221. Four
Kinds Of Classroom: The Underground History of American Education by John
Taylor Gatto from archive.org
Four
Kinds Of Classroom
Jean
Anyon, a professor at Rutgers, recently examined four major types of covert
career preparation going on
simultaneously in the school world, all traveling together under the label "public education." All use
state-certified schoolteachers, all share roughly common budgets, all lead to intensely political
outcomes.
In
the first type of classroom, students are prepared for future wage labor that
is mechanical and routine. Of course
neither students nor parents are told this, and almost certainly teachers are not consciously aware
of it themselves. The training regimen is
this: all work is done in sequential fashion starting with simple tasks,
working very slowly and progressing
gradually to more difficult ones (but never to very difficult work). There is little decision-making or choice on
the part of students, much rote behavior is
practiced. Teachers hardly ever explain why any particular work is
assigned or how one piece of work
connects to other assignments. When explanations are undertaken they are shallow and platitudinous. "You'll need
this later in life." Teachers spend most of their day at school controlling the time and space
of children, and giving commands.
In
the second type of classroom, students are prepared for low-level bureaucratic
work, work with little creative element
to it, work which does not reward critical appraisals of management. Directions are followed just as
in the first type of classroom, but those
directions often call for some deductive thinking, offer some selection,
and leave a bit of room for student
decision-making.
The
third type of classroom finds students being trained for work that requires
them to be producers of artistic,
intellectual, scientific, and other kinds of productive enterprise. Often children work creatively and
independently here. Through this experience, children learn how to interpret and evaluate reality,
how to become their own best critics and
supporters. They are trained to be alone with themselves without a need
for constant authority intervention and
approval. The teacher controls this class through endless negotiation. Anyon concludes: "In their
schooling these children are acquiring symbolic
capital, they are given opportunity to develop skills of linguistic,
artistic, and scientific expression and
creative elaboration of ideas in concrete form."
The fourth type of public school classroom
trains students for ownership, leadership, and
control. Every hot social issue is discussed, students are urged to look
at a point from all sides. A leader,
after all, has to understand every possible shade of human nature in order to effectively mobilize, organize, or defeat
any possible opponent. In this kind of
schoolroom bells are not used to begin and end periods. This classroom
offers something none of the others do:
"knowledge of and practice in manipulating socially legitimated tools of systems analysis."
It strikes me as curious how far Anyon's
"elite" public school classroom number four still falls far short of the goals of elite private
boarding schools, almost as if the very best
government schools are willing to offer is only a weak approximation of
the leadership style of St. Paul's or
Groton. What fascinates me most is the cold-blooded quality of this shortfall because Groton's expectations cost
almost nothing to meet on a different playing
field — say a homeschool setting or even in John Gatto's classroom —
while the therapeutic community of
psychologized public schooling is extremely expensive to maintain. Virtually everyone could be
educated the Groton way for less money than the
average public school costs.
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