What Is The Difference Between Education & Public Schooling? | #Education

Zy Marquiez
February 13, 2020

Throughout many reviews in this blog along with some articles discussing some of the reasons public schooling is to be seen in an askance manner, I have made it a point to write ‘public schooling’ when I mean ‘public schooling’, and education when I mean education.  While both of these might seem at first blush to mean the same thing, they do not.  Not even close.

To better understand the disparity between schooling and education, there’s no better author that homes-in on this incisive issue than the late John Taylor Gatto.  The award winning Gatto spent over 3 decades within the public schooling system, up until the point that he chose to leave after continuously seeing the damage public schooling was doing to the children.  To that end, Gatto has spoken out at length about how the public schooling system is dumbing society down with no end in sight.

This dumbing down has been brought about in part by the belief that public schooling and education are the same thing as is traditionally taught, but unfortunately, they are not.  In Weapons Of Mass Instruction, Gatto expounds upon the significant difference between what public schooling and education truly are.  Gatto incisively states:

“In hunting for the difference between school and education, consider these layers: Schooling is organized by command and control from without; education is self-organized from within; school disconnects its clientele from other primary sources of learning.  It must do that to achieve administrative efficiency; education sets out to provide a set of bountiful connection which are random, willful, promiscuous, even disharmonious with one  another – understanding that the learning of resourcefulness, self-sufficiency, and invention will inevitably involve surprising blends of things, things impossible to predict or anticipate in advance.

In education the student is awakened to the critical role natural feedback loops play in becoming independent.  Feedback loops attended to closely – not circumscribed by rules – create customized circuits of self-correction rather than a slavish need to follow the generalized direction of others.  But schooling is bound on the other hand to emphasize rules made by othersIt’s impossible even to imagine a school that could allow free will deviation from its programmers, except to the most trivial degree.

Education is never committed to subject knowledge, it always tends to regard life in the rich contexts.”[1][Bold & Underline Emphasis Added].

In life, everything is context.  Learning one subject matter without coupling it to all others is tantamount to a cook only having one ingredient and believing they can do a full course meal without learning how to use all the ingredients the meal requires in the same dish.  Just because someone can put one ingredient in a pot doesn’t mean that person can make a full meal any more than learning one subject without learning how to integrate it into all others makes one educated. This deliberately duplicitous sleight-of-hand which removed traditional education over a century ago and switched it with what is now known as public schooling is designed to remove how to grasp the full scope of subject matter from the wider tapestry that life provides, thus decoupling how things integrate into each other in everyday life.


“Subject-learning is what schools because their intention is to create clerks, and specialists, who themselves are merely a fancy form of clerk.  But over and over again in the sciences and elsewhere we’ve come to understand that cross-fertilization, mixing the academic disciplines (and more) is the powerful driver of scientific advanceJohn Kanzius, a name referred to in an earlier chapter, was able to invent a new tool against cancer tumours precisely because he wasn’t a specialist in cancer research or even a college graduate.”[2][Bold & Underline Emphasis Added]

The above prominent example is merely one of the myriad possibilities that can take place by not operating within such a restrictive paradigm as public schooling offers.

Gatto continues mincing no words:

The components of education are so diverse they establish a permanent internal state of dialectical argumentCertainty is never achieved in the educated mind…it works constantly to create replacements for what “everyone knows to be true.

On the other hand, memorynot synthesis or argumentis the dominant element in schooling.  Because of that impediment, “A” students are robbed test by test of their ability to think for themselves and to listen to the cues of their feedback circuits.”[3]

It doesn’t get any more cut and dry.

Now homing in on other additional destructive effects of schooling, Gatto states:

“Year after year, the International Happiness Survey reports only three condition necessary to judge your own life a happy one: (1) good relationships (2) good health (3) satisfying work.  But school, as I showed you earlier, sets up conditions in which bad health is difficult to escape, relationships are given no time or space to grow in and segregation of similar backgrounds in so-called “tracking schemes makes it nearly certain that class prejudice will flourish (putting the possibility of relationships with those different from oneself out of reach for students so tracked).  And the work imposed in schooling virtually never is directed to answering the compelling questions of youth.”[4]

According to Gatto, public schooling, as its currently being taught, is done in such a manner to be antithetical to health, happiness and relationships.  Is it any wonder that the current state of society echoes the effects of these very circumstances to a tee?

That is why true education is paramount, for not only does it leads to an individual to be able to learn and integrate everything that comes their way as the need arises, but do so in seamless fashion, not remaining static ever, but remaining fluid, mirroring the very fluidity of life; mirroring the ebb and flow of obstacle and lesson that life provides day in and day out.

Life lessons that make all the difference in the world.

Life lessons that lead to continuous education.

Life lessons that lead to growth.

And growth that leads to more life lessons.  All of which integrate in a never-ending loop of education that allows individuals to grow boundlessly, which is exactly why it is true education is prevented in the first place.

True education learns that life is seamlessly interconnected, just like every step an individual takes.

But no matter how many steps an individual take, if that individual doesn’t see how all of the different aspects of life are all connected, then they’ll never be able to see the wider overarching picture, which is something many people struggle with.

The only way around that problem is seeking true education in your own time by becoming a self-directed learner and beginning with the core concepts that have been removed from public schooling featured in the Trivium, which includes Logic, Grammar and Rhetoric.

And once you begin learning on your own and begin dot-connecting at your own pace, you will start to wonder, if Logic, Grammar and Rhetoric, along with the Quadrivium, were essentially removed from public schooling, what other things have been removed from our education?

[1] John Taylor Gatto, Weapons Of Mass Instruction, p. 177.
[2] Ibid., p. 177.
[3] Ibid., p. 178.
[4] Ibid., p. 178.

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


Suggested Reading & Viewing:

Are You Living Your Dreams?
How TV Robs You Of Your Life
How A Generation Lost Its Common Culture
Philosophy 101 by Socrates – An Introduction To Phylosophy Via Plato’s Apology By Peter Kreeft Ph.D.
How To Read A Book by Mortimer J. Adler & Charles Van Doren
Logical Fallacies Employed In Every Day Life
The Imaginative Argument – A Practical Manifesto For Writers By Frank L. Cioffi
The Minds Of Men [Documentary] | Social Engineering & Mind Control
Manipulation Of Media Messages & Astroturf by Sharyl Attkisson
Mainstream Media Control
Socratic Logic V 3.1 by Peter Kreeft PhD
The Trivium – The Liberal Arts Of Logic, Grammar & Rhetoric by Sister Mary Joseph Ph.D.
Why Read The Classics?
Getting Things done by David Allen
Dumbing Us Down by John Taylor Gatto
The Catastrophic Decline of Public Schooling: 21 Facts Why School Performs Poorly
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
Sherlock Holmes by Arthur Conan Doyle
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

The True Purpose Of Modern Public Schooling

Zy Marquiez
March 27, 2019

There are individuals out there that whittle facing the storm, and there are those who challenge the storm.  John Taylor Gatto is one of the latter.

John Taylor Gatto is the former NY City and NY State Teacher of the year [1991], where he inspired his students to achieve some amazing results through his nontraditional methods of instruction.

Not only has Gatto been relentless in detailing many of the inherent issues within the public school system for quite some time now, but he’s had the courage to take it a step further and detail that all of the issues within public schooling are not mistakes, it is done by design.

To illustrate this, an excerpt of John Taylor Gatto’s Weapons Of Mass Instruction will follow below.

Within Weapons Of Mass Instruction, John Taylor Gatto breaks down Alexander Inglis’s book Principles of Secondary Education, which:

“..makes it perfectly clear that compulsory schooling on this continent was intended to be just what it had been for Prussia in the 1820s: a fifth column into the burgeoning democratic movement that threatened to give the peasants and the proletarians a voice at the bargaining table.  Divide children by subject, by age-grading, by constant rankings on tests, and by many other more subtle means, and it was unlikely that the ignorant mass of mankind, separated in childhood, would ever re-integrated into a dangerous whole.”[xviii][Bold Emphasis Added]

Furthermore, as author notes that Inglis, who has an honor lecture in education named for him in Harvard, breaks down the natural purpose of schooling into 6 basic functions,” which are as follows:

1.  The adjective or adaptive function.  Schools are to establish fixed habits of reaction to authority…It is also pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflexive obedience until you know whether you can make kids learn, and do, foolish and boring things.

2.  The integrating function.  This might well be called the conformity function,” because its intention is to make children as alike as possiblePeople who conform are predictable, and this is of great use to those who wish to harness and manipulate a larger labor force.

3.  The diagnostic and directive function.  School is meant to determine each student’s proper role in society.

4.  The differentiating function.  Once the social role has been “diagnosed,” children are to be sorted by role and trained only so far as their destination in the social machine merits – and not one step further.  So much for making kids their personal best.

5.  The selective function.  This refers not to human choice at all but to Darwin’s theory of natural selection as applied to what he called “the favored races…Schools are meant to tag the unfit – with poor grades, remedial placement, and other punishments – clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes.  That’s what all those little humiliations from first grade onward were intended to do: wash the dirt down the drain.

6.  The propaedeutic function.  The societal system implied by these rules will require an elite group of caretakers.  To that end, a small fraction of the kids will be quietly taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor.” [xviii-xix][Bold Emphasis Added]

And just in case some wonder that Inglis was alone in these thoughts, he was not.  Horace Mann, James Bryant Conant, George Peabody, and many others shared the same sentiments.

What witness above is nothing more than the employment of Social Engineering from the bottom up, at a national scale, beginning with the most malleable minds in the land – those of children.  It doesn’t get any more cut and dry.

John Taylor Gatto is one of the few individuals out there whose wisdom seeps into all societal strata.  His words should be heeded, because the issue is only exacerbating year after year.

In life, an individual can choose to write their own script, or be part of someone else’s.

As we can gather, if those in control of the system carry out their plans of mass conformity and control, children, an all future generations, will never write their own authentic scripts unless they breakaway from those proverbial shackles.

Education, true classical education, and not the facsimile society is being sold, is the only way out.  Everything else is merely a parody, and by public schooling’s repeated failures this is shown to be true.

Sources & References:

[1] John Taylor Gatto’s Weapons Of Mass Instruction, pp. xviii
[2] Ibid., pp. xviii-xix.


Suggested Reading & Watching:

Logical Fallacies Employed In Every Day Life
13 Great Reasons To Study Logic
How A Generation Lost Its Culture – by Professor Patrick Deneen
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
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.
A Rulebook For Arguments by Anthony Weston
A Workbook For Arguments by David R. Morrow & Anthony Wesson
Drilling Through The Core – Why Common Core Is Bad For American Education by Sandra Stotsky & Contributors

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

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.