Introduction
The debate surrounding education and its impact on students has been a point of contention for many decades. Most people believe that the education system is crucial for laying the foundations of children’s development and shaping the mindset of future leaders. John Gatto, one of the most vocal critics of the education system over the years, has written a popular article entitled “Against School.” In this essay, Gatto argues that the compulsory primary education imposed on students in the US and other countries does not benefit the learners; instead, it conditions them to be obedient servants of the corporate world (Gatto 255). Gatto’s arguments are supported by Mike Rose’s portrayal of the current education system through his personal educational experiences narrated in his “I Just Wanna Be Average” essay.
Detrimental for Growth
The current education system in the US and elsewhere is detrimental to the growth of students and learners. The system is standardized for all learners, regardless of their varying talents and interests. The rigidity and uniformity of the American education system confirm Gatto’s claims that school “serves children only incidentally” (255).
Rose confirms this argument through his personal experiences, where he narrates that the educational system that he went through prioritized learners achieving particular test results over the personal needs and interests of the children (Rose 267). This inflexibility of the school curriculum, as Rose states, prevented learners from exploring fields of interest to them and consequently led to disinterest and boredom in the classroom. The two articles clearly demonstrate that schools still need to prioritize the growth of their learners, despite focusing on the uniformity of the system. A precise examination of society confirms these assertions, as education often fails to produce well-rounded, independent, and influential individuals.
Prevents Critical Thinking
The education system also hinders critical thinking in learners, as it is often structured around repetitive drills that are not subject to questioning. Gatto argues that the education system transforms students into servants by instilling in them habits and attitudes that cater to the demands of corporate society (Gatto 255). His claim is complex to argue against, as the school system, from teachers to students, is developed around a culture of obedience, and those who question preset guidelines often lose.
Rose supports this claim by narrating his experience in the vocational track, saying that the systems discouraged critical thinking (Rose 276). He observed that the teachers had a strict time scheduling to meet, which made them rely on repetitive procedures and significantly hampered the students’ ability to identify and solve problems independently (Rose 275). The suppression of critical thinking is evident in most schools, limiting the intellectual growth of many learners by preventing them from questioning previously established principles and facts.
The System Is Dehumanizing
Finally, as argued in the essay, the American education system is brutalizing and focuses on molding students into obedient servants rather than developing their unique strengths and talents. Gatto (255) asserts that schools are “laboratories of experimentation on young minds” as well as “drill centers for the habits and attitudes that corporate society demands.” This claim is valid because schools focus on testing students’ abilities and separating those who can excel in examinations from those who cannot. This process occurs in various stages until individuals who perfectly conform to and obey the established standards are selected for corporations.
Gatto’s position is also supported by Rose’s article “I Just Wanna Be Average,” where the author articulates that obedience was prioritized when he was in high school. As he notes, students who joined the vocational track were labeled as slow and subjected to a rigid and uniform curriculum that overlooked their unique talents and experiences (Rose 270). This experience, as expected, was dehumanizing for many of the students since it put a cap on their abilities by promoting uniformity.
Conclusion
A precise examination of the current schools and Mike Rose’s “I Just Wanna Be Average” supports Gatto’s assertions, as the system is detrimental to growth, fails to foster critical thinking, and is dehumanizing. Rose demonstrates that the system is detrimental to growth, as priority is placed on tests, an aspect that is observable in schools. The system is set in a manner that easily accommodates many people uniformly and discourages people from thinking critically, as Rose writes.
The argument that schools turn students into servants is also provable since schools dehumanize and punish those who do not fit the pre-selected standards. Mike Rose’s experiences with the education system demonstrate that schools can be detrimental to growth, discourage critical thinking, and dehumanize. Therefore, the few minorities who disagree with the standard view that schools are the foundation of future leaders need to be given serious consideration.
Works Cited
Gatto, John Taylor. “Against School.” Rereading America: Cultural Contexts for Critical Thinking and Writing, edited by Gary Colombo, Robert Cullen, and Bonnie Lisle, 11th ed., Bedford/St. Martin’s, 2019, pp. 241–255.
Rose, Mike. “I just wanna be average.” Rereading America: Cultural Contexts for Critical Thinking and Writing, edited by Gary Colombo, Robert Cullen, and Bonnie Lisle, 11th ed., Bedford/St. Martin’s, 2019, pp. 258–279.