Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling

By John Taylor Gatto

For individual chapter notes, see the chapters section below.

General Notes

Overview of John Taylor Gatto's critique of the modern education system

Gatto draws parallels between institutional control in 'One Flew Over the Cuckoo's Nest' and schools
Schools are succeeding in their intended purpose: creating a docile workforce for corporate capitalism
The perception of failing schools perpetuates a cycle of reform and increased spending
Gatto argues that the education system intentionally produces 'dumb' adults to meet corporate needs
There's a growing movement of homeschoolers and alternative education seekers

Gatto's explanation of the hidden curriculum in compulsory schooling

Gatto identifies seven 'lessons' taught in schools: confusion, class position, indifference, emotional dependency, intellectual dependency, provisional self-esteem, and constant surveillance
These lessons are more fundamental to the schooling experience than any official curriculum
Schools were designed to maintain social control and create a compliant workforce
Gatto contrasts modern schooling with earlier forms of education that produced more independent individuals
He proposes a return to diverse, community-based forms of education

Gatto's critique of the institutional nature of schooling

Schools are described as 'psychopathic' - without conscience
Compulsory schooling faces significant resistance and may have decreased literacy rates
Homeschooled children often show advanced thinking abilities
Schools were designed for scientific management of mass populations
The system of age-graded classrooms and rigid schedules is criticized as 'anti-life'
Gatto calls for a national debate on education reform and rethinking fundamental premises of schooling

Gatto's personal experiences and their influence on his teaching philosophy

Gatto's childhood in Monongahela shaped his views on natural learning and community involvement
He critiques the modern education system compared to natural, experiential learning
The story of Milagros illustrates the importance of recognizing individual student potential
Gatto emphasizes the value of teacher-student relationships and belief in students' abilities
He advocates for practical skills, hands-on learning, and community involvement in education

Gatto's argument against increasing formal schooling

Schools are networks, not communities, draining vitality from families and communities
The purpose of mass schooling is questioned, given that basic skills can be taught quickly
Schools create competition and envy, contradicting what we know about motivation
Mass education is criticized for being based on a theory of social engineering
Gatto proposes rebuilding families and communities as alternatives to institutional schooling

Gatto's proposal for an alternative approach to education based on historical models

Criticizes current scientific school establishment plans for further centralization
Introduces the Congregational principle from Colonial New England as an alternative approach
Argues for local control, individuality, and community-based decision-making in education
Criticizes central planning and national curriculum as stifling local innovation and diversity
Proposes decertification of teaching and a return to community-based education