OMG. I'm starting to believe hawkeye

I'm starting to believe hawkeye

Quote:

I'm starting to believe hawkeye

Just shoot yourself.

They're no longer students, they're tomorrow's work force.
They aren't kids. They're commondities.

They're no longer students, they're tomorrow's work force.

well don't pass over the fact that I'm an educational elitist snob looker downer.

When they enter the workforce we can worry about them as workers.

.....What we might call the BGUTI principle -- “Better Get Used To It” – is applied to other practices, too...

...Almost by definition, the BGUTI defense ignores developmental differences. It seems to assume that young children ought to be viewed mostly as future older children, and all children are just adults in the making. Education, in a neat reversal of Dewey’s dictum, is not a process of living but merely a preparation for future living....

...This leads us to the most important, though rarely articulated, assumption on which BGUTI rests – that, psychologically speaking, the best way to prepare kids for the bad things they’re going to encounter later is to do bad things to them now. I’m reminded of the Monty Python sketch that features Getting Hit on the Head lessons. When the student recoils and cries out, the instructor says, “No, no, no. Hold your head like this, then go, ‘Waaah!’ Try it again” – and gives him another smack. Presumably this is extremely useful training . . . for getting hit on the head again....

...So if these practices can’t be justified as pragmatic preparation, what is driving BGUTI? One sometimes catches a whiff of vinegary moralism, the assumption that whatever isn’t enjoyable builds character and promotes self-discipline. Mostly, though, this phenomenon may be just one more example of conservatism masquerading as realism. When children spend years doing something, they are more likely to see it as inevitable and less likely to realize that things could be otherwise.

“You’d better get used to it” not only assumes that life is pretty unpleasant, but that we ought not to bother trying to change the things that make it unpleasant.

We are living in an age when education is described as an "investment," when school reform is justified by invoking the "need to be competitive in the 21st century." The implication here is that the central function of schools is to turn out adequately skilled employees who will show up on time and do whatever they're told so that corporations can triumph over their counterparts in other countries. (Interestingly, Catherine Lewis, in her book Educating Hearts and Minds, reports that "the metaphor of the school as a factory or workplace where children do 'work,' so common in American schools, was notably absent from the Japanese [elementary] schools" she visited.) But if it is repugnant to regard children primarily as future workers - or, more broadly, as adults-in-the-making - it is worse to see what children do right now as work.

They're no longer students, they're tomorrow's work force.

They aren't kids. They're commondities