Emanuele Corso
“(H)uman community depends on language,” say the authors of the language chapter in the book Deep History (Andrew Shryock and Daniel Lord Smail, Univ. of California Press, 2011). The authors use the lesson of Babel described in the Bible as an example of the power of language.
According to the Babel story, everyone spoke the same language until someone had the bright idea of building a tower so tall they could reach heaven. Their idea didn’t sit well with the proprietor of heaven, so he “confounded” their language to prevent the project from proceeding.
In short, control language and you control people.
Deliberate inversion of language has always been a favored tool of propagandists and demagogues. Consider just for a moment the current revulsion for and fear of the term “class-warfare” on the part of the 1 percent class. Another gem is referring to public education as “government education.” “Cowabunga Battyman, th’gummint’s after the kids!” In Orwell’s novel 1984 the users of “Newspeak” employed “doublethink” to manipulate the residents of the country.
A strategy to set up schools to fail
To tell deliberate lies while genuinely believing in them, to forget any fact that has become inconvenient, and then, when it becomes necessary again, to draw it back from oblivion for just as long as it is needed, to deny the existence of objective reality and all the while to take account of the reality which one denies – all this is indispensably necessary.
Newspeak and doublethink are now the “indispensably necessary” staples of the venality and political agendas sweeping across the United States in the guise of education reform. By deliberately employing language contradictory to common usage and understanding, these interests are confounding the public narrative.
The best example on a national scale is No Child Left Behind, which uses carefully contrived testing to leave not only children behind but teachers as well. In these so-called reform programs teaching becomes testing and failure is all but assured. In New Mexico we have the ABCDF Schools Rating Act to insure failure – failure as defined by interested parties leading ultimately to privately run schools, online course work and what the act itself refers to as “cyber academies” which, interestingly enough, are not included in the required ratings under Section 3 of the act.
The objective truth here: Testing is not pedagogy; it is not curriculum and instruction; it is a strategy to set up public schools to fail and machine learning to prosper.
If you have any doubts about this strategy, read the story in the Washington Post about a fellow who is a school board member, a corporate executive with a bachelor’s degree and two master’s degrees. He took the 10th grade reading and math tests required for students in his school district. He said he managed to “guess” the answers to 10 out of 60 math questions and scored a “D” on the reading test.
Is it any wonder then that these innocuous sounding rating and testing programs like ABCDF and NCLB are condemning public schools to failure? We must rightly ask, why? What’s in it for the perpetrators? What do they stand to gain?
Potential profits
Minions of wealthy business interests have moved across the country installing themselves into state governments and sundry “foundations,” spreading the idea that public schools are a failure and they have the solution – privatizing public schools, privatizing teacher education and installing high-tech teaching devices. Why? Because people like Rupert Murdoch, the Koch boys, Bill Gates and a host of others, having financed politicians as a down payment, are salivating over their potential profits.
Rupert puts that potential at $500 billion!
The Dec. 6 New York Times had two editorial pieces on education. One piece offered a “how to” as in “How To Rescue Education Reform” that sounded a death knell for teachers, describing “Technology as a Passport to Personalized Education.” In both articles, what I found more interesting than the standard hollow circular arguments debasing public education and human teachers was that the three authors are all affiliated with Stanford University, as is the New Mexico secretary-designate of public education.
Coincidence? Perhaps, perhaps not.
A form of collective suicide
A viable democracy requires educated citizens capable of critical thinking and a strong sense of community. There is no social dimension to cyber or any other form of machine learning. Machines, by their nature, isolate learners from the social context provided by public schools and from the democratizing influences of that community.
The 21st Century Tower of Babel has been constructed and the intent clearly is to confound the narrative in order to dismantle the finest, most democratic and enabling institution this country has ever had, public education. At what price?
Henry Giroux, in Education And The Crisis Of Public Values, (Peter Lang Publishing, 2012) writing about what he calls the politics of humiliating teachers, public schooling and marginalizing youth put it this way.
Despite these grave circumstances, we seem to lack the critical language, civic courage, and public values to recognize that when a country institutionalizes a culture of cruelty that takes aim at public schools and their hard-working teachers, it is embarking on a form of self-sabotage and collective suicide whose victims will include not only education, but democracy itself.
Emanuele Corso has been a New Mexico resident for over 30 years. Prior to that he taught at the University of Wisconsin-Madison in the Department of Educational Policy Studies, where he received his doctorate in educational policy studies. He taught “Schools and Society” and “School Reform” to graduates and undergraduates. He holds three master’s degrees and a bachelor’s in mathematics. He is currently working on a book, “Belief Systems and the Social Contract,” which he started when he was teaching at Wisconsin. You can find him online at siteseven.net.