john-taylor-gatto-weapons-of-mass-instruction

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Weapons of Mass Instruction II3 Social Engineering Thanks to a 24-year-old college dropout named Mark Zuckerberg who created Facebook, and others like him who founded YouTube, MySpace and other social networks still unmonitored by political authorities or academics, thanks to the World-Wide Web and the Internet as platforms for individually generated connections, the power of school as a great dis-connector has been weakened. These vehicles enable people without any particular status, to hook up with one another; they even allow mixtures of nobodies and somebodies to exchange ideas and plans; they provide a fountain of information which replenishes itself constantly; they encourage creativity among masses consigned by schooling to become reliable consumers. Even though this new force is still ih early childhood, already it has caused governments to surrender a great deal of power over their own currencies. It has emboldened accumulations of capital to move at the speed oflight from one country to another, destabilizing conventional markets, making national loyalties conditional and patriotism questionable. Thanks to the vast new ball of connections, official truth in every conceivable area is subject to verification by a promiscuous collection of uncertified critics armed with the tools to back up their contrarian critiques. Thanks to the Internet, the concept of mass schooling by experts is nearly exhausted. Lying by Omission Bruno is a college student in Portugal who wrote to me on May I7, 2008 asking for my take on several matters for which his school holds official positions and monitors compliance with its stances through testing. It's a common situation everywhere. These unstated biases presented as gospel truth makes official schooling dangerously antieducational, yet this phenomenon in action is difficult to detect, and among the young, virtually impossible. Sometimes these pernicious biases are managed simply by omitting some key piece of information. Such was the case that bothered
II4 WEAPONS OF MASS INSTRUCTION Bruno, in a graduate school program purporting to explain the mechanism through which evolution is presumed to work. The letter which follows represents my attempt to introduce Bruno to one of the bestconcealed weapons of mass instruction: lying by omission: Dear Bruno, You ask my opinion on Darwin's supposition vs. Wallace's, Darwin contending that biological advance occurs through deadly competitions which over time eliminate the weak from success in reproduction, and Wallace arguing that adaptation and cooperation are the important elements. , I would have no opinion on the relative merits of either, but my guess is that what really interests you is how Darwin became the figure historically remembered and Wallace the one forgotten. On that issue I know a great deal. The politics of science is a matter which hardly ever takes center stage in academic presentations intended for ordinary students, but since Darwin's ascendency was almost exclusively a matter of who he was and who he knew, while Wallace's decline could have been predicted long before it occurred by knowing his background, let me engage your question through that particular aspect of big science, since it is always present and almost always a matter of the greatest importance. Two excellent critical takes on this which you might want to read are Thomas Kuhn's The Structure of Scientific Revolutions, and Robert Scott Root-Bernsteins's Discovering. Back to the Darwin victory. I'm certain you were never told in school that Darwin was supremely wealthy and hung around with the circle around the powerful and influential in many countries. And I'm equally certain you don't know that he was trained as a Church of England priest, not as a scientist. In a short while I'll get to the significance of this data, but for the moment you should reflect on the possible reason your teachers would have in keeping this information from you.
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A Dedication for the Family Builder
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10 Incident at HighLand High School
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