The Corporate Reform of Public Schools
Educational Eugenics
Teachers and students are having a rough time in the United States—and not just because they are in danger of being murdered in their classrooms. Public education itself is under attack, fueled by foundation dollars, government policies and media hype. The problem isn’t international rankings, teacher pensions, or outdated theories. These are smokescreens. The enemies of American education hate it because it is public-powered, union-friendly, and people-centered. Public education doesn’t exist to churn out cheap crap so someone can make a buck. At its best, it teaches tolerance, promotes democratic values, and invests in the potential of each and every one of its students. And that’s its main problem. That’s why Democrats and Republicans alike are hell-bent on transforming our schools into a tyrannical instrument of corporate power through increased standardization of curricula, instruction, and assessments. Their goal is to manufacture “proficient” students and “distinguished” teachers—an educational master race judged by objective and scientific criteria. The end result of such technocratic pedagogy is nothing less than a eugenics of the mind.
The current mechanistic view of teaching and learning follows a model invented by Frederick Winslow Taylor in the early twentieth century. Mirroring the worldview of his big-business clientele, Taylor viewed working people with contempt. “The science of handling pig-iron is so great,” he told a Congressional committee, “that the man who is …
