Michael Petukhov
August 26th 03, 11:16 AM
Learning to Be Stupid in the Culture of Cash
by Luciana Bohne
You might think that reading about a Podunk University's English
teacher's attempt to connect the dots between the poverty of American
education and the gullibility of the American public may be a little
trivial, considering we've embarked on the first, openly-confessed
imperial adventure of senescent capitalism in the US, but bear with me.
The question my experiences in the classroom raise is why have these
young people been educated to such abysmal depths of ignorance.
"I don't read," says a junior without the slightest self-consciousness.
She has not the smallest hint that professing a habitual preference for
not reading at a university is like bragging in ordinary life that one
chooses not to breathe. She is in my "World Literature" class. She has
to read novels by African, Latin American, and Asian authors. She is
not there by choice: it's just a "distribution" requirement for
graduation, and it's easier than philosophy -she thinks.
The novel she has trouble reading is Isabel Allende's "Of Love and
Shadows," set in the post-coup terror of Pinochet's junta's Nazi-style
regime in Chile, 1973-1989. No one in the class, including the English
majors, can write a focused essay of analysis, so I have to teach that.
No one in the class knows where Chile is, so I make photocopies of
general information from world guide surveys. No one knows what
socialism or fascism is, so I spend time writing up digestible
definitions. No one knows what Plato's "Allegory of the Cave" is, and I
supply it because it's impossible to understand the theme of the novel
without a basic knowledge of that work - which used to be required
reading a few generations ago. And no one in the class has ever heard
of 11 September 1973, the CIA-sponsored coup which terminated Chile's
mature democracy. There is complete shock when I supply US de-
classified documents proving US collusion with the generals' coup and
the assassination of elected president, Salvador Allende.
Geography, history, philosophy, and political science - all missing
from their preparation. I realize that my students are, in fact, the
oppressed, as Paulo Freire's "The Pedagogy of the Oppressed" pointed
out, and that they are paying for their own oppression. So, I patiently
explain: no, our government has not been the friend of democracy in
Chile; yes, our government did fund both the coup and the junta torture-
machine; yes, the same goes for most of Latin America. Then, one
student asks, "Why?" Well, I say, the CIA and the corporations run
roughshod over the world in part because of the ignorance of the people
of the United States, which apparently is induced by formal education,
reinforced by the media, and cheered by Hollywood. As the more people
read, the less they know and the more indoctrinated they become, you
get this national enabling stupidity to attain which they go into
bottomless pools of debt. If it weren't tragic, it would be funny.
Meanwhile, this expensive stupidity facilitates US funding of the
bloody work of death squads, juntas, and terror regimes abroad. It
permits the war we are waging - an unfair, illegal, unjust, illogical,
and expensive war, which announces to the world the failure of our
intelligence and, by the way, the creeping weakness of our economic
system. Every man, woman, and child killed by a bomb, bullet, famine,
or polluted water is a murder - and a war crime. And it signals the
impotence of American education to produce brains equipped with the
bare necessities for democratic survival: analyzing and asking
questions.
Let me put it succinctly: I don't think serious education is possible
in America. Anything you touch in the annals of knowledge is a foe of
this system of commerce and profit, run amok. The only education that
can be permitted is if it acculturates to the status quo, as happens in
the expensive schools, or if it produces people to police and enforce
the status quo, as in the state school where I teach. Significantly, at
my school, which is a third-tier university, servicing working-class,
first-generation college graduates who enter lower-echelon jobs in the
civil service, education, or middle management, the favored academic
concentrations are communications, criminal justice, and social work--
basically how to mystify, cage, and control the masses.
This education is a vast waste of the resources and potential of the
young. It is boring beyond belief and useless--except to the powers and
interests that depend on it. When A Ukranian student, a three-week
arrival on these shores, writes the best-organized and most profound
essay in English of the class, American education has something to
answer for--especially to our youth.
But the detritus and debris that American education has become is both
planned and instrumental. It's why our media succeeds in telling lies.
It's why our secretary of state can quote from a graduate-student
paper, claiming confidently that the stolen data came from the highest
intelligence sources. It's why Picasso's "Guernica" can be covered up
during his preposterous "report" to the UN without anyone guessing the
political significance of this gesture and the fascist sensibility that
it protects.
Cultural fascism manifests itself in an aversion to thought and
cultural refinement. "When I hear the word 'culture,'" Goebbels
said, "I reach for my revolver." One of the infamous and telling
reforms the Pinochet regime implemented was educational reform. The
basic goal was to end the university's role as a source of social
criticism and political opposition. The order came to dismantle the
departments of philosophy, social and political science, humanities and
the arts--areas in which political discussions were likely to occur.
The universities were ordered to issue degrees only in business
management, computer programming, engineering, medicine and dentistry -
vocational training schools, which in reality is what American
education has come to resemble, at least at the level of mass
education. Our students can graduate without ever touching a foreign
language, philosophy, elements of any science, music or art, history,
and political science, or economics. In fact, our students learn to
live in an electoral democracy devoid of politics - a feature the
dwindling crowds at the voting booths well illustrate.
The poet Percy Bysshe Shelley wrote that, in the rapacity that the
industrial revolution created, people first surrendered their minds or
the capacity to reason, then their hearts or the capacity to empathize,
until all that was left of the original human equipment was the senses
or their selfish demands for gratification. At that point, humans
entered the stage of market commodities and market consumers--one more
thing in the commercial landscape. Without minds or hearts, they are
instrumentalized to buy whatever deadens their clamoring and frightened
senses--official lies, immoral wars, Barbies, and bankrupt educations.
Meanwhile, in my state, the governor has ordered a 10% cut across the
board for all departments in the state - including education.
------------------------------------------------------------------------
Luciana Bohne teaches film and literature at Edinboro University in
Pennsylvania. Please send your comments/feedback/discussion on this
article to . ? Copyright Luciana
Bohne 2003 For fair use only/ pour usage ?uitable seulement .
by Luciana Bohne
You might think that reading about a Podunk University's English
teacher's attempt to connect the dots between the poverty of American
education and the gullibility of the American public may be a little
trivial, considering we've embarked on the first, openly-confessed
imperial adventure of senescent capitalism in the US, but bear with me.
The question my experiences in the classroom raise is why have these
young people been educated to such abysmal depths of ignorance.
"I don't read," says a junior without the slightest self-consciousness.
She has not the smallest hint that professing a habitual preference for
not reading at a university is like bragging in ordinary life that one
chooses not to breathe. She is in my "World Literature" class. She has
to read novels by African, Latin American, and Asian authors. She is
not there by choice: it's just a "distribution" requirement for
graduation, and it's easier than philosophy -she thinks.
The novel she has trouble reading is Isabel Allende's "Of Love and
Shadows," set in the post-coup terror of Pinochet's junta's Nazi-style
regime in Chile, 1973-1989. No one in the class, including the English
majors, can write a focused essay of analysis, so I have to teach that.
No one in the class knows where Chile is, so I make photocopies of
general information from world guide surveys. No one knows what
socialism or fascism is, so I spend time writing up digestible
definitions. No one knows what Plato's "Allegory of the Cave" is, and I
supply it because it's impossible to understand the theme of the novel
without a basic knowledge of that work - which used to be required
reading a few generations ago. And no one in the class has ever heard
of 11 September 1973, the CIA-sponsored coup which terminated Chile's
mature democracy. There is complete shock when I supply US de-
classified documents proving US collusion with the generals' coup and
the assassination of elected president, Salvador Allende.
Geography, history, philosophy, and political science - all missing
from their preparation. I realize that my students are, in fact, the
oppressed, as Paulo Freire's "The Pedagogy of the Oppressed" pointed
out, and that they are paying for their own oppression. So, I patiently
explain: no, our government has not been the friend of democracy in
Chile; yes, our government did fund both the coup and the junta torture-
machine; yes, the same goes for most of Latin America. Then, one
student asks, "Why?" Well, I say, the CIA and the corporations run
roughshod over the world in part because of the ignorance of the people
of the United States, which apparently is induced by formal education,
reinforced by the media, and cheered by Hollywood. As the more people
read, the less they know and the more indoctrinated they become, you
get this national enabling stupidity to attain which they go into
bottomless pools of debt. If it weren't tragic, it would be funny.
Meanwhile, this expensive stupidity facilitates US funding of the
bloody work of death squads, juntas, and terror regimes abroad. It
permits the war we are waging - an unfair, illegal, unjust, illogical,
and expensive war, which announces to the world the failure of our
intelligence and, by the way, the creeping weakness of our economic
system. Every man, woman, and child killed by a bomb, bullet, famine,
or polluted water is a murder - and a war crime. And it signals the
impotence of American education to produce brains equipped with the
bare necessities for democratic survival: analyzing and asking
questions.
Let me put it succinctly: I don't think serious education is possible
in America. Anything you touch in the annals of knowledge is a foe of
this system of commerce and profit, run amok. The only education that
can be permitted is if it acculturates to the status quo, as happens in
the expensive schools, or if it produces people to police and enforce
the status quo, as in the state school where I teach. Significantly, at
my school, which is a third-tier university, servicing working-class,
first-generation college graduates who enter lower-echelon jobs in the
civil service, education, or middle management, the favored academic
concentrations are communications, criminal justice, and social work--
basically how to mystify, cage, and control the masses.
This education is a vast waste of the resources and potential of the
young. It is boring beyond belief and useless--except to the powers and
interests that depend on it. When A Ukranian student, a three-week
arrival on these shores, writes the best-organized and most profound
essay in English of the class, American education has something to
answer for--especially to our youth.
But the detritus and debris that American education has become is both
planned and instrumental. It's why our media succeeds in telling lies.
It's why our secretary of state can quote from a graduate-student
paper, claiming confidently that the stolen data came from the highest
intelligence sources. It's why Picasso's "Guernica" can be covered up
during his preposterous "report" to the UN without anyone guessing the
political significance of this gesture and the fascist sensibility that
it protects.
Cultural fascism manifests itself in an aversion to thought and
cultural refinement. "When I hear the word 'culture,'" Goebbels
said, "I reach for my revolver." One of the infamous and telling
reforms the Pinochet regime implemented was educational reform. The
basic goal was to end the university's role as a source of social
criticism and political opposition. The order came to dismantle the
departments of philosophy, social and political science, humanities and
the arts--areas in which political discussions were likely to occur.
The universities were ordered to issue degrees only in business
management, computer programming, engineering, medicine and dentistry -
vocational training schools, which in reality is what American
education has come to resemble, at least at the level of mass
education. Our students can graduate without ever touching a foreign
language, philosophy, elements of any science, music or art, history,
and political science, or economics. In fact, our students learn to
live in an electoral democracy devoid of politics - a feature the
dwindling crowds at the voting booths well illustrate.
The poet Percy Bysshe Shelley wrote that, in the rapacity that the
industrial revolution created, people first surrendered their minds or
the capacity to reason, then their hearts or the capacity to empathize,
until all that was left of the original human equipment was the senses
or their selfish demands for gratification. At that point, humans
entered the stage of market commodities and market consumers--one more
thing in the commercial landscape. Without minds or hearts, they are
instrumentalized to buy whatever deadens their clamoring and frightened
senses--official lies, immoral wars, Barbies, and bankrupt educations.
Meanwhile, in my state, the governor has ordered a 10% cut across the
board for all departments in the state - including education.
------------------------------------------------------------------------
Luciana Bohne teaches film and literature at Edinboro University in
Pennsylvania. Please send your comments/feedback/discussion on this
article to . ? Copyright Luciana
Bohne 2003 For fair use only/ pour usage ?uitable seulement .