Jeannette N. Whalen
November 13, 2018
emotional intelligence and critical thinking are closely intertwined throughout the elite schools curriculum found in Anyon’s article. But merely was not taught in lower to middle-classes schools. Yet the solution Gatto institutes is remarkably simple as well as doable. Let the students govern themselves. Giving students the authority to learn subjects that intrigue the mind rather than bore it. This teaches students to be critical thinkers and to embrace emotional intelligence as an entity in which both must be mastered.
Anyon brings to light, “In affluent professional schools, known as the upper class, work is creative activity carried out independently. The students are continuously asked to express and apply ideas and concepts, involves individual thought and expressiveness, expansion and illustration of ideas and choices.” (Anyon 7)
Both Anyon and Gatto acknowledged that creativity is relatively fictitious in the middle-class curriculums. Nonetheless, imagination is paramount to a person’s development and should be implemented within all social brackets of society. There is also an agreeance among authors that students should be taught to affluently express individual thoughts, ideas as well as correct delegation of choices.
Gatto infers that, “It pretty much destroys the idea that useful or interesting material should be taught, because you can’t test for reflective obedience until you know whether you can make children learn and do, foolish and boring things.” (Gatto 687)
In this excerpt by Gatto, pathos was identified in the last sentence of his quotation. Gattos sarcastically invalidates, “make children do foolish and boring things.” Gatto is found to be exceptionally sarcastic throughout his article. Gatto has a consistent ability to persuade as well as captivate his readers. Pathos are one of three form of communication often used in rhetoric to help persuade the reader in an argument pearly exhibiting a sense of strong emotional pull.
The American education system is flawed without recognition. Both authors Jean Anyon and John Taylor Gatto unpacks the defragmented educational structure remembered by many as boring, repetitive, not to mention unsatisfying. Initially, Anyon observers classroom settings in a variance of economical backgrounds from middle class to the elite schools. Mainly, investigating a lack of creativity, self expression and exploration of thoughts and feelings. Mean while Gatto delves into the actuality that schools are deliberately dumbed down and produces mediocre intellect. Actively ignoring all forms of genius in the system. It’s the government attempts to control youths ability to flourish and learn. As well as to keep the populace manageable. But the solution is simple let the students manage themselves. Conclusively, middle-class education system is incapable of educating students on primary factors of critical judgment, emotional intelligence and creativity.
“Work tasks do not request creativity… Serious attention is rarely given in school work on how the children develop or express their own feelings and ideas… the assignments are perceived as having little to do with their interest and feelings.”(Anyon 7)
Creativity is close to nonexistent in the middle to lower-class curriculums. Rules and regulation continually kill creative originality. The system systematically looks down on imagination, daydreaming and any form of imperfection. Being able to create innovative and imaginative work rarely arises through the schools curriculum. Students rarely learn to fully develop personal awareness, in depth introspection, self observation or fundamental beliefs. A students personal interest are neither acknowledged or ensued upon within the curriculum.
“We suppress our genius only because we haven’t yet figured out how to manage a population of educated men and women…The education system is deliberately designed to produce mediocre intellect, to ensure docile and incomplete citizens -— all in order to render the populace manageable…However, the solution to all this is simple and glorious. Let them manage themselves.”(Gatto 686,690)
The education system stifles any potential genius a student may obtain. The system provides students with a less then partial understanding of essential learning techniques for instance critical judgment and emotional intelligence. Both concepts are intertwined throughout the elite schools curriculum found in Anyon’s article. But merely forgotten to be taught in lower to middle-classes curriculums. Critical Judgment may be exemplified as a person who is capable of evaluating an argument where a person must form a skillful judgment about the situation. It’s also having the ability to analyze by separating or breaking a whole into parts to discover its true function. Using logical reasoning or information seeking are also part of one’s critical judgment. With this knowledge students are seen as wildly dangerous in the eyes of the government. Being overly knowledgeable may be threatening to the overall population’s ability to keep and retain order. Emotional intelligencea is widely overlooked in the american education system as well. The entity’s inability to accurately nurture and mature ones cognitive intelligence is incomprehensible. Emotional intelligence is being aware of and able to accurately control and or express one’s emotions. Being educated in critical thinking and emotional intelligence gives the power back to the students to foresee and judge reality as it is. Instead of viewing education from the distorted lens of the big brother. The solution Gatto institutes is remarkable simple. Let the students govern themselves. The capability to learn subjects that intrigue the mind rather than bore them.
Teach students how to be critical thinkers to embrace emotional intelligence as an entity which must be mastered.