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Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling, 10th Anniversary Edition, by John Taylor Gatto
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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).
- Sales Rank: #23075 in Books
- Model: 1043894
- Published on: 2002-02-01
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .40" w x 6.00" l, .50 pounds
- Binding: Paperback
- 144 pages
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.
Review
This radical treatise on public education has been a New Society Publishers' bestseller for 10 years! Thirty years of award-winning teaching in New York City's public schools led John Gatto to the sad conclusion that compulsory governmental schooling does little but teach young people to follow orders as cogs in the industrial machine. In celebration of the ten-year anniversary of Dumbing Us Down and to keep this classic current, we are renewing the cover art, adding new material about John and the impact of the book, and a new Foreword.
About the Author
John Gatto was a teacher in New York City's public schools for over 30 years and is a recipient of the New York State Teacher of the Year award. A much-sought after speaker on education throughout the United States, his other books include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).
Most helpful customer reviews
140 of 150 people found the following review helpful.
An essential challenge
By Laura Gilkey
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.
69 of 74 people found the following review helpful.
Thank you, Mr. Gatto!
By A Customer
In Dumbing Us Down, Mr. Gatto gives his first person perspective on the tragic waste of human potential induced by coerced 12-year confinement of the young to the artificial and anesthetizing environment of the classroom. The book is both enlightening and frightening. Personally, I felt a sense of vindication while reading the book. It put into words my negative feelings about education resulting from my unsuccessful 15 year struggle to encourage my own children to love learning. Mr. Gatto's writing has encouraged me to think that perhaps it was a GOOD thing that school was not able to press them into its mold! At the same time, I found it immensely disturbing that a brilliant, dedicated and award-winning teacher found it impossible to convince his own colleagues that grading, grouping, numbering and force-feeding irrelevant facts to captive children has no correlation to true learning, and does, in fact, suppress any natural curiosity they may have once had. I would like to recommend the book Deschooling Society by Ivan Illich for those interested in looking at the larger social implications of compulsory schooling. If I had it to do over? Home schooling.
1 of 1 people found the following review helpful.
Terrific Book
By M. Arbuckle
This book puts into words the reasons for the slow disintegration of Western civilization. That the compulsory school system cannot be reformed, because it is working exactly as intended, producing a society of permanent children, dependent, compliant, and apathetic, is brilliantly exposed.
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