I'll leave you with this brave piece from someone who was drowned by the system but eventually opened her eyes to discover that we were born to be individuals with specific desires & unique goals in life.
Here I Stand
There is a story of a young, but earnest Zen student who
approached his teacher, and asked the Master, "If I work very hard and
diligently, how long will it take for me to find Zen? The Master thought about
this, then replied, "Ten years."
The student then
said, "But what if I work very, very hard and really apply myself to learn
fast - How long then?" Replied the Master, "Well, twenty years."
"But, if I really, really work at it, how long then?"
asked the student. "Thirty years," replied the Master. "But, I
do not understand," said the disappointed student. "At each time that
I say I will work harder, you say it will take me longer. Why do you say
that?"
Replied the Master,
"When you have one eye on the goal, you only have one eye on the
path."
This is the dilemma I've faced
within the American education system. We are so focused on a goal, whether it
be passing a test, or graduating as first in the class. However, in this way,
we do not really learn. We do whatever it takes to achieve our original
objective.
Some of you may be thinking,
“Well, if you pass a test, or become valedictorian, didn't you learn something?
Well, yes, you learned something, but not all that you could have. Perhaps, you
only learned how to memorize names, places, and dates to later on forget in
order to clear your mind for the next test. School is not all that it can be.
Right now, it is a place for most people to determine that their goal is to get
out as soon as possible.
I am now accomplishing that
goal. I am graduating. I should look at this as a positive experience,
especially being at the top of my class. However, in retrospect, I cannot say
that I am any more intelligent than my peers. I can attest that I am only the best at doing what I am told and working the system.
Yet, here I stand, and I am supposed to be proud that I have
completed this period of indoctrination. I will leave in the fall to go on to
the next phase expected of me, in order to receive a paper document that
certifies that I am capable of work. But I contest that I am a human being, a
thinker, an adventurer – not a worker. A worker is someone who is trapped
within repetition – a slave of the system set up before him. But now, I have
successfully shown that I was the best slave. I did what I was told to the
extreme. While others sat in class and doodled to later become great artists, I
sat in class to take notes and become a great test-taker.
While others would come to class without their homework done
because they were reading about an interest of theirs, I never missed an
assignment. While others were creating music and writing lyrics, I decided to
do extra credit, even though I never needed it. So, I wonder, why did I even
want this position? Sure, I earned it, but what will come of it? When I leave
educational institutionalism, will I be successful or forever lost? I have no
clue about what I want to do with my life; I have no interests because I saw
every subject of study as work, and I excelled at every subject just for the purpose
of excelling, not learning. And quite frankly, now I'm scared.
John Taylor Gatto, a retired
school teacher and activist critical of compulsory schooling, asserts, “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.” Between these cinderblock
walls, we are all expected to be the same. We are trained to ace every
standardized test, and those who deviate and see light through a different lens
are worthless to the scheme of public education, and therefore viewed with
contempt.
H. L. Mencken wrote in The
American Mercury for April 1924 that the aim of public education is not
to fill the young of the
species with knowledge and awaken their intelligence. ... Nothing could be
further from the truth. The aim ... is simply to reduce as many individuals as
possible to the same safe level, to breed and train a standardized citizenry,
to put down dissent and originality. That is its aim in the United States. (Gatto)
To illustrate this idea,
doesn't it perturb you to learn about the notion of “critical thinking.” Is
there really such a thing as “uncritically thinking?” To think is to process
information in order to form an opinion. But if we are not critical when
processing this information, are we really thinking? Or are we mindlessly
accepting other opinions as truth?
This was happening to me, and if it wasn't for the rare
occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who
allowed me to open my mind and ask questions before accepting textbook
doctrine, I would have been doomed. I am now enlightened, but my mind still
feels disabled. I must retrain myself and constantly remember how insane this
ostensibly sane place really is.
And now here I am in a world
guided by fear, a world suppressing the uniqueness that lies inside each of us,
a world where we can either acquiesce to the inhuman nonsense of corporatism
and materialism or insist on change. We are not enlivened by an educational
system that clandestinely sets us up for jobs that could be automated, for work
that need not be done, for enslavement without fervency for meaningful
achievement. We have no choices in life when money is our motivational force.
Our motivational force ought to be passion, but this is lost
from the moment we step into a system that trains us, rather than inspires us.
We are more than robotic
bookshelves, conditioned to blurt out facts we were taught in school. We are
all very special, every human on this planet is so special, so aren't we all
deserving of something better, of using our minds for innovation, rather than
memorization, for creativity, rather than futile activity, for rumination
rather than stagnation? We are not here to get a degree, to then get a job, so
we can consume industry-approved placation after placation. There is more and
more still.
The saddest part is that the
majority of students don't have the opportunity to reflect as I did. The
majority of students are put through the same brainwashing techniques in order
to create a complacent labor force working in the interests of large
corporations and secretive government, and worst of all; they are completely
unaware of it. I will never be able to turn back these 18 years. I can't run
away to another country with an education system meant to enlighten rather than
condition. This part of my life is over, and I want to make sure that no other
child will have his or her potential suppressed by powers meant to exploit and control.
We are human beings. We are thinkers, dreamers, explorers, artists, writers,
engineers. We are anything we want to be - but only if we have an educational
system that supports us rather than holds us down. A tree can grow, but only if
its roots are given a healthy foundation.
For those of you out there that
must continue to sit in desks and yield to the authoritarian ideologies of
instructors, do not be disheartened. You still have the opportunity to stand
up, ask questions, be critical, and create your own perspective. Demand a
setting that will provide you with intellectual capabilities that allow you to
expand your mind instead of directing it. Demand that you be interested in
class. Demand that the excuse, “You have to learn this for the test” is not
good enough for you. Educations is an excellent tool, if used properly, but
focus more on learning rather than getting good grades.
For those of you that work
within the system that I am condemning, I do not mean to insult; I intend to motivate.
You have the power to change the incompetence of this system. I know that you
did not become a teacher or administrator to see your students bored. You
cannot accept the authority of the governing bodies that tell you what to
teach, how to teach it, and that you will be punished if you do not comply. Our
potential is at stake.
For those of you that are now
leaving this establishment, I say, do not forget what went on in these
classrooms. Do not abandon those that come after you. We are the new future and
we are not going to let tradition stand. We will break down the walls of
corruption to let a garden of knowledge grow throughout America. Once educated
properly, we will have the power to do anything, and best of all, we will only
use that power for good, for we will be cultivated and wise. We will not accept
anything at face value. We will ask questions, and we will demand truth.
So, here I stand. I am not
standing here as valedictorian by myself. I was molded by my environment, by
all of my peers who are sitting here watching me. I couldn't have accomplished
this without all of you. It was all of you who truly made me the person I am
today. It was all of you who were my competition, yet my backbone. In that way,
we are all valedictorians.
I am now supposed to say
farewell to this institution, those who maintain it, and those who stand with
me and behind me, but I hope this farewell is more of a “see you later” when we
are all working together to rear a pedagogic movement. But first, let's go get
those pieces of paper that tell us that we're smart enough to do so!
Erica Goldson
June 25, 2010
June 25, 2010