By Joe L. Kincheloe (auth.), Kecia Hayes, Shirley R. Steinberg, Kenneth Tobin (eds.)
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At the conclusion of the van Patten chapter, in a section called “what is to be done,” Kincheloe lays out what are some of the guiding principles of his argument. ” Furthermore, democratic schools would be committed to passing along learning and knowledge to prepare and empower individuals and groups who would serve the ideals of democracy. His model school would not assign students social roles or career goals, but rather would teach learners to think deeply, critically, and freely; and to attempt to understand all dimensions of the human experience, so that they would be capable of choosing their own best-suited career paths.
Knowledge itself is assumed to be objective and value free. Questions concerning how we deem certain knowledge worth knowing, how we organize and use knowledge, and how we evaluate it are not considered subjective features. Indeed, many times they are not even considered at all. ” The proceeding points constitute a specific, value-laden position. Yet, it is this position which is defined as objective. All positions which disagree with it are subjective and thus inferior. In this way the culture of positivism has established the rules for inquiry in modern society.
One result, of course, was reduced productivity. When productivity declined, American industry found itself less able to compete equally with foreign competition. 6 Business leaders have consistently called for increased math and science requirements for high school graduation. Reading the NCEE report, one is reminded of a call to arms against a more technologically competent enemy. Our nation is at risk. Our once unchallenged preeminence in commerce industry, science, and technological innovation is being overtaken by competitors throughout the world…If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war…The risk is not only that the Japanese make automobiles more efficiently than Americans and have 8 EXPOSING THE TECHNOCRATIC PERVERSION OF EDUCATION government subsidies for development and export.