By Samuel Bowles
Many fresh books on schooling and education study small items of the approach to signify improvements--teacher education and perform, tests, institution layout and administration, etc. No booklet has ever taken at the systemic forces at paintings in glossy schooling structures like education in Capitalist the US and recommended radical transformation of society is needed to enhance schools.
Samuel Bowles is examine Professor and Director of the Behavioral Sciences software on the Santa Fe Institute, and Professor Emeritus of Economics, collage of Massachusetts.
Herbert Gintis is an exterior professor on the Santa Fe Institute and a Emeritus Professor of Economics on the college of Massachusetts.
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Thus as long as schooling is free and universal, the process of economic expansion will not only be consistent with the use of education as an instrument for personal development and social equality; economic expan sion, by requiring educational expansion, will necessarily enhance the power of education to achieve these ends. So the argument goes. If we accept for the moment the compatibility of various functions of education, we are confronted with a second group of questions concerning the power of education to counteract opposing tendencies in the larger society.
The liberal position is, of course, that insofar as any reform is possible, it is possible within the present system, and can be achieved through enlightened social policy. The only constraints, it argues, are those dictated by technology and human nature in any materially productive society and, therefore, are common to any advanced economic system. We take our stand with the critics. In this book, we shall focus our analysis on the educational system, maintaining that the range of effective educational policy in the United States is severely limited by the role of schooling in the production of an adequate labor force in a hierarchically controlled and class-stratified production system.
The teachei teaches and the students are taught. . The teacher chooses and enforces his choice and the students com ply. . 62 Others refer to this conception as the “jug and mug” approach to teaching whereby the jug fills up the mugs. Thus the hostility of the school system to student behavior even ap proaching critical consciousness should be evident in the daily lives of students. Getzels and Jackson63 have shown that high school students perceive this to be the case. ” The top 20 percent in IQ on the one hand, and in creativity on the other, were singled out and asked to rank certain personality traits (a ) on the degree to which they would like to have these traits, and (b ) on the degree to which they believed teachers would like the student to have.