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¡¡
¡¡
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.¡±
¡¡
Comment:
The full passage reads: ¡°The
aim of public education is
not to spread enlightenment
at all; it is simply to
reduce as many individuals
as possible to the same safe
level, to breed and train a
standardized citizenry, to
down dissent and
originality. That is its aim
in the United States,
whatever pretensions of
politicians, pedagogues
other such mountebanks, and
that is its aim everywhere
else.¡±
¡¡
To
illustrate this idea,
doesn¡¯t it perturb you to
learn about the idea 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. Education 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 incompetencies
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!
¡¡ |