It is time that we squarely face the fact that institutional schoolteaching is destructive to children. All these childless men who wrote these books discovered the same thing: This is the one I am still struggling with.
You come to know your place. I teach children not to care about anything too much, even though they want to make it appear that they do. People need to be told what they are worth. There is little space for self-motivation and self-criticism when someone else controls the timetable.
None of it is impossible to overthrow. We might be able to see that if we regained a hold on a philosophy that locates meaning where meaning is genuinely to be found -- in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends and real communities are built -- then we would be so self-sufficient we would not even need the material "sufficiency" which our global "experts" are so insistent we be concerned about.
My job is to make them like it, being locked in together with children who bear numbers like their own. No tinkering will fix it. Just one final quote to finish it off Students are encouraged to tattle on each other or even to tattle on their own parents.
How would it be if the members of a family treated each other as autonomous, rational and well-intentioned people? No, the truth is that reading, writing, and arithmetic only take about one hundred hours to transmit as long as the audience is eager and willing to learn.
Curiosity has no important place in my work, only conformity.
Nobody survives the seven-lesson curriculum completely unscathed, not even the instructors. Sometimes free will appears right in front of me in children angry, depressed or happy about things outside my ken; rights in such matters cannot be recognized by schoolteachers, only privileges that can be withdrawn, hostages to good behavior.
Of the millions of things of value to study, I decide what few we have time for, or actually it is decided by my faceless employers. I frequently insinuate that the day will come when an employer will hire them on the basis of test scores and grades, even though my own experience is that employers are rightly indifferent to such things.
The choices are his, why should I argue? The expert makes all the important choices; only I, the teacher, can determine what you must study, or rather, only the people who pay me can make those decisions which I then enforce.
Curiosity has no important place in my work, only conformity. Second, that exam results and grading are seen to be very very important, even though actually future employers, or future customers if you are going to set up a business, are probably considerably less interested in your portfolio of exam results than the schools claim they will be.
Gatto makes compelling arguments for each one. Until that happens you must stay where you are put. I teach school and win awards doing it. How can we allow that and survive as schoolteachers?
Individuality is constantly trying to assert itself among children and teenagers, so my judgments come thick and fast. I teach that students must stay in the class where they belong.
The trick is to wait until someone asks and then move fast while the mood is on. It is the most important lesson, that we must wait for other people, better trained than ourselves, to make the meanings of our lives. Self-evaluation,the staple of every major philosophical system that ever appeared on the planet, is never a factor in these things.
Our children have no privacy in schools, no private spaces, no private time. The method is deeply and profoundly anti-educational.Jun 13, · So - in one of my first posts I mention John Taylor Gatto and his article "The Seven-Lesson Schoolteacher".
This article was one of the very first things I read when actively looking into homeschooling, in fact the first of his I read was an acceptance speech he made for a Teacher of the Year award (you can read it here) and it made enough of an impression on me to make me look for.
The Seven-Lesson Schoolteacher Written By: John Taylor Gatto Done by: Kendra, Bradi, Meredith, and James Summary: Gatto breaks his essay,The Seven-Lesson Schoolteacher into seven lessons: Confusion, Class Position, Indifference, Emotional Dependency, Intellectual Dependency.
“The Seven-Lesson School Teacher” is an article by John Taylor Gatto in which he summarizes his own experiences as a school teacher and concludes, that modern American schools teach seven basic lessons: confusion, class position, indifference, emotional dependency, intellectual dependency, provisional self-esteem, and constant surveillance.
The 7 lesson schoolteacher – John Taylor Gatto. July 20, SHARES. Share Tweet Share Share Print Send. Call me Mr.
Gatto, please. Twenty-six years ago, having nothing better to do at the time, I tried my hand at schoolteaching. And so the blueprint of the seven-lesson school was first sketched. The current debate about whether we. The Seven Lesson Schoolteacher By John Taylor Gatto Weapons of Mass Instruction, is a book written by John Taylor Gatto, that 5touches extensively on what he considers to be negative aspects of the public school system.
Feb 10, · The Seven Lesson Schoolteacher by John Taylor Gatto This is the first essay in Dumbing Us Down The central message in this essay is that, contrary to what educators might claim they are doing, the national curriculum (and he's talking about the USA, but it applies equally here in the UK) consists of teaching children.Download