By John Taylor Gatto
With over 70,000 copies of the 1st version in print, this radical treatise on public schooling has been a brand new Society Publishers’ bestseller for 10 years! Thirty years in manhattan City’s public faculties led John Gatto to the unhappy end that obligatory education does little yet educate teens to stick to orders like cogs in an business laptop. This moment variation describes the popular impression of the publication and Gatto’s "guerrilla teaching."
John Gatto has been a instructor for 30 years and is a recipient of the recent York kingdom instructor of the 12 months award. His different titles comprise A diverse form of Teacher (Berkeley Hills Books, 2001) and The Underground historical past of yankee Education (Oxford Village Press, 2000).
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Additional resources for Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (10th Anniversary Edition)
The license I have certifies that I am an instructor of English language and English literature, but that isn’t what I do at all. I don’t teach English; I teach school — and I win awards doing it. Teaching means different things in different places, but seven lessons are universally taught from Harlem to Hollywood Hills. They constitute a national curriculum you pay for in more ways than you can imagine, so you might as well know what it is. You are at liberty, of course, to regard these lessons any way you like, but believe me when I say I intend no irony in this presentation.
Nobody in my memory felt confined by Monongahela or dwelled, within my earshot, on the possibility they were missing something important by not being elsewhere. My grandfather was the town printer and had been for a time the publisher of the town newspaper, The Daily Republican — a name that attracted some attention because the town was a stronghold of the Democratic Party. From my grandfather and his independent German ways I learned a great deal that I might have missed if I had grown up in a time, like today, when old people are put away in a home or kept out of sight.
Can you see a connection between the bells ringing again and again to change classes and this phenomenon of evanescent attention? 3. The children I teach have a poor sense of the future, of how tomorrow is inextricably linked to today. As I said before, they live in a continuous present: the exact moment they are in is the boundary of their consciousness. 4. The children I teach are ahistorical: they have no sense of how the past has predestinated their own present, limits their choices, shapes their values and lives.
Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (10th Anniversary Edition) by John Taylor Gatto