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We Don't Need No Education

Posted on 29 Oct | 3 comments
Thomas Jefferson, by Charles Wilson Peale.
Thomas Jefferson, by Charles Wilson Peale.

Our education system is currently in crisis. It is no secret that American children are at best average when compared to children from other countries (see, e.g., this Huffington Post article), and our adults fare very poorly on tests of math, science, history, and general knowledge.

This has serious implications for our democracy. Thomas Jefferson stated many times, in so many words, that education is the foundation of a functional democracy. For example:

"Knowledge indeed is a desirable, a lovely possession."

"Above all things I hope the education of the common people will be attended to; convinced that on their good sense we may rely with the most security for the preservation of a due degree of liberty."

"...wherever the people are well informed they can be trusted with their own government..."

"If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be."

"A system of general instruction, which shall reach every description of our citizens from the richest to the poorest, as it was the earliest, so will it be the latest, of all the public concerns in which I shall permit myself to take an interest." (

A democracy only functions when its citizens are educated and moral. Morality, too, is a necessary product of education: how can one make moral choices without access to the facts of the injustices that exist in the world? How can we evaluate the moral claims of our elders and leaders? Jefferson was a huge proponent of education for these reasons. Only with the knowledge of history, oratory, logic, reason and critical thinking can we make informed decisions about those who seek to rule us in a system of competing interests. Absent these knowledges and skills, we are prone to tyranny. And above all, Jefferson sought to eliminate the possibility of tyranny.

Many of my friends have opted out of politics. They do not watch any news or read any newspapers, skip over political posts on social networking sites, refuse to engage any political chatter or education. And yet, they sometimes vote and hold strong beliefs. As Marc Applebaum recently stated, "Ideally, I would say, our beliefs should be based on critically evaluated knowledge and the knowledge we have gained should be rooted within a framework of passionately-affirmed beliefs." ( These beliefs exist independent of critical thinking that might confirm or disconfirm them as valid notions. In this state, you might as well throw darts in the dark as vote for a favorite candidate.

Given all of these notions, it is no surprise that our education system is getting worse. Core knowledge sounds like a good idea: we decide what our children need to know and standardize education across the country, making it so even struggling schools turn out students who have a basic knowledge of how things work. The Texas board of education can no longer drive our system towards belief, away from knowledge, in a partisan fashion. But we still have the monumental question of who decides? Qui custodiet ipsos custodes, in the words of the playwright Juvenal. Will this program make us more or less critical consumers of government?

Other nations value their education. This is why we are lower on the rankings than our national standing and wealth would suggest is reasonable. We are not helped by notions of egalitarianism that got started around the time of the Revolutionary War: seeking to define ourselves as separate from and different from our British originators, we defined masculinity as everything opposite 17th century British notions of masculinity. So poetry, wigs and lace were out; the artisan who works with his hands was in. Ignorance and unquestioning belief are as good as knowledge, and nobody is smarter than anybody else (we can even see this in the undue democratization of intelligence that is Gardner's multiple intelligences: everyone is smart in their own way). If you ever went to an American school, you have seen kids abused by their peers for any deviation from average intelligence, low or high.

At a recent political event, one candidate called another candidate a snob for thinking all Americans should aspire to go to college; he was speaking to this very set of low-information voters who operate on belief and are resistant to facts. In other words, the very people who could benefit from better education.

This same person was concerned that colleges change our minds about our religious and political beliefs. Kids come home less fundamentalist and more liberal. As late as 1998, James Loewen noted that in fact the reverse was true: college graduates tended to be MORE conservative. However, at this time (and likely still) the best predictor of whether you would graduate college was whether your parents graduated college, the best predictor of your lifetime wealth was your parents' lifetime wealth, and the best predictor of your political affiliations was your wealth. Even so, given these statements about education (that they change minds), doesn't this tend to suggest that fundamentalist and uncritical conservative beliefs are not grounded in the sorts of knowledge that we need in order to think critically through the issues? That is, shouldn’t this knowledge cause one to question one's beliefs rather than attack learning itself?

Our university system is under attack. For-profit interests are among the least of our worries, driving up costs while lowering admissions standards, putting pressure on the traditional system to do the same. More worrisome still is the tendency right now to view education as a commodity to be bought and sold, mortgaged and advertised. This commodity is built on the facts around education and earnings: people with more education tend to earn more money. Schools highlight this fact and sell education as a means to a better job rather than for its own sake. This means increasingly more classes that focus on the practical, taught by people working in the fields in question, and less general education that makes us better critical thinkers.

One of the schools where I teach has new teacher evaluations. Some of the criteria include not wandering off-topic, delivering the information from the approved material, and lecturing to the exclusion of all other methods. In short, read the book to the adult learners and bring to bear none of the experience for which I was prized when I was hired.

For-profit schools have lobbyists working full-time to keep up these sorts of pressures. They profit from students not being educated enough to make other choices (either because they do not qualify for other programs or do not know their alternatives) and manipulate legislation to make this both legal and profitable, forcing other kinds of educational institution to keep pace. All of this results in people who are trained to do jobs but not educated to be good citizens.

Moreover, we lack the education right now to see how these factors are working together to create the tyranny Jefferson feared so many years ago: a corporate, for-profit tyranny he could never have forseen.

Education is good for its own sake and everyone should get as much as they can. Ignorance is not as good as knowledge. Going to school makes us better consumers of data, able to tell oratory tricks from legitimate arguments, aware of the history implicit in our circumstances, knowledgeable about justice and how and why it is missing, able to ask questions like "why?" and "who profits"? Education, as one for-profit schools claims, makes the world better. It makes US better, whoever we are—more powerful, considerate, and yes, profitable.

What you can do:
Pick your education carefully. Always study the data, and first learn how to understand data. Give to organizations that sponsor education for people who otherwise could not afford it. Never let ignorance pass for knowledge. Always point out when oratory is used to confuse issues, such as through ad hominem attacks. Watch more satire and less cable news.

-- Jason Dias

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Comments and Discussions

I'm also of the mindset that

I'm also of the mindset that good education makes for better decision makers. Morality (despite the rang from Anonymous commenter above) is a pretty standardized field.

I think that understanding computers and programming, the developing future of technology is so key to being good decision-makers. Get more people into computer science courses. It helps build logic. Logic helps critical thinking!

I am always amused whenever

I am always amused whenever people reference Jefferson with "education" and "democracy". He was a slaveholding rapist bastard, may he burn in Hell forever.

"A democracy only functions when its citizens are educated and moral." And just who the hell decides which morals are needed for a functioning democracy? You? Who decides what kind of education, or which kind? The US is an exception amonst First World democracies, with a very large geographical area AND a very large population. Please don't compare us to the UK, wich is about the same size as Oregon. Do not compare us to countries with populations smaller than New England. Individual Americans are free to choose our own morals, and be educated as WE see fit. I don't give a damn about what France or Sweden or Australia does; they're fine countries, but we are not them.
"Moreover, we lack the education right now to see how these factors are working together to create the tyranny Jefferson feared so many years ago: a corporate, for-profit tyranny he could never have forseen." Um, umless my college education fails me, Jefferson was a populist who would also scoff at the idea of everyone going to college and was far more profit & small government minded than you acknowledge.

The true enemy of our educational system is our country's infinite population growth. Somehow, people don't seem to connect the dots between a finite number of slots at their college of choice—like Harvard, for example—and an ever increasing number of applicants.
Competition increases every year, yet people are surprised, or somehow view it as bad? Some American schools have started assigning homework to kindergardeners. This is why I'm never having kids; if only other people possessed enough restraint, instead of selfishly disregarding the burdens they place on their offspring.

I just wanted to follow up

I just wanted to follow up regarding my unavailability to continue to substitute at School in urban America.

It is with great sorrow that I have to decline the assignment due to the following reasons:

1. The three parents with whom I met seem to have greater expectations that I could provide as a substitute. Two of the three students (Burt and Coockie- I will not use last names to protect the students privacy, but can provide them at your request) were not doing well academically before I got there and one (Lilo) was getting an A. The three students were acting out, as were most of the students due to the change and having had their beloved teacher replaced. However, the three parents/guardians seemed to believed that the major reason for their acting out was that I was not engaging the students.

The student who was getting an A, at least during the time I was his teacher did not do work that would earn him an A. His grandmother was extremely upset and even hostile during both meetings I had with her. I understand and respect her concern because that was the only class he was passing, and may have been a great motivation. I feel that I failed him, and I am sorry. Somehow many students had an expectation that they deserve a better grade than they work for. I find that problematic for me to do. Although I believe that some students should get an A just for attending school everyday in spite of the numerous obstacles they face at home (I was one of those students myself), I also know that giving free A’s is not the solution.

2. Lack of or inefficient counseling of students with serious misbehavior. I was unsure of what type of guidance the several 7th graders I sent to the Counselors' office received. They came back to class with the same or worse behavior. There was one student (A.A.)who had been attending 3rd period Spanish 1, but was not in the roster. I found it difficult to be responsible for a student who came and go to room 22 when he was enrolled in another class, besides he was disruptive most of the time. Several times I sent him to the counseling office before he stopped coming to class. I hope that for future teachers in my position can be given information as of what to expect from the counseling office.

3. My experience with school culture. In one occasion, while in the counseling office after meeting with parents, I was asked to use the restrooms located in another bungalow because the restroom I used was "for the counselor only". On the last day I was there, I asked for a copy of my timesheet, but I was told it was not submitted because Substitute Services Office had not called Ms.Z. back regarding my pay rate. As you may know, some of us need to get pay for a living, and could take extra steps to make sure one's timesheet gets submitted. Later she figured out it had been submitted. On the timecard, two of the dates (9/2 and 9/14) that we had agreed I was going to be compensated for were not included. After a weekend of grading I found it hard to accept that I would not get compensated for the time I had dedicated to trying to catch up working as a regular teacher. As you may know many days I worked very long hours. I think both persons involved in these situations were under lots of stress as I was. I hope other teachers in my position don’t have to feel so unappreciated.

I know that I could have done a better job managing the classroom, grading, planning curriculum, navigating school culture, learning to teach middle school, meeting parents’ expectations, but I think it would take a greater effort than what I am capable of as a substitute right now.

Thank you for everything and best regards,

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