Can We Escape the Matrix?

The MatrixMany people are talking about what’s right and wrong with education; Steve Hargadon’s Escaping the Education Matrix is a thought provoking position.

Hargadon’s idea that we are in an “education matrix” of which many of us aren’t aware clarified my confusion over why people aren’t rebelling against this new wave of mandates. Why are intelligent people allowing the government to use our tax dollars inappropriately?

Part of the problem is, unless a person is an educator, most American citizens believe the propaganda coming from media and big businesses that teachers are to blame for the state of education; therefore, most Americans support the current testing trend that is purported to weed out the bad teachers. However, the only thing this trend is doing is pushing out the great teachers and destroying our children’s individuality.

The government is taking money allocated for education and giving it to wealthy textbook companies to create these tests. The result: Our tax dollars aren’t edifying our children; instead, our money is used to label our children as advanced, proficient, partially proficient, or unsatisfactory. Why are parents allowing this to happen to their children? As an educator, I have no idea how these labels help my students, and I have yet to see how these tests improve education. The only thing these tests are doing are taking money out of the classrooms.

Hargadon addresses this testing movement in education:

“If we really want children to grow up to become self-reliant and reach their full potential, we would be doing something very different in schools. We live in a state of cognitive dissonance.”

Testing does not create self-reliant children. Testing does not help children reach their full potential. All state testing does is label our children and make them feel inadequate. As a parent whose child is struggling in school, I don’t need a test to tell me that. I know he is a struggling reader because of my interactions with him. I know he is a struggling reader because the diagnostic tests he takes at school confirm it; diagnostic tests identify weaknesses with immediate feedback.  State tests are not diagnostic. They claim to be, but all they are is an expensive waste of time. State tests are usually administered in the spring, and the results don’t come back until the fall. How does that help my child right now? How does that help his current teacher find out what interventions he needs today?

We need to decide, as a nation, what we want for our children and for the future of our country.

Not all schools are bad, just as not all teachers are bad, but we are all paying the price for a top-down mandate, where non-educators are deciding what they want the majority of children to know.

“What are most kids getting out of 12 years of school?” he asks. “The honest answer is they’re learning how to follow, and that was the original intent. Public schools were based on the belief that what was needed was a small group of elites who would make the decisions for the country, and many more who would simply follow their directions” —hence a system that produces “tremendous intellectual and commercial dependency.”

The students who are free-thinkers are the exception not the rule, and they became free-thinking individuals because they had educators who taught them to think for themselves, educators who largely ignored the federal and state mandates. They also had parents who encouraged them to think for themselves. Unfortunately, the majority of our youth don’t have these type of people in their lives.

As hard as I try to reach every child in my classroom, by the time they get to me in high school, it’s too late for some of them. They have been beat down by a system that tells them that they are not good enough, that they need to conform:

And the notion that the smartest students rise to the top, regardless of family and social circumstances, “sends a message to the majority of students that they are losers,” Hargadon notes, which doesn’t square with a professed belief in the inherent value and capacity of every child.

Our children are suffering because of these irrelevant labels; they begin hearing as early as eight-years-old that they are not part of that “small group of elites” who will be successful adults. Is it any wonder that more and more students are cutting themselves, attempting or committing suicide, bullying or victims of bullying, committing or victims of school shootings? Sadly, this self-harm and directed anger is starting earlier and earlier. Yes. Each case is different, but what do they all have in common? A school system that is failing to meet their individual needs:

The system’s fundamental design also leads to a host of unintended consequences, including bullying. “We’re placing kids in an artificial environment,” he says, “telling most of them they’re not good at things, and then expecting them not to explode at each other? Of course they will. . . . it’s more a reflection of how kids are being treated than a reflection of kids. It’s shocking that we put up with it.”

I find it shocking as well, and here is where Hargadon really opened my eyes:

The reason so many adults find the situation tolerable, he says, may stem from the fact that they experience little control over their own lives. Additionally, they themselves are products of the system and, as such, find it difficult to envision an alternative. “People are almost in this Matrix-like existence,” Hargadon says. “They don’t question schooling. How do you tell a story that opens the door to rethinking what people have believed for decades?”

Hargadon’s article helped me understand that the most important thing I have to do is to educate those American citizens in my circle of influence about their choices and what they have control over:

“The people who benefit from us not being active citizens, from all buying the same things, and being willing to take jobs that demand we leave our personal values at the door—they all benefit from the current schooling system, because it produces a populace that does not feel confident in being critical,” he notes. “At an institutional or personal level, those who benefit don’t have much incentive to promote changes in education that would lead people to question their motives or challenge their practices.”

Hargadon’s point about “not [feeling] confident in being critical” is a little misleading.

Contrary to what he says, we do have a lot of people who are extremely confident in their criticism, but their criticism is based on uneducated opinions, especially about education. The overly critical people are the ones who have never been teachers, who don’t understand children, and who think their opinions are correct because of their limited experiences as students. The majority of our citizens don’t do the research before they spew out their thoughts. It’s shocking how many tax payers believe that their money is best spent on tests and making publishing companies richer, rather than putting money into the classrooms or helping the impoverished areas provide health and nutrition for poor children or into the teaching profession to attract better qualified teachers.

On the other hand, we do have a lot of people who know they have little experience with the right and wrong of education and don’t think they can do the research to find out what is really at stake here. They are not confident enough to support a movement to protest the direction of education. These people are victims of this very institution: They have been taught not to question authority. They have been taught to allow those who are “more intelligent” to do the thinking for them. They have been taught to accept and not to rebel.

[Hargadon] sees a need for more people to “stand up and say: ‘This is not the right thing for children—it’s not a healthy childhood.’” But families must also reclaim ownership of learning, rather than viewing it as the responsibility of schools and government, and also resist the tendency to make decisions for others. “In some ways, traditional schools have co-opted a lot of traditional parental responsibilities,” he says. “That’s really unhealthy, and it becomes self-fulfilling. And when society says it knows better than the family, it’s a recipe for disaster. Some family circumstances are not ideal, but it’s a slippery slope. It’s about trusting and respecting the capacity of individuals to make choices.”

Parents have more say and control than they think. Not only do they need to take back some of their parental duties that they have too willingly given to the school systems, but they have to stand up for what they want their children to learn, what they want their money to fund.

“As individuals, families and communities, we need to reclaim the conversation around learning, and to do so in such a way as to recognize the inherent worth and value of every student, with the ultimate goal of helping them become self-directed and agents of their own learning.”

“Living in a democracy means involving people in decision making,” Hargadon says. “You can’t just create a new system to implement top down; you have to provide the opportunity to talk about it and build it constructively.”

Whether you have children in school or not, remember, you are an American citizen, and what our educational system produces is your responsibility and will be your reality, one way or another.

This entry was posted in Come Hell or High Water, Education Reformation, True Reformation and tagged , , . Bookmark the permalink.

5 Responses to Can We Escape the Matrix?

  1. John S Green says:

    Great points. I read this article a little while and back and felt similarly. In the end, it is all about allowing our children to think for themselves. It begins by letting them make their own decisions at a very, very early age. Giving them time and respect to do things (almost everything) for themselves. Then, they will thrive in any environment, no matter how antiquated.

  2. Luba V. says:

    As the author of the article, I just want to chime in about one thing you wrote.

    RE: “Contrary to what he says, we do have a lot of people who are extremely confident in their criticism, but their criticism is based on uneducated opinions, especially about education.”

    I don’t think there’s a discrepancy between what you and Steve are saying. Isn’t it the case that the people you describe are being critical in the way they’re TOLD to be critical, by those in positions of power? How much critical thought (using the other definition of the word “critical,” i.e., “involving skillful judgment as to truth, merit, etc.”) is involved? I believe Steve was using both senses of the word.

    • Thanks for clarifying that, Luba. I understood what Steve meant and agree with it, but when I shared your article with a colleague, we discussed that the confidence with which many people share their uneducated opinions seemed to be another layer to what he was saying. It was the confidence part we questioned, not so much the meaning of critical. I agree. We are saying the same thing, and my choice of the word “contrary” seems to imply that I’m correcting him, when in fact I’m just adding another layer that I didn’t think was evident.

  3. dean randall washer says:

    Pauline, I have been longing to be involved with anything that will stop this horrible take over of our public schools. How can we all be involved ? Is it you who will begin the grassroots movement against this debilitating system? How can educators be so blind to buy into this, just for a paycheck ? What if every teacher in America took a day off all at the same time. Could this be a way to get their attention ?

    • Dean,
      First, thank you for your confidence in me. I hope to inspire change, and if I can help others fight for change as well, then I have done a worthy deed.
      But I want to make it clear that most teachers (and many administrators) see what is happening and don’t like it anymore than I do. So many have confided in me that they wish they could do what I did, but they have their personal reasons for staying. There are teachers who have been teaching for a long time; it would not make sense for them to leave when they are so close to retirement and to receiving the benefits that go along with that. There are teachers who are trying to fight the changes from within the system; it is much harder that way, but they are still fighting. But most teachers stay in teaching because they are there for the children; they are making a difference in their lives despite the ridiculous government mandates. I resigned because I was moving to be closer to my family; I will not seek another teaching position anywhere else because I want to fight the system from the outside. I can have more freedom to advocate for public education and our children if I’m not afraid of losing my job for speaking out. I will still be involved with any of my current or former students if they need me. I hope to tutor future students because I can’t leave the profession entirely.
      As far as a mass walk out–I definitely think there is power in numbers. I’m not sure if coordinating such a thing is feasible, but what I would like to see happen is that more teachers boycott proctoring state standardized test; more parents opt their children out of state tests and protest at their state capitol buildings; more students take pride in their education and shun the labels the government wants to put on them; and more parents support and advocate for their children’s teachers rather than treat them with contempt.
      I think all of these actions could lead to change; we just need leaders in each state, district, and school system who will organize and rally people. You could do that locally if you have the desire.
      Thank you for wanting to defend our children and teachers! I appreciate your support!

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