John Taylor Gatto: Difference between revisions
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<blockquote class="quotation">'''John Taylor Gatto''' (1935–2018) was an American educator, author, and outspoken critic of the industrial schooling system. A former public school teacher, Gatto spent over 30 years in the U.S. education system, during which he won multiple teaching awards—including the New York State Teacher of the Year award in 1991. Shortly after receiving this honor, he resigned, publishing a public letter titled 'I Quit, I Think', in which he condemned compulsory schooling as a system of social control designed to suppress critical thinking, curiosity, and self-determination. | |||
</blockquote> | |||
==Key Figures== | |||
[[Key Figure]] > {{#ask:[[Is a::key figure]]}} | |||
==Notes== | |||
==Quotes== | |||
==Book Notes== | |||
'''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992) | |||
''' | |||
*Gatto argues that schooling is not about education, but about conditioning students for passivity, compliance, and dependence. | |||
*He identifies the hidden curriculum of schools: obedience to authority, intellectual fragmentation, and disconnection from real-world learning. | |||
*This work parallels Pathfinder’s critique of [[Toxic Socialization]], which suppresses [[Human Potential]] and [[Human Flourishing]]. | |||
'''The Underground History of American Education (2001) | |||
''' | |||
*Gatto explores the historical roots of compulsory schooling, tracing it back to Prussian military models and corporate interests. | |||
*He argues that education was deliberately designed to limit critical thinking, reduce autonomy, and create a manageable workforce. | |||
*This aligns with Pathfinder’s rejection of hierarchical, state-controlled education and its embrace of decentralized, learner-driven alternatives. | |||
'''Weapons of Mass Instruction (2008)''' | |||
*Gatto critiques the standardization of education, arguing that creativity, independence, and real-world learning have been deliberately suppressed. | |||
*He promotes unschooling, mentorship, and community-based education as paths to authentic learning and self-actualization. | |||
[[category:terms]] | |||
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Revision as of 23:43, 8 March 2025
John Taylor Gatto (1935–2018) was an American educator, author, and outspoken critic of the industrial schooling system. A former public school teacher, Gatto spent over 30 years in the U.S. education system, during which he won multiple teaching awards—including the New York State Teacher of the Year award in 1991. Shortly after receiving this honor, he resigned, publishing a public letter titled 'I Quit, I Think', in which he condemned compulsory schooling as a system of social control designed to suppress critical thinking, curiosity, and self-determination.
Key Figures
Key Figure > A. L. Kitselman, Abraham Maslow, Albert Einstein, Albert Hofmann, Aldous Huxley, Eugene Ruyle, Jean Anyon, Johan Galtung, John Taylor Gatto, Louis Althusser, Paulo Freire, Timothy Leary, Vannevar Bush, William James
Notes
Quotes
Book Notes
Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (1992)
- Gatto argues that schooling is not about education, but about conditioning students for passivity, compliance, and dependence.
- He identifies the hidden curriculum of schools: obedience to authority, intellectual fragmentation, and disconnection from real-world learning.
- This work parallels Pathfinder’s critique of Toxic Socialization, which suppresses Human Potential and Human Flourishing.
The Underground History of American Education (2001)
- Gatto explores the historical roots of compulsory schooling, tracing it back to Prussian military models and corporate interests.
- He argues that education was deliberately designed to limit critical thinking, reduce autonomy, and create a manageable workforce.
- This aligns with Pathfinder’s rejection of hierarchical, state-controlled education and its embrace of decentralized, learner-driven alternatives.
Weapons of Mass Instruction (2008)
- Gatto critiques the standardization of education, arguing that creativity, independence, and real-world learning have been deliberately suppressed.
- He promotes unschooling, mentorship, and community-based education as paths to authentic learning and self-actualization.
[[category::
