18.Oriental
Pedagogy: The Underground History of American Education by John Taylor Gatto
from archive.org
Oriental
Pedagogy
The ideal of a leveling Oriental pedagogy
expressed through government schooling was
promoted by Jacobin orators of the French National Convention in the
early 1790s, the commencement years of
our own republic. The notion of forced schooling was irresistible to French radicals, an
enthusiasm whose
foundation had been laid in preceding centuries by Utopian writers like
Harrington {Oceania), More {Utopia), Bacon
{New Atlantis), Campanella {City of the Sun), and in other speculative
fantasy embracing the fate of children.
Cultivating a collective social organism was considered the ingredient missing from feudal society, an ingredient
which would allow the West the harmony
and stability of the East.
Utopian schooling never about learning in the
traditional sense; it's about the
transformation of human nature. The core of the difference between
Occident and Orient lies in the power
relationship between privileged and ordinary, and in respective outlooks on human nature. In the West, a metaphorical
table is spread by society; the student
decides how much to eat; in the East, the teacher makes that decision.
The Chinese character for school shows a
passive child with adult hands pouring knowledge into his empty head.
To mandate outcomes centrally would be a
major step in the destruction of Western
identity. Management by objectives, whatever those objectives might be,
is a technique of corporate
subordination, not of education. Like Alfred's, Charlemagne's awareness of Asia was sharpened in mortal combat. He was
the first secular Western potentate to beat
the drum for secular schooling. It was easy to ignore Plato's gloomy
forecast that however attractive Utopia
appears in imagination, human nature will not live easily with the degree of synthetic constraint it
requires.
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