Try QuoteGPT
Chat naturally about what you need. Each answer links back to real quotes with citations.
I've come to believe that genius is an exceedingly common human quality, probably natural to most of us... I began to wonder, reluctantly, whether it… - John Taylor Gatto
" "I've come to believe that genius is an exceedingly common human quality, probably natural to most of us... I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children's power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age-segregation, the lack of privacy, the constant surveillance, and all the rest of national curriculum of schooling were designed exactly as if someone had set out to prevent children from learning how to think and act, to coax them into addiction and dependent behavior.
English
Collect this quote
About John Taylor Gatto
John Taylor Gatto (December 15, 1935 – October 25, 2018) was an American author and school teacher who taught in the classroom for nearly 30 years. He devoted much of his energy to his teaching career, then, following his resignation, authored several books on modern education, criticizing its ideology, history, and consequences.
Related quotes. More quotes will automatically load as you scroll down, or you can use the load more buttons.
Additional quotes by John Taylor Gatto
By allowing the imposition of direction from centers far beyond our control, we have time and again missed the lesson of the Congregational principle: people are less than whole unless they gather themselves voluntarily into groups of souls in harmony. Gathering themselves to pursue individual, family, and community dreams consistent with their private humanity is what made them whole: only slaves are gathered by others.
Mass education cannot work to produce a fair society because its daily practice is practice in rigged competition, suppression and intimidation. The schools we’ve allowed to develop can’t work to teach nonmaterial values, the values which give meaning to everyone’s life, rich or poor, because the structure of schooling is held together by a Byzantine tapestry of reward and threat, of carrots and sticks. Official favor, grades, and other trinkets of subordination have no connection with education; they are the paraphernalia of servitude, not of freedom.
Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your roadmap through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.”
Loading...