John Taylor Gatto Quotes - Page 3

• I urge you to examine in your own mind the assumptions which must lay behind using the police power to insist that once-sovereign spirits have no choice but to submit to being schooled by strangers.

  John Taylor Gatto

  Choices, Police, Mind

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• La escuela presenta ejercicios diarios de disociación. Obliga a la mayoría de sus reclusos a asociarse de forma no deseada. A diario pone en marcha competiciones insignificantes y sin sentido, enfrentando a posibles asociados en concursos por elogios y otros premios sin valor.

  John Taylor Gatto

  Aprendizaje, Escuela, Ejercicio

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• Child labor becomes a label of condemnation in spite of its ancient function as the quickest, most reliable way to human independence

  John Taylor Gatto

  Children, Independence, Labels

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• By bells and many other similar techniques they (schools) teach that
  nothing is worth finishing. The gross error of this is progressive: if
  nothing is worth finishing then by extension nothing is worth starting
  either. Few children are so thick-skulled they miss the point.

  John Taylor Gatto

  Children, School, Errors

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• La escuela consiste en aprender a esperar tu turno, aunque tarde en llegar, si es que llega. Y a someterse con muestras de entusiasmo al juicio de extraños, aunque se equivoquen, aunque tu entusiasmo sea fingido.

  John Taylor Gatto

  Aprendizaje, Escuela, Largo

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• ¿No es de extrañar que Socrates se indignara ante la acusación de que aceptaba dinero para enseñar? Ya entonces, los filósofos vieron claramente la dirección inevitable que tomaría la profesionalización de la enseñanza, la de adelantarse a la función docente, que, en una comunidad sana, pertenece a todos.

  John Taylor Gatto

  Teaching, Community, Healthy

  John Taylor Gatto, Thomas Moore (2013). “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”, p.28, New Society Publishers

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• Schools [are]...institutions monopolizing the daytimes of childhood.

  John Taylor Gatto

  School, Childhood, Institutions

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• En una escuela en casa, el niño hace el 95% del trabajo. Pero en un sistema escolar, como es un sistema de adoctrinamiento, un profesor tiene que hacer el 95% del trabajo.

  John Taylor Gatto

  Profesor, Hogar, Escuela

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• Growth and mastery come only to those who vigorously self-direct. Initiating, creating, doing, reflecting, freely associating, enjoying privacy-these are precisely what the structures of schooling are set up to prevent, on one pretext or another.

  John Taylor Gatto

  School, Self, Creating

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• Individuality, family, and community are, by definition, expressions of singular organization, never of "one-right-way" thinking on the grand scale. Children and families need some relief from government surveillance and intimidation if original expressions belonging to THEM are to develop. Without these freedom has no meaning.

  John Taylor Gatto

  Children, Thinking, Government

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• La genialidad es una cualidad humana muy común, probablemente natural en la mayoría de nosotros.

  John Taylor Gatto

  Inspiración, Educación, Aprendizaje

  John Taylor Gatto, Thomas Moore (2013). "Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling", p.18, New Society Publishers.

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• • As society rapidly changes, individuals will have to be able to function comfortably in a world that is always in flux. Knowledge will continue to increase at a dizzying rate. This means that a content-based curriculum, with a set body of information to be imparted to students, is entirely inappropriate as a means of preparing children for their adult roles.

  John Taylor Gatto

  Children, Mean, Adults

  John Taylor Gatto (2013). “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”, p.13, New Society Publishers

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• Children allowed to take responsibility and given a serious part in the larger world are always superior to those merely permitted to play and be passive.

  John Taylor Gatto

  Children, Responsibility, Play

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• For reasons that are both fair and foul - but mostly for fair reasons - we have come under the domain of a scientific-management system whose ambitions are endless. They want to manage every second of our lives, every expenditure that we make. And the schools are the training ground to create a population that's easy to manage.

  John Taylor Gatto

  Ambition, School, Training

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• No creo que vayamos a deshacernos de las escuelas pronto, desde luego no durante mi vida, pero si queremos cambiar lo que se está convirtiendo rápidamente en un desastre de ignorancia, tenemos que darnos cuenta de que la institución "escolariza" muy bien, pero no "educa"; eso es inherente al diseño de la cosa. No es culpa de los malos profesores ni de que se gaste poco dinero. Simplemente es imposible que educación y escolarización sean la misma cosa.

  John Taylor Gatto

  Teacher, School, Ignorance

  John Taylor Gatto (2017). “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”, p.28, New Society Publishers

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• ...good things happen to the human spirit when it is left alone.

  John Taylor Gatto

  Inspiring, Spirit, Good Things

  John Taylor Gatto, Thomas Moore (2013). “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”, p.59, New Society Publishers

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• I teach how to fit into a world I don't want to live in. I just can't do it anymore.

  John Taylor Gatto

  School, World, Want

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• I've noticed a fascinating phenomenon in my twenty-five years of teaching - that schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders.

  John Taylor Gatto

  Believe, Teaching, School

  "Por qué las escuelas no educan". Discurso de John Taylor Gatto como profesor del año en la ciudad de New York, www.naturalchild.org. 31 de enero de 1990.

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• If you live in a material universe where acquiring things is very important to you, then family is an absolute deterrent to maintaining that sort of a world, because family involves values like affection, and sympathy, and passion, and types of pleasure that lead nowhere in a material sense.

  John Taylor Gatto

  Passion, Important, Acquiring Things

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• It only takes about 50 contact hours to transmit basic literacy and math skills well enough that kids can be self-teachers from then on. The cry for 'basic skills' practice is a smokescreen behind which schools pre-empt the time of children for twelve years and teach them the six lessons I've just taught you.

  John Taylor Gatto

  Profesor, Niños, Escuela

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• We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that.

  John Taylor Gatto

  Kids, Adventure, Order

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• We have been taught (that is, schooled) in this country to think of 'success' as synonymous with, or at least dependent upon, 'schooling,' but historically that isn’t true in either an intellectual or a financial sense. And plenty of people throughout the world today find a way to educate themselves without resorting to a system of compulsory secondary schools that all too often resemble prison.

  John Taylor Gatto

  País, Escuela, Pensamiento

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• The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

  John Taylor Gatto

  Teacher, School, Caring

  John Taylor Gatto, Thomas Moore (2013). “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”, p.30, New Society Publishers

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• The shocking possibility that dumb people don't exist in sufficient numbers to warrant the millions of careers devoted to tending them will seem incredible to you. Yet that is my central proposition: the mass dumbness which justifies official schooling first had to be dreamed of; it isn't real.

  John Taylor Gatto

  Real, School, Government

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• En nuestra sociedad secular, la escuela se ha convertido en el sustituto de la iglesia y, al igual que ésta, exige que sus enseñanzas se asuman por fe.

  John Taylor Gatto

  Teaching, Taken, School

  John Taylor Gatto, Thomas Moore (2013). “Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling”, p.28, New Society Publishers

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