A Call for Revolution! Comments on the Crisis of Public Education Based on Standardization and Assessment

GaleForce's picture

Frankly, we need a revolution—big, BIG changes in our collective value system—like putting human beings—human life and the evolution of the species—above corporate profits . . . health and education are basic human rights especially in a wealthy nation. The “world powers” are a handful of primarily white, primarily men who control the world’s wealth and, just as importantly, our language. They own the airwaves, the discourse, the terminology, the definitions, the dialogue, the textbooks and the discussions. They co-opt our language and use it to create a world based on ideology, imagery and illusion. What does the Constitution say? "We, the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity. . . .” All idealistic—but theoretically achievable— promises that have been broken and replaced with this reality: "We, the aristocracy of corporate CEO’s and our ruthless servants in both political parties, in order to increase profits for our shareholders and insure a perfect disunion and irreversible separation of the haves and have-nots, solidify social injustice, perpetuate dissatisfaction in order to incite ever-increasing desires for inanimate things to fill a spiritual and intellectual void we carefully cultivate, provide security and luxury for ourselves while increasing our obscene fortunes off wars of aggression that are rife with no-bid contracts for us, increased taxpayer dollars for the military-industrial complex, and unobtainable goals that keep the competitive proletariat from resisting our vampiric lust for profit, deny general welfare to any citizen who cannot pay dearly for the privilege of existing, and espouse the virtues of liberty while systematically suppressing any sign of creativity, independent thought,  or moral conscience through enforced socialization into a culture of fear and the creation of false needs where it is just common sense that a person is only deserving of a measure of blessings based on the current market value of the individual as judged by the multi-national corporate-government model of exchange value."
         Our "free" AND our fee-based educational systems in this country are all based on social indoctrination and deliberate suppression of critical thought—creating automaton conformity (as Fromm called it) and a craving for insatiable consumption in hopes of buying some measure of happiness. In the last several decades we have been manipulated into surrendering basic human and civil rights in the hope that the military-industrial-political-banking complex's ruling elite might allow a trickle of commodities or "capital” (i.e. dead things) to reach us--in descending quantity and quality. Education in this country has turned into drills--kids practice test-taking as a method for practicing self-deception. We are taught to convince ourselves that we should trade our lives, our creative spirit, our instinct for love----our very essence---for the chance to suckle the corporate tit. We learn to convince ourselves that our own creativity and human compassion are worthless--a "waste of time." So we consent--and teach the nation's children to consent-- to surrendering our liberty and our identity to happily become cogs in the invisible machine that feeds the rich, denigrates the poor as lesser, and ignores the unimaginable suffering of untold numbers of people world over, and causes hundreds of thousands of preventable deaths--and pretends that our over-consumption has nothing to do with that suffering and death. Or, worse, we have internalized the propaganda of meritocracy so beloved by the greedy, self-serving, corporate-owned demagogues in power. All the while, the powerful elite that really run our government gorge themselves on our unrealized potential.
            Through the distortion and manipulation of language, the suppression of abstract thought, a culture of competitive ethics, and enforced conformity, our school curriculum teaches the citizens of this country to willingly relinquished our right—and our ability—to demand that our government "establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity." Instead, we elect to join with the ultra-powerful and obscenely rich in the glorification of competition, consumption, and self-obsession, thereby participating in our own oppression and exploitation. We are both colonizer and colonized. It is corporate America that we need to defend against. It is unjust; it's absorbing our resources and producing contaminates; it is actively lobbying against our general welfare; it incites strife and destroys tranquility; and it has taken our liberty and convinced us it's for the best because IT will take care of us. We’ve sucked on that and swallowed. And the TWO MAJOR TOOLS OF THE OPPRESSIVE REGIME THAT HAS OVERTHROWN THE INTENDED GOVERNANCE AS ENVISIONED BY THE FOUNDERS OF THIS COUNTRY AND PREVENTS THIS NATION FROM BEING A LOVING, SOCIALLY JUST, DEMOCRATIC, ETHICAL AND MORALLY EXEMPLARY NATION ARE THE EDUCATIONAL SYSTEM THAT HAS ADOPTED "EFFICIENCY" AS IT'S CREDO RATHER THAN "HUMAN CREATIVE DEVELOPMENT" AND THE CORPORATE OWNED MEDIA THAT CONVINCES ITS CONSUMERS THAT THE "RIGHT-CENTER" POSITION IS ACTUALLY THE FAR LEFT, CURTAILING ANY RESISTANCE TO CORPORATE GLUTTONY. Corporate control of our thoughts is fairly comprehensive.
            The only avenue to follow to achieve any significant change—to prick the collective moral consciousness of a competitive citizenry obsessed with consumption—is some type of revolution. We have to access power in order to awaken a nation of automatons who have been educated by an invisible but insidious system of oppressive tactics developed, by the way, by the best minds money can buy, that we call EC thru 16 schooling.
 
I'm just sayin' . . . . .
 
Forgive me, friends, for my rambling on. I am really heartbroken by the callousness I see every day in media representations of the media--along with an obsession with a moronic, self-obsessed beauty queen (well, two of them actually) and a balloon boy.

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Robert LeBlanc's picture

Skills and Drills

 To quote James Marshall (2009):
  
"In their examination of the political context in which state assessments have been developed, for example, Hoffman et al. (2002), citing specific data from Texas and Michigan, distinguish between the "illusion" of the tests' positive effects and the evidence that undermines those claims.  The illusion, Hoffman et all. argue is that 'students are learning to read and write better' because of high-stakes assessments, whereas the evidence suggests instead that for many students 'the consequences of testing are neutral or negative' (p. 626). Likewise, test proponents suggest that 'teachers will teach better because they are held directly responsible for student learning', whereas the research suggests that 'as the pressure to increase test scores rises, teachers are more likely to employ such practices as teaching to the test, using test preparation materials, and even cheating' (p. 626). Instead of bringing 'coherence and order to the reading/language arts curriculum', Hoffman and his colleagues argue, high-stakes tests 'fragment' the curriculum, and by removing responsibility for instructional decision making from teachers, diminish teaching effectiveness itself." (p. 120)
 
What all this suggests is a sense of false consciousness on the part of the proponents of high-stakes testing.  Marshall further suggests that this myopic vision of schooling, which is in fact counter-productive to the task of learning, is the product of political aspirations which sought to reassert American dominance on the world stage (thus in line with the philosophy of the now infamous "Nation at Risk").  What's clear is that this high-stakes testing advocacy is not evidence-based but rather ideological and thus operating at the level of the mythopoetic.  As such, like all ideologies, it's nearly impenetrable to instrumental reasoning because it operates at the level of the affective.
 

Catalyzing Revolution -

 Agreed on all counts!  Cheers for the incisive essay!
 
One of the chief obstacles we confront is breaking through the sham of authoritarian deliberation.  Authoritarian deliberation occurs in China and other autocratic states, but it's wielded with exceptional power in the Western World too.  (cf. this tag filter.)

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