Difference between revisions of "Anarchy 43/High School U.S.A."
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imported>Ivanhoe (Created page with "{{header | title = ANARCHY 43 (Vol 4 No 9) September 1964<br>Progressive experience | author = | override_author = Janice Greer an...") |
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| override_author = [[Author:Janice Greer|Janice Greer]] and [[Author:Peg Blossom|Peg Blossom]] | | override_author = [[Author:Janice Greer|Janice Greer]] and [[Author:Peg Blossom|Peg Blossom]] | ||
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<div style="text-align:justify;">{{sc|It is time for us to come to grips with the fact}} that we are the ones re­spons­ible for creating the viol­ence that is present in our so­ciety, and that we can do some­thing about it by real­is­ing what we{{re}} doing. Psychi­atry has laid bare the fact that we af­fect the child in in­fancy and child­hood. But once we put the child in the schools we stop prob­ing. Can{{t}} we con­tinue the search and find out what con­di­tion­ing in the schools fosters so much hatred in adults? The very methods we are so virtu­ous about in the schools are not giving the re­sults we think they are, but are creat­ing an anger and re­sent­ment that lasts the whole of our lives. At the {{w|High School|Secondary_education_in_the_United_States#High_school}} level this con­di­tion­ing reaches its peak. The fol­low­ing reaches its peak. The fol­low­ing notes on High Schools are the re­sult of dis­cus­sions between con­cerned parents. | <div style="text-align:justify;">{{sc|It is time for us to come to grips with the fact}} that we are the ones re­spons­ible for creating the viol­ence that is present in our so­ciety, and that we can do some­thing about it by real­is­ing what we{{re}} doing. Psychi­atry has laid bare the fact that we af­fect the child in in­fancy and child­hood. But once we put the child in the schools we stop prob­ing. Can{{t}} we con­tinue the search and find out what con­di­tion­ing in the schools fosters so much hatred in adults? The very methods we are so virtu­ous about in the schools are not giving the re­sults we think they are, but are creat­ing an anger and re­sent­ment that lasts the whole of our lives. At the {{w|High School|Secondary_education_in_the_United_States#High_school}} level this con­di­tion­ing reaches its peak. The fol­low­ing reaches its peak. The fol­low­ing notes on High Schools are the re­sult of dis­cus­sions between con­cerned parents. | ||
| − | {{tab}}Schools create life and death pres­sure to suc­ceed, but to suc­ceed into what. High schools pres­sure kids at a {{w|Col­lege|College#United_States}} level for the school{{s}} glory, and parents sit on the side lines and root them on. We take ad­vantage of the fact the chil­dren want to please the parents and teach­ers. They do a lot against their own grain for the parent{{s}} ap­proval (love). The parents ex­ploit this. The | + | {{tab}}Schools create life and death pres­sure to suc­ceed, but to suc­ceed into what. High schools pres­sure kids at a {{w|Col­lege|College#United_States}} level for the school{{s}} glory, and parents sit on the side lines and root them on. We take ad­vantage of the fact the chil­dren want to please the parents and teach­ers. They do a lot against their own grain for the parent{{s}} ap­proval (love). The parents ex­ploit this. The stu­dents should please them­selves. High School should be a time for self dis­covery, and for sampling at the student{{s}} own speed. In­stead they are taught tech­niques, not how to think. The students should please them­selves. High School should be a time for self dis­covery, and for sampling at the stu­dent{{s}} own speed. In­stead they are taught tech­niques, not how to think. The stu­dents are inter­ested in know­ing where they will fit, what they would be good at, but in­stead are driven for ex­cel­lence in sub­jects that have no mean­ing to them at this time. |
| + | |||
| + | {{tab}}We dull them in an in­cuba­tion period so they won{{t}} know what the world is really about. They get reward for false­ness in test­ing in­stead of truth. The truth of the matter is they really don{{t}} under­stand, can{{t}} pos­sibly under­stand most of what they are writing and read­ing, or get­ting tested on. But they have to find tricks for study­ing to get a good grade. To get a good grade things have to be done super­fi­cially so every­thing that is re­quired can be fin­ished on time. A trick for doing things you don{{t}} like to do as well as what you do like thereby dulling your true feel­ings. There is no energy left for what you really want to do there­fore set­ting a pat­tern for all your life. It leads to a subtle feel­ing of guilt if you{{re}}<!-- 'your' in original --> really having a good time at some­thing. | ||
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| + | {{p|269}}{{tab}}We don{{t}} let stu­dents start at their own level. We set up stand­ards for them. They should be al­lowed to start at a begin­ning level, even if garish, whetehr in clothes, music, art history, ideas, any­thing. We don{{t}} let them begin at the bottom and work up to the level they are able to reach. Only through a long slow pro­cess of free­dom of choice, and plenty of trial and error, plenty of errors, can a person de­velop any au­thor­ity on his own. We would then be able to break through the me­diocrity of our culture, and wouldn{{t}} rely on fashion or critics to judge for us. We must have the judge­ment to act on our own in­sight and de­ci­sion., and not from the mere wish to copy con­ven­tion. | ||
| + | |||
| + | {{tab}}Another de­struct­ive aspect of the grad­ing system is the em­phasis put on each stu­dent for self-<wbr>at­tain­ment and the con­tinual com­pet­i­tion fostered between each child. | ||
{{DEFAULTSORT:High school usa}} | {{DEFAULTSORT:High school usa}} | ||
Revision as of 08:43, 20 July 2017
268
High School
U.S.A.
It is time for us to come to grips with the fact that we are the ones responsible for creating the violence that is present in our society, and that we can do something about it by realising what we’re doing. Psychiatry has laid bare the fact that we affect the child in infancy and childhood. But once we put the child in the schools we stop probing. Can’t we continue the search and find out what conditioning in the schools fosters so much hatred in adults? The very methods we are so virtuous about in the schools are not giving the results we think they are, but are creating an anger and resentment that lasts the whole of our lives. At the High School level this conditioning reaches its peak. The following reaches its peak. The following notes on High Schools are the result of discussions between concerned parents.
Schools create life and death pressure to succeed, but to succeed into what. High schools pressure kids at a College level for the school’s glory, and parents sit on the side lines and root them on. We take advantage of the fact the children want to please the parents and teachers. They do a lot against their own grain for the parent’s approval (love). The parents exploit this. The students should please themselves. High School should be a time for self discovery, and for sampling at the student’s own speed. Instead they are taught techniques, not how to think. The students should please themselves. High School should be a time for self discovery, and for sampling at the student’s own speed. Instead they are taught techniques, not how to think. The students are interested in knowing where they will fit, what they would be good at, but instead are driven for excellence in subjects that have no meaning to them at this time.
We dull them in an incubation period so they won’t know what the world is really about. They get reward for falseness in testing instead of truth. The truth of the matter is they really don’t understand, can’t possibly understand most of what they are writing and reading, or getting tested on. But they have to find tricks for studying to get a good grade. To get a good grade things have to be done superficially so everything that is required can be finished on time. A trick for doing things you don’t like to do as well as what you do like thereby dulling your true feelings. There is no energy left for what you really want to do therefore setting a pattern for all your life. It leads to a subtle feeling of guilt if you’re really having a good time at something.
269
We don’t let students start at their own level. We set up standards for them. They should be allowed to start at a beginning level, even if garish, whetehr in clothes, music, art history, ideas, anything. We don’t let them begin at the bottom and work up to the level they are able to reach. Only through a long slow process of freedom of choice, and plenty of trial and error, plenty of errors, can a person develop any authority on his own. We would then be able to break through the mediocrity of our culture, and wouldn’t rely on fashion or critics to judge for us. We must have the judgement to act on our own insight and decision., and not from the mere wish to copy convention.
Another destructive aspect of the grading system is the emphasis put on each student for self-
