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Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling Format Kindle

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Longueur : 145 pages Word Wise: Activé Langue : Anglais

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Descriptions du produit

From Library Journal

In this tenth-anniversary edition, Gatto updates his theories on how the U.S. educational system cranks out students the way Detroit cranks out Buicks. He contends that students are more programmed to conform to economic and social norms rather than really taught to think.
Copyright 2002 Reed Business Information, Inc.

Présentation de l'éditeur

With over 70,000 copies of the first edition in print, this radical treatise on public education has been a New Society Publishers’ bestseller for 10 years! Thirty years in New York City’s public schools led John Gatto to the sad conclusion that compulsory schooling does little but teach young people to follow orders like cogs in an industrial machine. This second edition describes the wide-spread impact of the book and Gatto’s "guerrilla teaching."

John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).

Détails sur le produit

  • Format : Format Kindle
  • Taille du fichier : 673 KB
  • Nombre de pages de l'édition imprimée : 145 pages
  • Editeur : New Society Publishers; Édition : 2nd (1 février 2002)
  • Vendu par : Amazon Media EU S.à r.l.
  • Langue : Anglais
  • ASIN: B0097CYWW4
  • Synthèse vocale : Activée
  • X-Ray :
  • Word Wise: Activé
  • Composition améliorée: Non activé
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Commentaires client les plus utiles sur (beta) HASH(0xa0d98768) étoiles sur 5 332 commentaires
262 internautes sur 272 ont trouvé ce commentaire utile 
HASH(0xa013ad5c) étoiles sur 5 Superb! Should be Required Reading 19 mai 2002
Par apoem - Publié sur
Format: Broché Achat vérifié
Everyone who has something to do with children should read this book: Educators, parents, counselors and employers.
This is not a book about solutions- This is a book about recognizing the problem. As we know, recognizing the problem is the first step to correcting the situation.
This is a series of essays and speaches the author has written about education in the United States. Mr. Gatto is an award winning teacher who has taken the brave step of stating what he sees wrong with education. As only someone who has worked in the system for so long can really see the problems, he not only sees the problems, he shares them with the rest of the nation.
As a teacher who has quit to stay at home with my children, I agree whole heartedly with Mr. Gatto. As a teacher who has vowed to home school, I agree with Mr. Gatto.
Education does what it was set up to do- to teach the masses, to tame the unruly individual thinkers, and more. Mr. Gatto's seven lessons that school teaches is exactly on target. Unfortunately.
How do we change the education system? It will take a shift of thinking across the nation. This book is just a small drop in the tidal wave of events that needs to happen. Each person reading this book and acting on it only adds to the rising wave of education reform.
Truly a well thought out book written by a brave man who was willing to put his job and living on the line for what he believes.
448 internautes sur 470 ont trouvé ce commentaire utile 
HASH(0xa013af9c) étoiles sur 5 Real learning demands individuality, not regimentation. 1 mars 2000
Par Patricia Brattan - Publié sur
Format: Broché
After 26 years of teaching in the New York public schools, John Taylor Gatto has seen a lot. His book,Dumbing Us Down, is a treatise against what he believes to be the destructive nature of schooling. The book opens with a chapter called "The Seven-Lesson Schoolteacher," in which he outlines sevenharmful lessons he must convey as a public schoolteacher: 1.) confusion 2.) class position 3.) indifference 4.) emotional dependency 5.) intellectual dependency 6.) provisional self-esteem 7.) constant surveillance and the denial of privacy.
How ironic it is that Gatto's first two chapters contain the text of his acceptance speeches for NewYork State and City Teacher of the Year Awards. How ironic indeed, that he uses his own award presentation as a forum to attack the very same educational system that is honoring him! Gatto describes schooling, as opposed to learning, as a "twelve-year jail sentence where bad habits are the onlycurriculum truly learned. I teach school and win awards doing it," taunts the author.
While trapped in this debilitative system along with his students, Gatto, observed in them anoverwhelming dependence. He believes that school teaches this dependence by purposely inhibitingindependent thinking, and reinforcing indifference to adult thinking. He describes his students as"having almost no curiosity, a poor sense of the future, are a historical, cruel, uneasy with intimacy, and materialistic."
Gatto suggests that the remedy to this crisis in education is less time spent in school, and more timespent with family and "in meaningful pursuits in their communities." He advocates apprenticeships andhome schooling as a way for children to learn. He even goes so far as to argue for the removal of certification requirements for teachers, and letting "anybody who wants to, teach."
Gatto's style of writing is simple and easy to follow. He interlaces personal stories throughout the book to bring clarity and harmony to his views, while also drawing on logic and history to support his ideas about freedom in education and a return to building community. He clearly distinguishes communities from networks: "Communities ... are complex relationships of commonality and obligation," whereas, "Networksdon't require the whole person, but only a narrow piece."
While Gatto harshly criticizes schooling, we must realize that his opinions do come as a result of 26 yearsof experience and frustration with the public school system. Unfortunately, whether or not one agrees with his solutions, he has not outlined the logistics of how these improvements would be implemented. His ideas are based on idealism, and the reality of numbers and economics would present many obstacles. Nevertheless, it gives us a clear vision and a direction to follow for teachers and parents who believe in the family as the most important agent for childrearing and growth.
209 internautes sur 220 ont trouvé ce commentaire utile 
HASH(0xa013d84c) étoiles sur 5 This book provides cogent arguements for homeschooling. 6 novembre 1997
Par Un client - Publié sur
Format: Broché
John Taylor Gatto was an award-winning public school teacher when he wrote much of the text for this book. He reveals the curriculum of public schools nationwide under the headings: Confusion, Class Position, Indifference, Emotional Dependency, Intellectual Dependency, Provisional Self-Esteem, and One Can't Hide. He asserts that the true goal of childhood learning should be to discover some meaning in life...a passion or an enthusiasm that will drive subsequent learning pursuits. Instead, schools cram irrelevant facts into young minds, substituting book-knowledge for self-knowledge.

This book explains a lot for anyone who got good grades, went to college, and then didn't have any idea what to do with his life. It's also a wake-up call to parents with school-age children. Do we really want our children to grow up to be good factory workers and do as they're told? Do we really want them to buy into the "Good grades=good jobs" myth? Do we want them to believe that the goal in life is to acquire more and more stuff to fuel consumerism?

Or should we give them more reflective, unstructured time in childhood to find out who they are, what they like, and how they can contribute to their communities?

Dumbing Us Down is a quick, worthwhile read.
108 internautes sur 113 ont trouvé ce commentaire utile 
HASH(0xa013d984) étoiles sur 5 The Problem with Books that Matter 12 février 2007
Par Elisheva H. Levin - Publié sur
Format: Broché
I picked up this book with some skepticism after another teacher told me that I ought to read it. After the the first essay, The Seven-Lesson Teacher, I was hooked. John Taylor Gatto eloquently says much of what I had been thinking after teaching high school science for 8 years. I had told my husband when I left teaching high school that I felt that high school could not be reformed but must be completely re-imagined. I had complained about the assembly-line approach to education in American high schools. I never felt I knew my students or understood what they hoped to accomplish in school and in my class.

This is a must read for anyone involved in the education of children and especially those who have an inchoate sense that something is wrong with the way we are teaching our children. In the essays in this book, John Taylor Gatto discusses the hidden national curriculum (The Seven-Lesson Teacher) and its inevitable result. In his essay The Psychopathic School, he discusses the link between the way we teach our children and the problems they manifest (no sense of past or future, lack of ability to pay attention, no sense that anything is important, and more). The essay, The Green Monogahela, shows the reader John's background and the informal, learn-from-life way that he learned the most important lessons of his life. Finally, in We Need Less School, Not More, John discusses the difference between family and community, and pseudo-community (he calls it networks) that pervade our national institutions, as well as the importance of a real community to real education. Finally, in the Congregation Principle, John discusses the importance of difference and variety as a corrective to social mistakes and social injustice. He emphasizes that people must be allowed to learn for themselves what works for them--a liberty that is the very foundation of our nation.

This book is an important book, because in it are discussions of ideas of great import to our direction as a nation. Again, I urge anyone with an interest in education and in the future of our country to read it. But be warned! This is a book that matters--and like all such books, the ideas in it will change your life.

I took my son out of school in August 2006 in order to educate him at home. It has been the most amazing adventure of my life.
137 internautes sur 147 ont trouvé ce commentaire utile 
HASH(0xa013dd38) étoiles sur 5 An essential challenge 20 novembre 2004
Par Laura Gilkey - Publié sur
Format: Broché
I would recommend this book for anyone concerned about the problems of public, institutionalized education. It raises important challenges, the kind that are hidden in plain sight and often go unaddressed. As someone who survived K-Bacchelaureate with straight A's and psychological scars, only to learn too late that the words "Summa Cum Laude" on my degree were my reward in full, I find that many of Gatto's charges against institutional schools ring utterly true. Such schools teach their structure more than any content, and that that structure's facetious fragmentation of time and content, its pigeonholing of students by age, its usurpation of all personal privacy and dignity, and its very compulsory nature are actively hostile to the humanity and self-sufficiency we should want for students.

To me, however, Gatto's proposed solutions become problematic. His prescription is for true communities of a kind that perhaps no one I know---not even my parents and grandparents---can actually reconcile with the environment they grew up in. One friend in particular was disturbed by his proposed solutions because she was the child of a poor, single, and rather dysfunctional mother who was not well-equipped to facilitate her education without the availability of some kind of public school. Any solution to the school problem must address such situations, rather than simply trusting that all families and all communities will be functional and will meet children's needs if left to themselves.

Chapter 5, "The Congregational Principle," which focuses on proposed solutions, disturbs me most. Gatto vacillates from praising Socrates' condemnation of the Sophists for taking money to teach to espousing unleashing pure market forces on education. His exalted example is colonial New England towns that were able to achieve "true communities" through the option of excluding or oppressing undesirables. His point that these communities eventually corrected themselves from within without coercion (and the backlash it produces) is well taken, but as a liberal, I think it irresponsible to respond to the injustices of race, gender, and class by just leaving communities to their own prejudices and trusting that they'll be better a century after my death than they are now. Such triumphs of justice as Black Emancipation, Women's Suffrage, and the Civil Rights Act are, in my view, worth the fight, even if they did trump the judgement of some communities, and I don't follow Gatto's logic that immediately equates such nationwide achievements with nationally centralized school curricula that result in lifeless and mechanical schooling.

Perhaps my single biggest problem with this book is the lack of citations. I'm not prepared to take some of the author's scientific and historical assertions at face value---like a literacy rate of 98% in Massachusetts before compulsory schooling began, or the assertion that teaching the basic "three R's" takes only 100 hours with a motivated student---and feel that these need citations to investigate or confirm for myself.

Despite its problems, however, I would still call the book a "must read" for anyone with an interest in the issue. Gatto's criticisms of our schools' basic paradigm are ones we cannot afford to ignore, and although his proposed solutions may be flawed, we benefit from listening and weighing what he has to say.
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