Weapons of Mass Instruction - Essay Example

Weapons of Mass Instruction What does Gatto mean when he says, “everything you know about schools is wrong” what is thereal purpose behind schooling according to Gatto? In his prologue, the writer asserts the boring nature of schooling shown by the parallel reluctance of schooling by teachers as well as students. He asks if people really need school being imposed with the mandatory routine of six classes a day of five days a week, nine months a year for a whole year (Gatto, p.18). He emphasizes that public school learning is not only difficult but equally excruciating since it does not manifest any programs for students that simply learn ‘differently’. Gatto claims that schooling was initially established for political and social control. This goal is achieved fairly well. What results is a society that is aligned to the needs of the government and large corporations. The harm however to individuals and the society as a whole is just as prominent. He further implies that the society has been duped to accept that obligatory government run schooling is necessary. He refutes the notion vastly instilled on people that success only emerges from schooling. He reminds us of various people that have actually gained success without formal schooling. Lincoln for one became president with just a fourth grade education. I for one can think of a dozen of examples of students that have accomplished a lot without having a formalized education. He draws a parallel that many learn computing without much professional help where one learns by just curiosity (Gatto, 60). It is a learning experience where skill emerges. Gatto firmly argues that the use of grades and tests scores as measure of quality as has been continuously integrated in our minds is very wrong. Education he says does not give you the education you need to defend yourself in the world, only the person can give himself that. On the same note, he still contends to the importance of going to high school and college but it does not necessarily give one the key to progress. He says that the system will fashion you in a way you will think you self devised but the fact remains you are slave of the system. Education does not give you the skills to think for yourself. Gatto asserts that the notion that education is compulsory has darker and deeper rooting. He quotes from professor Arthur Calhoun’s book, ‘social history of the family; a sociological philosophy of education’ and William Kirkpatrick’s ‘ education and social crisis’ to further reflect the advance of a scientific control in the world’s population using education as a tool. Gatto gives reference to political notions drawn by Plato, Darwin, Wundt, Fichte, Calvin, Spinoza, which argue that education as a term, is meaningless. This is because the human race is limited by biology, theology and psychology necessities. Hence the real purpose of population is to make the populace manageable. 2. Gatto sees schools as virtual factories of childishness. He asks, “Could it be that the schools are designed to ensure that none of the children actually grows up?” Gatto interestingly argues that formalized schooling has deliberately lacks the desire to impart skills like critical reasoning to students. He asserts that the current schooling system cripples critical thinking and imagination instead of fostering it. It compels children to a prolonged condition of adolescence (Gatto, p. 100). According to him, education establishes a false sense in learning reflecting it as side effect of routine memorization bore. He strongly asserts that school grabs the opportunity of the economy to adapt dynamic circumstances. I utterly concur, as most of the subjects in school taught have no basis to cultivate skills that will help develop a student. The teachers cannot also be blamed as they are products of the same system and thus teach the way they are also taught. The teachers should be more of friends and mentors and not look like prison guards or refugees. He quotes Horace Mann who purports school as being the best jail that sentences the mind, reducing the chances that the children actually develop. Gatto is thoroughly persuaded in a theory that the government is in a conspiracy to dumb students down making them like sheep. He gives the paradigm of a person cooking using a recipe. When the outcome is not as desired, he blames the utensils rather than the recipe. This reflects the result that kids come out of school ill equipped due to the manner in which they are instructed as it is done under compulsion. In the book, Gatto gives his granddaughter the guidelines for real learning and none of them are developed in education. This further emphasizes that the acquiring of traits typical of successful people can be reduced in schooling (Gatto, p. 157). Like Gatto, I strongly feel the education sytem purported to be a “one size fits all” is inaccurately depicted as it has a “one size fits a few”. I am deeply dissatisfied with our schooling system and am convinced that the system can be made more appropriate to fit each individual student. The centralization of the education system truly does lessen the performance of the students. Question 3. Martin in his book the transition generation insists on the creation of new apt strategies for the youth and education. The book reviews the history of the educational system and emphasizes on the systems failure to impart necessary skills. Martin asserts that emphasis placed on education, education, education has seemingly resulted in education compiled with no jobs and no skills. He concurs that education that develops economic reconstruction will enhance the capacity of people’s part in forming policies in employment and sustainability (Martin, p.138) The 21st century requires people to have wisdom that will assist them in the long term. To help this generation to handle the problems imposed by terrorism and globalization, education system needs to change. A transition will have to occur to sustain the survival of this generation. He suggests that ‘private schools should be prevented from charging their fees but instead enroll children from the surrounding area in accordance to principles agreed on locally…’ and universities must in the same vein ‘constitutes social property for community use’ (Martin, p. 153) The 21st century is very dynamic and each day brings new complications (Martin, p.1). In the face of modern schooling and learning Gate’s concepts of taking the responsibilities in the 21st century encourages students to use alternative mechanisms of learning from the world by creating their own independent projects of learning as education should be a matter of self-mastery first then self-enlargement (Gatto, p.89). To enable the transition generation In conclusion, both writers purport that with an efficient system of education, the future of the 21st century will come with technologies that will help us cope with challenges ahead. Children should learn the meaning of the 21st century as we are living at time where extreme cases of many elements both positive and negative exist. We should thus be ready to manage these extremes. Since the current generation will have the main responsibility to bring this transition, they should be adequately prepared. How? By ensuring that the bodies with stakes to curb this transition are hampered and that, these processes are propelled by an appropriate education system. Work cited Gatto, John. “Weapons of mass instruction. Canada, new society publishers. (2009) print. Martin, James, and Mark Brunswick. Technology in Transition: A James Martin Perspective. Syosset, NY: Computer Channel, Inc, 1996. Read More