Watch this video and ask, “what do you desire?” #commoncore? I think not.

Will schools in the coming years of CCSS and PARCC help students with what they desire? The makers of this video likely have no idea what is to come in education in the next few years. There was a stock image in the video of education: students sitting in desks, arranged in rows, and taking some kind of exam in a gymnasium. This is a very traditional image of education or schooling. If we are to believe that what is to come is truly transformative, as we are told, nay, marketed, then will this image no longer apply? Can you honestly say that it will change?

No. So, watch this video.

Comments

  1. This short video was developed around the dialogue of Alan Watts. Ironically, brought to most people via PBS (now a proponent of vouchers) during and long after Watts’ death. He was a regular fixture in the Bay Area, San Francisco, and was found a lot in my hometown where I ended up teaching. He was an incredible story teller. There have been many treatments regarding the disappearance of mind as the new industrial or technological feudalism moves forward by an elitist ownership class. I recall Watts’ many talks on desire. And Bucky Fuller gave us hours of live lecture at UCLA regarding the fallacy built into the idea that earning a living was a required necessity. He was telling us the same thing as Watts: don’t fall for the bullshit and really think about what you’d really love to do if money were no object. That education is becoming more about fitting into the meritocratic dream of pure profits.

    In a short essay, Adam Bessie asks, “Why are we holding the assembly line up as a paragon for public education?” Taking from Frederick Winslow Taylor’s philosophy of “scientific management,” Bessie explains how “[A] worker’s initiative, creativity, and individual taste stood in the way of progress, innovation and profit, as they slowed down production.” Bessie provides a bridge from workers to public school students who are indoctrinated and trained by such assembly line structures and workplace rules as NCLB, RTTT, who become inter-replaceable parts of an identical global educational process that gains efficiencies and productivity in the similitude, the interchangeable oneness of the assembly line and who become slaves of a commerce economy where the purpose of education is to enslave, to eradicate critical thinking and creativity of all for the enrichment of private financial bottom lines of the few rather than to advance and inform the common good of all.

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