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Thinking — Part 1
By Frank Breslin
350
Proceed at your own risk. Don’t accept as true what you’re about to read. Some of it is fact;
some of it is opinion disguised as fact; and the rest is liberal, conservative, or mainstream
propaganda. Make sure you know which is which before choosing to believe it.
Students are exposed to so many different viewpoints on- and offline and so
prone to accepting whatever they read, that they run the very real risk of
becoming brainwashed. If it’s on a computer screen, it becomes Holy Writ,
sacrosanct, immutable, beyond question or doubt.
Teachers caution students constantly against taking what they read at face
value, since some of these sites may be propaganda mills or recruiting
grounds for the naïve and unwary. Not only egregious forms of indoctrination
may target unsuspecting young minds, but also the more artfully contrived
variety, whose insinuating soft-sell subtlety and silken appeals ingratiatingly
weave their spell to lull the credulous into accepting their wares.
To prevent this from happening, every school in America should teach the arts
of critical thinking and critical reading, so that a critical spirit becomes a
permanent possession of every student and pervades the teaching of every
course in America. This would be time well-spent in protecting students from
the contagion of toxins on- or offline.
While ensuring students’ physical safety is a school’s first order of priority, the
school should be no less vigilant in safeguarding them from propaganda that
will assail them for the rest of their lives. Caveat emptor! Everyone wants to
sell students a viewpoint, against which schools should teach them the art of
protecting themselves.
The essence of an education - the ability to think critically and protect oneself
from falsehood and lies - may once have been taught in American schools,
but, with few exceptions, is today a lost art. This is unfortunate for it is
precisely this skill that is of transcendent importance for students in defending
themselves. Computers are wonderful things, but, like everything else in this
world, they must be approached with great caution. Their potential for good
can suddenly become an angel of darkness that takes over their minds.
The school owes its students to teach them how to think, not what to think; to
question whatever they read, and never to accept any claim blindly; to
suspend judgment until they’ve heard all sides of a question, and interrogate
whatever claims to be true, since the truth can withstand any scrutiny. Critical
thinking is life’s indispensable survival skill, compared to which everything
else is an educational frill!
***
While teachers do encourage critical thinking, there has never been a way of
formally integrating this skill into existing curricula. Apart from a few teachers
who do train their students in critical thinking, most teachers do not for one
simple reason — there is no time. State education departments mandate that
so much material has to be covered that critical thinking cannot be taught, nor
can the courses themselves be critically presented. In order to cover the
curriculum, courses must be taught quickly, superficially, and uncritically, the
infallible way of boring students.
This is a great source of frustration to teachers, who would rather teach their
courses in depth in order to give students an informed understanding of the
issues involved, the controversies surrounding these issues, the social and
political resistance their field of inquiry may have encountered, and its cultural
impact upon society; in short, the splash and color of its unfolding drama. At
the same time, teachers are forever having to keep one eye on the clock to
finish their course by the end of the semester, when there is scarcely time to
teach the “official” viewpoint, much less the controversy surrounding each
question.
Not that every discipline lends itself to controversy, but most subjects do, with
key questions still fiercely debated. History, psychology, sociology,
economics, the natural sciences, the arts and humanities are all teeming with
conflicts, yet this is regrettably kept from students. Some teachers may make
a glancing reference to specialist debates, provide as much critical
commentary as possible on the bias of the class text, or cite alternative
theories, but what is possible is not nearly enough.
The sheer bulk of material necessarily inhibits its critical treatment, which
requires time to explore rival explanations so that students can grasp the
excitement of learning and the contentious world of ongoing scholarship.
Rather than partaking of a sumptuous banquet, students receive only a very
thin gruel, insufficient nourishment for questing young minds.
Because students are usually taught only one viewpoint about everything,
they simply accept the theory they learn on their teacher’s authority with
perhaps little understanding of the reasons provided. However, were they
taught a second and third theory, along with their respective pro and con
arguments, students would be drawn into a more nuanced understanding of
the problem, try to determine which theory was right, and discover their minds
at a deeper level as they grappled with the question and experience the
excitement of intellectual inquiry.
Such breakthroughs occur all too seldom in classrooms because only one
“weary, stale, flat, and unprofitable” view is all they learn amidst the rapid
pace of the course. Imagine the ongoing stimulus of cognitive dissonance
were several theories routinely presented with no attempt at resolving the
issue. Now that would be a course worth taking! It is this intellectual ferment
that is missing in schools today, thanks to a state policy which fosters a
climate of indoctrination by default by teaching one viewpoint.
However, there has always been the perception that the last thing government
wants is that the young should be trained in critical thinking, for then
they would begin to take learning seriously, recognize its explosive power and
real-life relevance, question everything, become more aware, hunger for
college and, who knows, perhaps even want to remake the world. This would
be terrifying to those in power. Even now government is cutting subsidies to
state universities, causing higher tuitions and predatory student debt to
discourage college attendance.
What better way to frustrate the burning idealism of youth intent on bettering
their lives through higher education than by burdening them with crippling debt
and sidelining them in securing an education that might later challenge the
status quo.
Better to smother their desire for learning by an eternal night of rigged testing
lest the excitement of critical thinking prove contagious and challenges
policies of social injustice against a government that wages economic warfare
against its own people.
Imagine the effect on students of being deprived not only of critical thinking,
but also of learning even one viewpoint because the curriculum that would
have prepared them for high school is no longer taught — traditional subjects
like science, history, literature, world languages, art, and music — because all
they’re now doing is preparing for tests.
Governments have always tried to brainwash children not only by what was
taught, but also, and more subtly, by what was omitted. This approach would
deny students those areas of knowledge, experience, insight, and wisdom that
would have enriched their understanding of themselves and the world.
Instead, they were given only a circumscribed view of learning’s enormous
riches that purposely lay beyond their grasp.
For centuries most children, as well as their parents, were forbidden even the
opportunity to learn to read, so dangerous was its potential for self-liberation
and questioning the way things were. When this became no longer possible,
they tried to control which books they read, whereas now they simply distract
them by mass culture that kills the very desire to read.
The minds of children need room to breathe, to be inspired by vision, and the
health-bringing balm of many perspectives. They need exercise, play, and
relaxation; in short, they need a sound body and spirit to have a sound mind.
Rather than spending their magical years entombed in cram-school dungeons
that prepare them for impossibly difficult tests, children need old-fashioned
schools where every day they can learn something new in classrooms that
echo with laughter and joy!
This would be the beginning of real educational reform, not a “reform” that is,
among other things, but an assault on the mind that begins in elementary and
middle school, continues through high school, and now seeks to limit the
number of those who can afford college.
America’s state education officials today stand before a great ethical decision.
They must choose whether to serve the long-term interests of public-school
children or to sell their souls in a Faustian bargain of complicity with Pearson
and other “reform” opportunists who are only too willing to sacrifice children to
this Strange New God of Standardized Testing.