Much scarier than the idea that the education is failing, is the idea that it's succeeding, but succeeding at the meager role that our society has assigned it.
The real struggle is not between East and West, or capitalism and communism, but between education and propaganda.
Mass education was designed to turn independent farmers into docile, passive tools of production. That was its primary purpose. And don't think people didn't know it. They knew it and they fought against it. There was a lot of resistance to mass education for exactly that reason. It was also understood by the elites. Emerson once said something about how we're educating them to keep them from our throats. If you don't educate them, what we call "education," they're going to take control - "they" being what Alexander Hamilton called the "great beast," namely the people. The anti-democratic thrust of opinion in what are called democratic societies is really ferocious. And for good reason. Because the freer the society gets, the more dangerous the great beast becomes and the more you have to be careful to cage it somehow.
Education must provide the opportunities for self-fulfillment; it can at best provide a rich and challenging environment for the individual to explore, in his own way.
The only thing more mind blowing than the scam itself is that we all sit around and don't seem to care as these people eat our young alive. In fact, they worship these institutions. It's their "alma mater," after all, it's like family, isn't it? Some even DONATE to them!
Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Health, learning, dignity, independence, and creative endeavor are defined as little more than the performance of the institutions which claim to serve these ends, and their improvement is made to depend on allocating more resources to the management of hospitals, schools, and other agencies in question."Deschooling Society"
A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by a natural tendency to one over the body."On Liberty" (1859)
At this point we find ourselves confronted by a very disquieting question: Do we really wish to act upon our knowledge? Does a majority of the population think it worth while to take a good deal of trouble, in order to halt and, if possible, reverse the current drift toward totalitarian control of everything?
In the United States and America is the prophetic image of the rest of the urban-industrial world as it will be a few years from now -- recent public opinion polls have revealed that an actual majority of young people in their teens, the voters of tomorrow, have no faith in democratic institutions, see no objection to the censorship of unpopular ideas, do not believe that government of the people by the people is possible and would be perfectly content, if they can continue to live in the style to which the boom has accustomed them, to be ruled, from above, by an oligarchy of assorted experts. That so many of the well-fed young television-watchers in the world's most powerful democracy should be so completely indifferent to the idea of self-government, so blankly uninterested in freedom of thought and the right to dissent, is distressing, but not too surprising.
"Free as a bird," we say, and envy the winged creatures for their power of unrestricted movement in all the three dimensions. But, alas, we forget the dodo. Any bird that has learned how to grub up a good living without being compelled to use its wings will soon renounce the privilege of flight and remain forever grounded. Something analogous is true of human beings. If the bread is supplied regularly and copiously three times a day, many of them will be perfectly content to live by bread alone -- or at least by bread and circuses alone.
Considering how little they knew and how poorly they were equipped, the Grand Inquisitors of earlier times did remarkably well. But their successors, the well-informed, thoroughly scientific dictators of the future will undoubtedly be able to do a great deal better. The Grand Inquisitor reproaches Christ with having called upon men to be free and tells Him that "we have corrected Thy work and founded it upon miracle, mystery and authority."
But miracle, mystery and authority are not enough to guarantee the indefinite survival of a dictatorship. In my fable of Brave New World, the dictators had added science to the list and thus were able to enforce their authority by manipulating the bodies of embryos, the reflexes of infants and the minds of children and adults. And, instead of merely talking about miracles and hinting symbolically at mysteries, they were able, by means of drugs, to give their subjects the direct experience of mysteries and miracles -- to transform mere faith into ecstatic knowledge.
The older dictators fell because they could never supply their subjects with enough bread, enough circuses, enough miracles and mysteries. Nor did they possess a really effective system of mind-manipulation. In the past, free-thinkers and revolutionaries were often the products of the most piously orthodox education. This is not surprising. The methods employed by orthodox educators were and still are extremely inefficient. Under a scientific dictator education will really work -- with the result that most men and women will grow up to love their servitude and will never dream of revolution. There seems to be no good reason why a thoroughly scientific dictatorship should ever be overthrown.
Meanwhile there is still some freedom left in the world. Many young people, it is true, do not seem to value freedom. But some of us still believe that, without freedom, human beings cannot become fully human and that freedom is therefore supremely valuable. Perhaps the forces that now menace freedom are too strong to be resisted for very long. It is still our duty to do whatever we can to resist them.
I'm a professor of 30 years in a STEM field. I'm sorry Diana, but Paglia is right. The liberal arts died long ago, and now their death has come full circle and is public policy. Administrators in universities are the very failed illiberal students of 20 years ago. As a result, these administrators (ie they who sign the checks) make decisions which now lay waste even to the sciences. Since universities are businesses and want to attract as many students as possible, the pressure is always to lower standards and appease the customers (witness Mizzou). And since these administrators have been well equipped with all the mental machinery to justify devaluing education (witness Iowa), we're on a downward spiral. What makes your challenge to the youth impotent is that the pressures against liberal thought are coming from many disparate directions. A young mind might hear your message, but at the same time hears, but I have to get a job, I need to survive in this world. We are at the end of an era, but what comes next is darkness.
But when they plunder from these miners, these children, my fellow citizens, countrymen, thrown out on the highways and mother insulted — do you think that they will be good citizens when they grow up? I don't. The revenge and resentment will be buried there if they grow into manhood, it will develop, they will kill, they will murder to get even with those who robbed them. I want you to stop that. I don't want it to go on. Your Governor may, but I don't. I want the children to have the best of influence, I want the children to have good schooling, I want women to know nothing but what is good, I want to leave to this nation a nobler manhood and greater womanhood. Can I do it? No, I can't, boys, with the administration you have got, I can't do it.
I can do it if you men and women will stand together, find out the seat of the disease and pull it up by the roots.
Take possession of that state house, that ground is yours. (Someone interrupted, and the speaker said "Shut your mouth.")
You built that state house, didn't you? You pay the public officials, don't you? You paid for that ground, didn't you? (Cries of: "Yes," "yes.")
Then, who does it belong to? Then why did the militia chase you off? You have been hypnotized. The trouble has been that they wanted the slave system to continue. They have had a glass for you and your wives and children to look into. They have you hypnotized.
The aim of totalitarian education has never been to instill convictions but to destroy the capacity to form any.
True words aren't charming, Charming words aren't true. People who know aren't learned, Learned people don't know.
I think the university should tolerate a large diversity of opinion, which it does not. I think there is a severe failure - the failure is one of honesty, in my opinion. That is, I don't believe that scholarship within the university attempts to come to grips with the real structure of the society. I think it is under such narrow ideological controls that it avoids any concern or investigation of central issues in our society. And this is not merely a matter of opinion; I think this is easily demonstrable.
We have to abandon the idea that schooling is something restricted to youth. How can it be, in a world where half the things a man knows at 20 are no longer true at 40 - and half the things he knows at 40 hadn't been discovered when he was 20?
[..] being a weirdo with eccentricities and preferences wasn’t something that demanded medication and diagnosis and labels and highly precise rules for what’s normal and what’s not. You could be awkward. It wasn’t a big deal.
Now, that is no longer true. People are keeping score starting at five years old, boxing kids into limited futures of medication and unrelenting demands for strict behavioral protocols.
So, what changed? The schools. The doctors. The kids didn’t change. The adults did. The trend was to demand more from children, and thus force them into tighter constraints in adulthood. The trend was to try and force a society to do more with less, and to weed out the weak.
Kids have to do homework in kindergarten, and that is bullshit. They shouldn’t have homework until middle school, really. They should just be kids. They shouldn’t have anxiety about grades when they’re little. They should be permitted to exist as tiny little humans, getting a first look at a gigantic world. Up until age ten, they should just be exposed to what it means to be a person.
Education is the process of casting false pearls before real swine.
I guess I should add my own story - when I was in high school, this army recruiter gave a talk to our class. What follows is a paraphrase of his speech:
"How many of you support the war in Iraq?"
no one raises hand
"What about Hitler? Saddam Hussein is doing the same things Hitler did to his own people. So If you oppose the war in Iraq, you support Hitler!"
None of us quite had the nerve to speak up about it, but if you listened closely, you could hear the sound of a thousand little bullshit detectors going off.
Once it sinks in how fucked we are, we need to examine why. Why is because we have some faulty thinking. Why do we have faulty thinking? Garbage in, garbage out. Figure out what the garbage is and who's shoveling it in your trough. First clue, follow the money.
Don't let school interfere with your education.
Education is the point at which we decide whether we love the world enough to assume responsibility for it, and by the same token save it from that ruin which except for renewal, except for the coming of the new and the young, would be inevitable. And education, too, is where we decide whether we love our children enough not to expel them from our world and leave them to their own devices, nor to strike from their hands their chance of undertaking something new, something unforeseen by us, but to prepare them in advance for the task of renewing a common world.