Weapons of mass instruction: a schoolteacher's journey through the dark world of compulsory schooling
The author accuses compulsory education methods of stifling imaginations and critical thinking skills, and discusses individuals such as Thomas Edison, John D. Rockefeller, Andrew Carnegie, who are considered to have exceptional minds, even though they but did not follow traditional education paths.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Gabriola Island, BC
New Society Publishers
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | The author accuses compulsory education methods of stifling imaginations and critical thinking skills, and discusses individuals such as Thomas Edison, John D. Rockefeller, Andrew Carnegie, who are considered to have exceptional minds, even though they but did not follow traditional education paths. |
| Beschreibung: | Includes index |
| Beschreibung: | xxiii, 215 p. 24 cm |
| ISBN: | 9780865716315 |
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| 520 | 3 | |a The author accuses compulsory education methods of stifling imaginations and critical thinking skills, and discusses individuals such as Thomas Edison, John D. Rockefeller, Andrew Carnegie, who are considered to have exceptional minds, even though they but did not follow traditional education paths. | |
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Datensatz im Suchindex
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| adam_text | CONTENTS DEDICATION ..********** ; . . * * * XI THIS BOOK IS DEDICATED
TO THE GREAT AND DIFFICULT ART OF FAMILY BUILDING, AND TO ITS ARTISTS:
MOTHERS, FATHERS, DAUGHTERS, SONS, GRANDCHILDREN~GRANDMOTHERS,
GRANDFATHERS, AUNTS, UNE/ES, COUSINS, AND IN-IAWS. PROLOGUE: AGAINST
SCHOOL : **** + * * * * * XIII I TAUGHT FOR THIRTY YEARS IN SOME OF THE
WORST SCHOOLS IN MANHATTAN, AND IN SOME OF THE BEST, AND DURING THAT
TIME, I BECAME AN EXPERT IN BOREDOM. 1 EVERYTHING YOU KNOW ABOUT SCHOOLS
IS WRONG * * * * * * * * * * * 1 FORCED SCHOOLING SEDUCES THE TRAPPED
INTO BELIEVING THAT INERT KNOWLEDGE, MEMORIZED FACT BITS AND SEQUENCES
IS THE GOLD STANDARD OF INTEL!ECTUAL ACHIEVEMENT. LEARNING TO CONNECT
THOSE BITS INTO MEANINGS FOR YOURSELF IS DISCOURAGED. THIS HABIT
TRAINING IS A MAJOR WEAPON OF MASS INSTRUCTION. 2 WALKABOUT: LONDON * .
. . * * * * * * * * * 27 NICK SCHULMAN, A NEIGHBOR OF MINE, CUT JUNIOR
HIGH TO PLAY POOL, AND DROPPED OUT OFHIGH SCHOOL TO PLAY POKER. HE
BECAME A MILLIONAIRE AT THE AGE OF 21 THIS YEAR, ON THE WORLD POKER
TOUR. HIS NEW GOAL IS TO STUDY PHILOSOPHY NOW THAT HE SFIXED FOR LIFE. 3
FAT STANLEY AND THE LANCASTER AMISH 61 FAT STANLEY TOLD ME HE HAD TO CUT
SCHOOL ALMOST EVERY DAY BECAUSE HE DIDN T WANT TO END UP LIKE ME,
WORKING FOR SOMEONE ELSE. HE WAS 13 WHEN HE SAID THAT TO ME. AN AMISH
MAN IN OHIO TOLD ME THEY COULD BUILD A ROCKET TO THE MOON IF THEY FELT
LIKE IT, BUT IT WAS A STUPID IDEA. VII VIII WEAPONS OF MASS INSTRUCTION
4 DAVID SARNOFF S CLASSROOM. * . * * * 71 SARNOFF, THE FOUNDER OF RCA
DROPPED OUT OF ELEMENTARY SCHOOL TO SELL NEWSPAPERS ON THE STREET. WHAT
HE LEARNED THERE HE COULD NEVER HAVE LEARNED IN SCHOOL. 5 HECTOR ISN T
THE PROBLEM * * * * . * * * * * ** 83 I WAS THE OFFICIAL NEW YORK STATE
TEACHER OF THE YEAR WHEN I QUIT ON THE OP-ED PAGE OF THE WALL STREET
JOURNAL, BEC.AUSE I COULDN T STAND TO HURT CHILDREN ANY MORE. 6 THE
CAMINO OE SANTIAGO * * * * * * * * * * * 91 INSPIRED BY THE PILGRIMAGE
TO ST. JAMES TOMB WHICH DRAWS YOUNG AND OLD FROM AROUND THE WORLD EACH
YEAR TO WALK ACROSS SPAIN, I DECIDED TO HELP KIDS TOWARD LIVES AS
PRODUCERS RATHER THAN CONSUMERS; AS PLAYERS RATHER THAN SPECTATORS. 7
WEAPONS OF MASS INSTRUCTION. * * * * * . 99 THE TRAPPED FLEA STRATEGY;
UGLINESS; THE HORSE-IN-BOX EFFECT; THE ARTIFICIAL EXTENSION OF
CHILDHOOD; MISDIRECTION; THE CAULDRON OF BROKEN TIME: THESE AND MORE ARE
SOME DEADLY WEAPONS OF MASS INSTRUCTION, INTENDED TO CONVERT HUMAN
BEINGS INTO HUMAN RESOURCES. 8 WHAT IS EOUCATION~ * . * . * * * * * * *
* * * .. 145 ACCORDING TO KANT, FOUR QUESTIONS LIVE AT THE HEART OF ALL
EDUCATIONAL QUESTS: WHAT CAN I KNOW? WHAT MAY I HOPE? WHAT OUGHT I TO
DO? WHAT IS MAN? SCHOOL POLICY IN AMERICA IS MADE BY PEOPLE WHO WOULD
RATHER SUBMIT TO TORTURE THAN ALLOW STUDENTS TO ANSWER THESE QUESTIONS
OR ANY THAT COULD MAKE A HUMAN DIFFERENCE. 9 A LETTER TO MY
GRANOOAUGHTER ABOUT DARTMOUTH * * * * * * * * * * * * * * . *. 157 YOU
JUST TURNED 17 THIS MONTH, GRANDDAUGHTER, AND YOU LL BE LEAVING THE NEST
FOR COLLEGE SOON, I SUPPOSE. I WISH YOU WOULDN T, BUT I KNOW BETTER THAN
TO SAY THAT, SO AT LEAST LET ME TRY TO RE DU CE THE STRESS YOUR ELITE
HIGH SCHOOL, BRONX SEIEN CE, HAS EMBEDDED IN YOUR MIND. NO MATTER WHAT
YOU VE HEARD, COLLEGE ISN T IMPORTANT TO YOUR FUTURE, SO DON T WORRY
ABOUT IT. GO OR NOT, DO WEIL OR NOT. TEN YEARS CONTENTS FROM NOW YOU
WON T REMEMBER A SINGLE DASS OR PROFESSOR. WHAT REALLY MATTERS ISN T
TAUGHT THERE. THE SADDEST PEOPLE ON EARTH ARE THE ONES WHO GO BACK TO
COLLEGE REUNIONS - 35 PERCENT OF ALL COLLEGE GRADUATES REGRET THE WASTE
OF TIME AND MONEY, AND WISH THEY HADN T ATTENDED; 50 PERCENT SAY THEY
DIDN T LEARN ANYTHING USEFUL THERE. IX 10 INCIDENT AT HIGHLAND HIGH. * *
* * * * * * *. 175 LAST JANUARY, A SIXTEEN-YEAR-OLD GERMAN GIRL - SHY
AND WELL-BEHAVED - WAS ARRESTED IN HER HOME IN NUREMBERG, GERMANY, BY
FIFTEEN ARMED POLICEMEN. HER CRIME WAS HOMESCHOOLING. READING ABOUT THAT
REMINDED ME OF THE TIME I WAS ALMOST ARRESTED LECTURING TO THE SENIOR
DASS AT A WEALTHY HIGH SCHOOL IN ROCKLAND COUNTY, NEW YORK. I WAS
REVEALING THE GPAS AND SAT SCORESOF AMERICAN PRESIDENTS AND OTHER
PROMINENT INDIVIDUALS WHEN A SQUAD OF POLICE HALTED MY LECTURE AT THE
SUPERINTENDENT S REQUEST. 1T WAS THE WEIRDEST EVENT OF MY ENTIRE LIFE,
SOMETHING I THOUGHT ONLY HAPPENED IN GERMANY. TM STILL TRYING TO FIGURE
OUT WHAT IT MEANT. AFTERWORD: INVITATION TO AN OPEN CONSPIRACY: THE
BARTLEBY PROJECT * *** 193 THE WHOLE DISEASED EMPIRE OF INSTITUTIONAL
SCHOOLING IS, LIKE THE WONDERFUL ONE-HORSE SHAY, EXTREMELY FRAGILE. 1TS
MOST VULNERABLE POINT, THE GLUE THAT HOLDS THE THING TOGETHER, IS
STANDARDIZED TESTING WHICH PURPORTS, DISHON- ESTLY, TO DETERMINE SUCCESS
OR FAILURE IN FUTURE LIFE. THE AUTHOR INVITES YOU, SINGLY OR IN GROUPS,
TO POLITELY DEDINE TO PARTICIPATE IN THESE TESTS, SAYING ONLY, I PREFER
NOT TO TAKE THIS TEST. NOTHING MORE - NO BAD LANGUAGE, NO VIOLENCE. 1F
TEN PERCENT REFUSED TO TAKE THE TESTS, THE SCHOOL WORLD WOULD BE SHAKEN
TO ITS FOUNDATIONS. CALL IT AN OPEN CONSPIRACY. BE BRAVE. THERE S
NOTHING THEY CAN DO TO YOU THAT MATTERS IF YOU SINCERELY PREFER NOT TO.
BUT DON T FAKE IT - IF YOU LOVE TO TAKE THESE TESTS, TAKE THEM BY ALL
MEANS. INDEX ********** ABOUT THE AUTHOR 207 215
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| spelling | Gatto, John Taylor 1935-2018 Verfasser (DE-588)138592020 aut Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling John Taylor Gatto Gabriola Island, BC New Society Publishers 2009 xxiii, 215 p. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes index The author accuses compulsory education methods of stifling imaginations and critical thinking skills, and discusses individuals such as Thomas Edison, John D. Rockefeller, Andrew Carnegie, who are considered to have exceptional minds, even though they but did not follow traditional education paths. Education, Compulsory / United States Educational sociology / United States Education / Aims and objectives / United States Education / Philosophy Scolarité obligatoire - États-Unis Sociologie de l'éducation - États-Unis Éducation - Philosophie Éducation - États-Unis - Finalités Erziehung Philosophie Education Aims and objectives United States Education Philosophy Education, Compulsory United States Educational sociology United States Schulkritik (DE-588)4180170-2 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulkritik (DE-588)4180170-2 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017102839&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gatto, John Taylor 1935-2018 Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling Education, Compulsory / United States Educational sociology / United States Education / Aims and objectives / United States Education / Philosophy Scolarité obligatoire - États-Unis Sociologie de l'éducation - États-Unis Éducation - Philosophie Éducation - États-Unis - Finalités Erziehung Philosophie Education Aims and objectives United States Education Philosophy Education, Compulsory United States Educational sociology United States Schulkritik (DE-588)4180170-2 gnd |
| subject_GND | (DE-588)4180170-2 (DE-588)4078704-7 |
| title | Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling |
| title_auth | Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling |
| title_exact_search | Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling |
| title_full | Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling John Taylor Gatto |
| title_fullStr | Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling John Taylor Gatto |
| title_full_unstemmed | Weapons of mass instruction a schoolteacher's journey through the dark world of compulsory schooling John Taylor Gatto |
| title_short | Weapons of mass instruction |
| title_sort | weapons of mass instruction a schoolteacher s journey through the dark world of compulsory schooling |
| title_sub | a schoolteacher's journey through the dark world of compulsory schooling |
| topic | Education, Compulsory / United States Educational sociology / United States Education / Aims and objectives / United States Education / Philosophy Scolarité obligatoire - États-Unis Sociologie de l'éducation - États-Unis Éducation - Philosophie Éducation - États-Unis - Finalités Erziehung Philosophie Education Aims and objectives United States Education Philosophy Education, Compulsory United States Educational sociology United States Schulkritik (DE-588)4180170-2 gnd |
| topic_facet | Education, Compulsory / United States Educational sociology / United States Education / Aims and objectives / United States Education / Philosophy Scolarité obligatoire - États-Unis Sociologie de l'éducation - États-Unis Éducation - Philosophie Éducation - États-Unis - Finalités Erziehung Philosophie Education Aims and objectives United States Education Philosophy Education, Compulsory United States Educational sociology United States Schulkritik USA |
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