eleven, and twelve. For the masses, a fourth, fifth, or sixth-grade education was deemed perfectly adequate. But as the character of our society changed, fewer youngsters were needed for farm work, and the enactment of child-labor laws soon made it impossible to put ten-, eleven-, and twelve-year-olds to work in factories. It was necessary to keep them off the streets--and where better than in schools?
During the Great Depression it became urgently important to keep young people off the job market for as long as possible, and so it came to be understood that a twelfth-grade education was essential for every citizen. Naturally, new material had to be inserted into the curriculum to fill up the time. It didn't much matter what was added, so long as it was marginally plausible. Let's have them learn how to analyze a poem, even if they never read another one in their whole adult life. Let's have them read a great classic novel, even if they never read another one in their whole adult life. Let's have them study world history, even if it all just goes in one ear and out the other. Let's have them study Euclidean geometry, even if two years later they couldn't prove a single theorem to save their lives. All these things and many, many more were of course justified on the basis that they would contribute to the success and rich fulfilment that these children would experience as adults. Except, of course, that it didn't. But no one wanted to know about that. No one would have dreamed of testing young people five years after graduation to find out how much of it they'd retained. No one would have dreamed of asking them how useful it had been to them in realistic terms or how much it had contributed to their success and fulfilment as humans. What would be the point of asking them to evaluate their education? What did they know about it, after all? They were just high-school graduates, not professional educators.
At the end of the Second World War, no one knew what the economic future was going to be like. With the disappearance of the war industries, would the country fall back into the pre-war depression slump? The word began to go out that the citizen's education should really include four years of college. Everyone should go to college. As the economy continued to grow, however, this injunction began to be softened. Four years of college would sure be good for you, but it wasn't part of the citizen's education, which ultimately remained a twelfth-grade education.
But keeping young people off the job market is only half of what the schools do superbly well. By the age of thirteen or fourteen, children in aboriginal societies--tribal societies--have completed what we, from our point of view, would call their "education." They're ready to "graduate" and become adults. In these societies, what this means is that their survival value is 100%. All their elders could disappear overnight, and there wouldn't be chaos, anarchy, and famine among these new adults. They would be able to carry on without a hitch. None of the skills and technologies practiced by their parents would be lost. If they wanted to, they could live quite independently of the tribal structure in which they were reared.
But the last thing we want our children to be able to do is to live independently of our society. We don't want our graduates to have a survival value of 100%, because this would make them free to opt out of our carefully constructed economic system and do whatever they please. We don't want them to do whatever they please, we want them to have exactly two choices (assuming they're not independently wealthy). Get a job or go to college. Either choice is good for us, because we need a constant supply of entry-level workers and we also need doctors, lawyers, physicists, mathematicians, psychologists, geologists, biologists, school teachers, and so on. The citizen's education accomplishes this almost without fail. Ninety-nine point nine percent of our high school graduates make one of these two choices.
And it should be noted that our high-school graduates are reliably entry-level workers. We want them to have to grab the lowest rung on the ladder. What sense would it make to give them skills that would make it possible for them to grab the second rung or the third rung? Those are the rungs their older brothers and sisters are reaching for. And if this year's graduates were reaching for the second or third rungs, who would be doing the work at the bottom? The business people who do the hiring constantly complain that graduates know absolutely nothing, have virtually no useful skills at all. But in truth how could it be otherwise?
So you see that our schools are not failing, they're just succeeding in ways we prefer not to see. Turning out graduates with no skills, with no survival value, and with no choice but to work or starve are not flaws of the system, they are features of the system. These are the things the system must do to keep things going on as they are.
The need for schooling is bolstered by two well-entrenched pieces of cultural mythology. The first and most pernicious of these is that children will not learn unless they're compelled to--in school. It is part of the mythology of childhood itself that children hate learning and will avoid it at all costs. Of course, anyone who has had a child knows what an absurd lie this is. From infancy onward, children are the most fantastic learners in the world. If they grow up in a family in which four languages are spoken, they will be speaking four languages by the time they're three or four years old--without a day of schooling, just by hanging around the members of their family, because they desperately want to be able to do the things they do. Anyone who has had a child knows that they are tirelessly curious. As soon as they're able to ask questions, they ask questions incessantly, often driving their parents to distraction. Their curiosity extends to everything they can reach, which is why every parent soon learns to put anything breakable, anything dangerous, anything untouchable up high--and if possible behind lock and key. We all know the truth of the joke about those childproof bottle caps: those are the kind that only children can open.
What sells most people on the idea of school is the fact that the unschooled child learns what it wants to learn when it wants to learn it. This is intolerable to them, because they're convinced that children don't want to learn anything at all--and they point to school children to prove it. What they fail to recognize is that the learning curve of preschool children swoops upward like a mountain--but quickly levels off when they enter school. By the third or fourth grade it's completely flat for most kids. Learning, such as it is, has become a boring, painful experience they'd love to be able to avoid if they could.
The people who are horrified by the idea of children learning what they want to learn when they want to learn it have not accepted the very elementary psychological fact that people (all people, of every age) remember the things that are important to them--the things they need to know--and forget the rest.
Join us on: Twitter | FacebookPosted in: Site Updates by SoulRiser on January 21, 2010 @ 10:32 AM
Tags: Jobs, Parents, Psychology, School, Society, Youth Rights
One of my favorite anti-school articles of all time! ♥ I love Daniel Quinn's writing.
.-= Idzie´s last blog ..On Being "Childish" =-.
OMG!!! DANIEL QUINN!!!
EVERYONE MUST READ ISHMAEL AND BEYOND CIVILIZATION!!!!!
He is so awesome! Anarchy! Tribalsim!!!
This reminds me of something I heard. Supposedly it was from a Secretary of Education in the USA but I haven't been able to verify that.
Anyhow, the quote was this
The purpose of education is to reproduce society.
Also, I agree with the author that public school is teaching a lot of totally useless stuff and failing to teach much more important info. For example in my own case I lerned basically nothing at all useful about expressing my feelings, listening to my partner, helping her feel understood. I learned nothing about conflict resolution or about showing empathy or forgiveness or invalidation.
And I have suffered greatly because of this.
I encourage everyone to learn about these things on their own, because they are all extremely important in life.
By the way, how many times have you all heard "education is important"? And in comparison, how many times have your parents or teachers told you "Love is important?" Now I believe love is much more important.
By the way I also agree with the author that children have a natural desire to learn. School makes learning painful. The Monteessori system is good to know about. Maria Montesorri also said children have a natural desire to learn.