We need less school, not more
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Main Notes
- The author argues against increasing formal schooling, proposing instead that we need less school
- Schools are described as networks, not communities, which drain vitality from families and communities
- Networks provide mechanical solutions to human problems, whereas organic processes are required for lasting solutions
- The author distinguishes between communities (which have natural limits and promote wholeness) and networks (which fragment humanity)
- Institutions, including schools, are criticized for their focus on survival and growth rather than their stated missions
- The purpose of mass schooling is questioned, given that basic skills can be taught in a fraction of the time schools take
- The author argues that schools create competition, envy, and a belief in magic, contradicting what we know about motivation
- The text criticizes the definition of education as primarily an economic good
- The author uses the example of the Cathedral of Rheims to illustrate what true community can achieve
- The text argues that schools separate parents and children, stifling family originality
- The author proposes that education should make individuals unique, not conformists
- Mass education is criticized for being based on a theory of social engineering that assumes one right way to grow up
- The text argues that mass schooling damages children and is expensive, unlike true education
- The author cites Bertrand Russell's critique of mass schooling in the United States as anti-democratic
- The problem of American national unity is discussed as a driver for compulsory schooling
- The author suggests rebuilding families and communities as an alternative to institutional schooling
- The text proposes decertifying teaching and privatizing education as potential solutions
Cue Column
- Why does the author argue for less school?
- How do networks differ from communities?
- What are the negative effects of networks on human relationships?
- How do institutions prioritize their goals?
- What is the author's critique of the purpose of mass schooling?
- How does school culture contradict what we know about motivation?
- Why does the author criticize defining education as an economic good?
- What does the Cathedral of Rheims represent in the author's argument?
- How do schools affect family relationships?
- What should be the true purpose of education according to the author?
- How does mass education conflict with democratic principles?
- What was Bertrand Russell's critique of American mass schooling?
- How is the problem of national unity related to compulsory schooling?
- What alternatives does the author suggest to institutional schooling?
- What radical changes to the education system does the author propose?
Summary
This chapter presents a strong critique of the American education system, particularly focusing on compulsory mass schooling. The author, John Taylor Gatto, argues that we need less school, not more, contrary to popular proposals to extend school hours and years.
Gatto's central argument is that schools function as networks rather than communities, and this fundamental characteristic leads to numerous negative consequences. He contrasts networks, which he sees as fragmenting human experience and relationships, with communities, which he believes promote wholeness and meaningful connections.
The author criticizes institutions, including schools, for prioritizing their own survival and growth over their stated missions. He questions the purpose of mass schooling, arguing that basic skills can be taught in a fraction of the time schools take, and that the current system promotes competition, envy, and a misguided belief in external rewards.
Gatto challenges the notion of education as primarily an economic good, arguing that this perspective ignores the more important aspects of human development and societal well-being. He uses historical examples, such as the building of the Cathedral of Rheims, to illustrate what true community can achieve, contrasting this with the artificial and often harmful environment of schools.
The text presents a vision of education that promotes individuality, creativity, and the development of personal values, rather than conformity and competition. Gatto argues that mass education is fundamentally flawed and cannot support democratic principles, as its daily practice involves rigged competition, suppression, and intimidation.
Drawing on critiques from thinkers like Bertrand Russell, the author links the development of compulsory schooling to attempts to artificially create national unity in the United States. He suggests that this approach has ultimately betrayed democratic ideals.
In conclusion, Gatto proposes radical changes to the education system, including rebuilding families and communities, decertifying teaching, and privatizing education. He argues for a return to more organic, community-based forms of learning that respect individual differences and promote true democracy.