The Catastrophic Decline Of Public Schooling: 21 Facts About Why Public Schooling Performs So Poorly | #Education

“The historical record indicates that, if anything, the implicit collectivist impulse in standardized testing stands in stark contrast to the basic values of individual genius and responsibility that formed the central core of the founding of the republic itself.”[A][Bold Emphasis added][Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 5.]

“…such tests in the end punish, rather than reward, real ability, with the end result that such tests really measure the ability of an individual to conform to the outlook and interests of the elites composing such tests…”[B][Bold Emphasis added][Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 57.]

BreakawayIndividual.com
Zy Marquiez
February 8, 2020

Every day, its growing more apparent that the current public schooling system isn’t progressing forward with the relentless push for standardized testing we’ve been told would benefit public schooling.

It is no secret that US public schooling keeps plowing down the mountain of mediocrity.

ZeroHedge.com has previously reported that studies found that the United States performed dismally when compared to other developed nations in education.

The Article, “U.S. Kids Keep Getting Dumber; Ranked 31st out of 35 Developed Nations In Math, New Study Reveals” reveals that:

“Our schools no longer teach reading, writing, and arithmetic.  Rather than be taught how to think and problem-solve, children are taught what to think and how to feel.  All these money-making and money-spending schemes tend to sound nice, of course, but they inevitably fall flat.”[1][Bold & Underline Emphasis Added]

If this exacerbating and disturbing issue continues unabated, the US will continue to morph into the mindless technocratic and fascist state that researcher Patrick Wood has warned about in his book Technocracy Rising: The Trojan Horse of Global Transformation.

But it gets better!

The Unites States also ranked 24th in the world in reading literacy and 25th in science.

To illustrate some of the insidious reasons this is taking place, let’s take a gander at what the award winning teacher with over 30 years of experience, the late John Taylor Gatto once stated about this issue a few years back.

In his seminal book, A Different Kind OF Teacher, Gatto outlines 21 facts about schooling that we should all privy to:

1.  There is no relationship between the amounts of money spent on schooling and “good” results as measured by parents of any culture.  This seems to be because education is not a commodity to be purchased but an enlargement of insight, power, understanding and self-control almost completely outside the cash economyEducation is almost overwhelmingly an internally generated effort.  The five American states which usually spend least per capita on schooling are the five which usually have the best test results (although Iowa which is about thirtieth in spending sometimes creeps into the honored circle).

2.  There is no compelling evidence to show a positive relationship between length of schooling and accomplishmentMany countries with short school years outperform those with long ones by a wide margin.

3.  Most relationships between test scores and job performance are illegitimate, arranged in advance by only allowing those testing well access to the work.  Would you hire a newspaper reporter because he had “A”s in English?  Have you ever asked a surgeon what grade he got in meat-cutting?  George F. Kennan, intellectual darling of the Washington elite some while ago and the author of our “containment” policy against the Soviet Union often found his math and science grades in secondary school below sixty, and at Princeton he had many flunks, “D”s and “C”s.  “Sometimes,” he said, “it is the unadjusted student struggling to forge his own standards who develops within himself the thoughtfulness to comprehend.”  Dean Acheson, Harry Truman’s Secretary of State, graduated from Groton with a sixty-eight average…Is there anybody out there who really believes that grades and test scores are the mark of a man?

4.  Training done on the job is invariably cheaper, quicker, and of much higher quality than training done in a school setting.  If you wonder why that should be, you want to start, I think, by understanding that training and education are two different things, one largely residing in the development of good habits, the other in the development of vision and understanding, judgment, and the likeEducation is self training; it calls into its calculations mountains of personal data and experience which are simply unobtainable by any schoolteacher or higher pedagogueThat simple fact is why all the many beautifully precise rules on how to think produce such poor results.

5.  In spite of relentless propaganda on the contrary, the American economy is tending strongly to require less knowledge and less intellectually ability of its employees, not more.  Scientists and mathematicians currently exists in numbers far exceeding any global demand for them or any national demand, and that condition should grow much worse over the next decade, thanks to the hype of pedagogues and politicians. Schools can be reconstructed to teach children to development intellect, resourcefulness, and independence, but that would lead, in short order, to structural changes in the economy so profound it is not likely to be allowed to happen.

6.  The habits, drills, and routines of government schooling sharply reduce a person’s chances of possessing initiative or creativity.  Furthermore, the mechanism of why this is so hard has been well understood for centuries.

7.  Teachers are paid as specialists but they almost never have any real world experience in their specialties; indeed the low quality of their training has been a scandal for eighty years.

8.  A substantial amount of testimony exists from highly regarded scientists like Richard Feynman, the recently deceased Nobel laureate, or Albert Einstein, and many others, that scientific discovery is negatively related to the procedures of school science classes.

9.  According to research published by Christopher Jencks, the famous sociologist, and others as well, the quality of school which any students attend is a very bad predictor of later success, financial, social, or emotional.  On the other hand the quality of family life is very good predictor.  That would seem to indicate a natural family policy directly spending on the home, not the school.

10.  Children learn fastest and easiest when very young; general intelligence has probably developed as far as it will by the age of four.  Children are quite capable of reading and enjoying difficult material by that age, and also capable of performing all the mathematical operations skillfully and with pleasureWhether kids should do these things or not is a matter of philosophy or cultural tradition, not a course dictated by any scientific knowledge.

11.  There is a direct relationship between heavy doses of teaching and detachment from reality with subsequent flights into fantasyMany students so oppressed lose their links with past and present, present, and future.  And the bond with “now” is substantially weakened.

12.  Unknown to the public, virtually all famous remedial programs have failedPrograms like Title I/Chapter I survive by the goodwill of political allies, not by results.

13.  There is no credible evidence that racial mixing has any positive effect on student performance, but a large body of suggestive data is emerging that confining one group of children with children of a dominant culture does harm to the smaller group.

14.  Forced busing has accelerated the disintegration of minority neighborhoods without any visible academic benefits as trade off.

15.  There is no reason not to believe that any existing education technology can significantly improve intellectual performance; on the contrary, to the extent that machines establish the goals and work schedules, ask the questions and monitor the performances, the already catastrophic passivity and indifference created by schooling only increases.

16.  There is no body of knowledge inaccessible to a motivated elementary student.  The sequences of development we use are hardly the product of “science” but instead are legacies of unstable men like Pestalozzi and Froebel, and the military governments from which we imported them.

17.  Delinquent behavior is a direct reaction to the structure of schooling.  It is much worse than the press has reported because all urban school districts conspire to suppress its prevalence.  Teachers who insist on justice on behalf of pupils and parents are the most frequently intimidated into silence.

18.  The rituals of schooling remove flexibility from the mind – that characteristic vital in adjusting to different situations.  Schools strive for uniformity in a world increasingly less uniform.

19.  Teacher-training courses are widely held in contempt by practicing teachers as well as by the general public because research has consistently failed to provide guidance to best practice.

20.  Schools create and maintain a caste system, separating children according to irrelevant parameters. Poor, working class, middle class and upper middle class kids are constantly made aware of alleged differences among themselves by the use of methods not called for by the task at hand.

21. Efforts to draw a child out of his culture or his social class has an immediate effect on his family relationships, friendships, and the stability of his self-image.[2][Bold & Underline Emphasis Added].

How can such dismal results be rectified?

In respect to this glaring issue, Gatto has not only spoken at length about creating a whole new education system, but has also spoken cogently when he suggests that:

“The only way I can see after spending thirty-five years in and around the institution is to put full choice squarely back into the hands of parents, let the marketplace redefine schooling, and encourage the development of as many styles of schooling as there are human dreamsLet people, not bureaucrats, work out their own destinies.  That’s what made us a great country in the first place.”[3][Bold & Italic Emphasis Added]

Those reasons and more is why it’s imperative that individuals take full control of our destinies and education as individuals.  For if we do not, others certainly will, and the results are not exactly encouraging to say the least. 

The less individuals respect and appreciate true education and historical tradition, the more they shackle themselves to the comptrollers seeking control via a top-down technocratic society.  And if one were to seek total control of a society, vanquishing any semblance of education would be priority number one.

And as Gatto states, that’s exactly what they want.

The truth is that:

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[3] [Bold Emphasis]

To finalize, Gatto will be quoted at length, because he does a fantastic job at outlining what individuals can do:

Reject the insane claims that technological progress is human progress, that human destiny and machine improvement are wrapped up together in some way.  They are not.  The spirit of machinery seeks to infect living things and make them like machinery, too – that is, at the bottom of the cynical global system of industrial development.  Better to be John Henry than the steam hammer…Live free or you won’t really be alive at all.  That, I can guarantee, really matters.”[4][Bold Emphasis added]

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Sources And References

[A] Dr. Joseph P. Farrell and Gary Lawrence, Rotten to the (Common) Core, pg. 5.
[B] Ibid., Pg. 57.
[1] John Taylor Gatto, A Different Kind Of Teacher, pg. 111-115.
[2] Ibid., pg. 115.
[3] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 21.
[4] John Taylor Gatto, A Different Kind Of Teacher, pg. 211.

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If you find value in this information, please share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com
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Suggested Reading & Viewing:

Logical Fallacies Employed In Every Day Life
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Socratic Logic V 3.1 by Peter Kreeft PhD
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
Mindset Musings#1: Venturing Outside Of Comfort Zones
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
Lesson’s From Orwell’s 1984
Against Public Schooling – How Public Education Cripples Our Kids By John Taylor Gatto
Social Engineering 101
The Tavistock Institute – Social Engineering The Masses By Daniel Estulin
The Emergence Of Orwellian Newspeak & The Death Of Free Speech
What Is An Elite Curriculum?
A Mind Of Your Own – The Truth About Depression by Dr. Kelly Brogan
Social Engineering 101
Drilling Through The Core by Sandra Stotski & Contributors
What Is An Elite Curriculum?
Invisible Influence by Kevin Hogan

#Quote Of The Day – #Collectivism | #Individuality | #Conformity

“Collectivism holds that the individual has no rights, that his life and work belong to the group (to the ‘society,’ to the tribe, the state, the nation) and that the group may sacrifice him at its own whim to its own interests.”
– Ayn Rand

#Book Review: Brave New World & Brave New World Revisited By Aldous Huxley | #SmartReads

“It is rather alarming to find that only twenty-seven years [after writing Brave New World] quite a number of those forecasts have already come true, and come true with vengeance…Some of them were foreseen, and I think some of them I didn’t have the imagination to foresee, but I t think there is a whole armory at the disposal of potential dictators at the moment.”
– Aldous Huxley [1958]


BreakawayIndividual.com
Zy Marquiez
April 10, 2019

Known for being one of the most influential dystopian authors of all time, Aldous Huxley, who was a jack of all trades, created his magnum opus, Brave New World in 1931.  Nigh nine decades later, many of Huxley’s ominous and scholarly insights are manifesting right before our eyes.  For these reasons, Brave New World should be read through rather carefully, for it serves as a severe warning not only about what might be coming, but what is already here.

This particular fusion of Brave New World and Brave New World Revisited by Aldous Huxley is truly as fascinating as it is disturbing in scope.  The former offers his vision of what a dystopian world might be like, while the latter offers a trenchant examination of Brave New World.

While some may call some of Huxley’s ideas ‘prophetic’ in a sense, it’s more of a logical deduction given the available information that there was at a time.  If one has a reasonable amount of quality information, one surely would be able to postulate a reasonable result given humanity’s penchant for falling for propaganda in droves historically.  After all, most nations throughout history did not operate under true freedom.  What’s more, many ‘modern’ nations already implement many of the disturbing trends written about in this sobering and disturbing book.

Brave New World has been compared to Orwell’s 1984 due to the engineered control grid – each of which carries different methods – and with good reason.  Whilst 1984 is ruled with an iron fist, Brave New World is ruled with a velvet one.  Endless arguments have ensued in many circles as to which one we are gravitating towards, and it’s definitely intriguing although distressing contemplating such facts.

Huxley does an outstanding job of painting a disturbing portrait within his fictional realm.  The individuals within his society – who are essentially drones – have fallen over themselves for the ‘good of all’ – for the collective.  The book is littered with countless examples of this.

The individual, who is the foundation of society, is thrown aside, by the wayside.

In respect to this troublesome and perniciously pervasive issue, which is seen more and more nowadays, Huxley noted the following words:

“Brave New World presents a fanciful and somewhat ribald picture of a society, in which the attempt to recreate human beings in the likeness of terminates has been pushed almost to the limits of the possible.  That we are being propelled in the direction of Brave New World is obvious.  But no less obvious is the fact that we can, if we so desire, refuse to co-operate with the blind forces that are compelling us.  As Mr. William Whyte has shown in his remarkable book, The Organization Man, a new Social Ethic is replacing our traditional ethical system – the system in which the individual is primary.  The key words in this Social Ethic are “adjustment,” “adaptation,” “socially oriented behavior,” “belongingness,” “acquisition of social skills,” “team work,” “group living,” “group loyalty,” “group dynamics,” “group thinking,” “group creativity.”  Its basic assumption is that the social whole has greater worth and significant than its individual parts [the individual], that inborn biological differences should be sacrificed to cultural uniformity, that the rights of the collective take precedence over what the eighteenth century called the Rights of Man.”[1][Bold & Underline Emphasis Added]

Furthermore, as Huxley notes, the:

“…ideal man is the man who displays “dynamic conformity” (delicious phrase!) and an intense loyalty to the group, an unflagging desire to subordinate himself, to belong.”[2][Bold Emphasis Added]

Talk about a conformity crisis!  That’s exactly where society is torpedoing to as we speak.  And it all starts in youth, through the public schooling system.

This conformity crisis in public schooling has been spoken about at length by John Taylor Gatto in his books, Dumbing Us Down, A Different Kind Of Teacher and Weapons Of Mass Instruction.

In Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, Gatto mentions the following explosive remarks:

Mass education cannot work to produce a fair society because its daily practice is practice in rigged competition, suppression and intimidation.  The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks.  Official favor, grades, and other trinkets of subordination have no connection with education; they are the paraphernalia of servitude, not of freedom.”[3][Bold Emphasis Added]

Schools are intended to produce, through the application of formulas, formulaic human beings whose behavior can be predicted and controlled.”[4][Bold Emphasis Added]

“…schools and schooling are increasingly irrelevant to the great enterprises of the planet.  No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes.  The truth is that schools don’t really teach anything except how to obey orders.”[5] [Bold Emphasis]

Gatto minces no words.  If you wish to see what is happening, right from the start via the public indoctrination system, READ John Taylor Gatto’s work.  It is HIGHLY recommended.

Returning to Huxley, the latter part of Brave New World & Brave New World Revisited also features Huxley’s letter to Orwell.  Additionally, and arguably more importantly, the second book, Brave New World Revisited is absolutely mind bending.

Brave New World Revisited includes intriguing information at length that offers a plethora of added substance for the reader to familiarize themselves with some of the deeper niches of everything Brave New World stands for.  It is essentially a variety of different essays on many of the most disturbing components and trends featured in Brave New World, which society is currently following.

Topics which are discussed include conformity, the collectivization of society, the attack on individuals, brainwashing, propaganda, social engineering, distractions within society, chemical persuasion, possible solutions and much more.  Brave New World Revisited encompasses nigh 100 pages of additional information that should be essentially mandatory in education.

It would be interesting to see what Huxley would have thought about the amount of social engineering that is currently taking place on a mass scale in society today.  There are so many angles to this, that one could write many essays and analyze it in a myriad of ways.  Many have, and rightly so.

With the recipes featured in Orwell and Huxley’s books, the system seems to be changing day by day, and not for the better.  Propaganda, entrainment technology, social engineering, overmedication of the population, and more, are all being used to maliciously mold society to become not only uniform, but obedient to boot.

Incisive individuals who value freedom and have inquiring minds should not only make this part of their library, but should prepare for what’s already here and much of what’s coming soon.

Couple Brave New World with 1984, and you have the recipe of what the world is beginning to look like, which is a merger of those two ideals.  And that’s a very, very disturbing proposition.

Be warned.

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Sources:

[1] Aldous Huxley, Brave New World & Brave New World Revisited, p. 257.
[2] Ibid., p. 257.
[3] John Taylor Gatto, Dumbing Us Down – The Hidden Curriculum Of Compulsory Schooling, pg. 69.
[4] Ibid., p. 23.
[5] Ibid., p. 21.

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Suggested Reading & Viewing:

The Catastrophic Decline Of Public Schooling: 21 Facts About Why Public Schooling Performs So Poorly
Piercing Perspectives #3: The Divide & Conquer Left Right Paradigm
Logical Fallacies Employed In Every Day Life
13 Great Reasons To Study Logic
How A Generation Lost Its Culture – by Professor Patrick Deneen
How Our Public Schooling Cripples Our Kids By John Taylor Gatto
The Seven Lesson School Teacher
A Different Kind Of Teacher by John Taylor Gatto
Socratic Logic by Peter Kreeft Ph.D.
Philosophy 101 by Peter Kreeft Ph.D.
What Is Education?  The Elite Curriculum – John Taylor Gatto
How To Read A Book by Mortimer J. Adler and Charles Van Doren
Social Engineering 101
Weapons Of Mass Instruction by John Taylor Gatto
The True Purpose Of Modern Schooling
Getting Things Done by David Allen
Open-Source Method: Genius Education – Examples | John Taylor Gatto
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Miriam Joseph Ph.D.
Dumbing Us Down by John Taylor Gatto
A Rulebook For Arguments by Anthony Weston
A Workbook For Arguments by David R. Morrow & Anthony Wesson
7 Phenomenal Books For Homeschooling, Self-Directed Learners & Autodidacts
Drilling Through The Core – Why Common Core Is Bad For American Education by Sandra Stotsky & Contributors
Rotten To The Common Core by Dr. Joseph P. Farrell & Gary Lawrence
The Secret History Of Western Education – Charlotte Iserbyt [Documentary]
The Vanishing American Adult by Ben Sasse

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If you find value in this information, feel free to share it.  This article is free and open source.  All individuals have permission to republish this article under a Creative Commons license with attribution to Zy Marquiez and  BreakawayIndividual.com

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About The Author:

Zy Marquiez is an avid book reviewer, inquirer, an open-minded skeptic, yogi, and freelance writer who aims at empowering individuals while also studying and regularly mirroring subjects like Consciousness, Education, Creativity, The Individual, Ancient History & Ancient Civilizations, Forbidden Archaeology, Big Pharma, Alternative Health, Space, Geoengineering, Social Engineering, Propaganda, and much more.