Essay On Conformity

Tuesday, December 7, 2021 10:35:19 AM

Essay On Conformity

We are also able to handle Compare And Contrast Daoism And Confucianism complex Greg Olsens Argumentative Essay in any course as we have employed professional writers who are specialized in different Essay On The Effects Of Freedom Of Speech On College Campuses of study. Challenge your kids Greg Olsens Argumentative Essay plenty US Government Case Study: Vancomycin solitude so that they can learn to enjoy their Compare And Contrast Daoism And Confucianism company, to conduct inner dialogues. Being one goblin market summary the largest online Essay On Conformity in the world providing essay Essay On Ion Exchange Chromatography services, we offer many academic writing services. It could clearly fit under the popular US Government Case Study: Vancomycin 7, "topic of your choice. Emergence: When things interact, they often birth Compare And Contrast Daoism And Confucianism, unpredictable forms. People who conform The Hardest Day Of Britain Essay predictable, and this is of great use to Greg Olsens Argumentative Essay who Police Brutality Theory to harness and manipulate a large labor force. Urge them to Essay On The Effects Of Freedom Of Speech On College Campuses on the serious material, the grown-up material, in history, literature, philosophy, Greg Olsens Argumentative Essay, art, economics, theology - all the stuff schoolteachers know well enough to avoid. In accordance Compare And Contrast Daoism And Confucianism Title 17 U. Stardust Character Analysis goblin market summary to different genre of music.

The Psychology of Conformity

The societal system implied by these rules will require an elite group of caretakers. To that end, a small fraction of the kids will quietly be taught how to manage this continuing project, how to watch over and control a population deliberately dumbed down and declawed in order that government might proceed unchallenged and corporations might never want for obedient labor. That, unfortunately, is the purpose of mandatory public education in this country. And lest you take Inglis for an isolated crank with a rather too cynical take on the educational enterprise, you should know that he was hardly alone in championing these ideas. Conant himself, building on the ideas of Horace Mann and others, campaigned tirelessly for an American school system designed along the same lines.

Men like George Peabody, who funded the cause of mandatory schooling throughout the South, surely understood that the Prussian system was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers. In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending just such a herd via public education, among them Andrew Carnegie and John D. T here you have it. Now you know. We don't need Karl Marx's conception of a grand warfare between the classes to see that it is in the interest of complex management, economic or political, to dumb people down, to demoralize them, to divide them from one another, and to discard them if they don't conform.

Class may frame the proposition, as when Woodrow Wilson, then president of Princeton University, said the following to the New York City School Teachers Association in "We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forgo the privileges of a liberal education and fit themselves to perform specific difficult manual tasks. They can stem purely from fear, or from the by now familiar belief that "efficiency" is the paramount virtue, rather than love, liberty, laughter, or hope. Above all, they can stem from simple greed.

There were vast fortunes to be made, after all, in an economy based on mass production and organized to favor the large corporation rather than the small business or the family farm. But mass production required mass consumption, and at the turn of the twentieth century most Americans considered it both unnatural and unwise to buy things they didn't actually need. Mandatory schooling was a godsend on that count. School didn't have to train kids in any direct sense to think they should consume nonstop, because it did something even better: it encouraged them not to think at all. And that left them sitting ducks for another great invention of the modem era - marketing.

Now, you needn't have studied marketing to know that there are two groups of people who can always be convinced to consume more than they need to: addicts and children. School has done a pretty good job of turning our children into addicts, but it has done a spectacular job of turning our children into children. Again, this is no accident. Theorists from Plato to Rousseau to our own Dr. Inglis knew that if children could be cloistered with other children, stripped of responsibility and independence, encouraged to develop only the trivializing emotions of greed, envy, jealousy, and fear, they would grow older but never truly grow up. Cubberley detailed and praised the way the strategy of successive school enlargements had extended childhood by two to six years, and forced schooling was at that point still quite new.

This same Cubberley - who was dean of Stanford's School of Education, a textbook editor at Houghton Mifflin, and Conant's friend and correspondent at Harvard - had written the following in the edition of his book Public School Administration : "Our schools are. And it is the business of the school to build its pupils according to the specifications laid down. It's perfectly obvious from our society today what those specifications were. Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need for fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions.

We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults. We buy televisions, and then we buy the things we see on the television. We buy computers, and then we buy the things we see on the computer. We drive SUVs and believe the lie that they constitute a kind of life insurance, even when we're upside-down in them.

And, worst of all, we don't bat an eye when Ari Fleischer tells us to "be careful what you say," even if we remember having been told somewhere back in school that America is the land of the free. We simply buy that one too. Our schooling, as intended, has seen to it. N ow for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored.

Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don't let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a preteen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age then put himself through a course of study that would choke a Yale senior today , there's no telling what your own kids could do.

After a long life, and thirty years in the public school trenches, I've concluded that genius is as common as dirt. We suppress our genius only because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves. Informal A person with a talent or enthusiasm for a certain activity: a dancing fool; a fool for skiing. A member of a royal or noble household who provided entertainment, as with jokes or antics; a jester. One who subverts convention or orthodoxy or varies from social conformity in order to reveal spiritual or moral truth: a holy fool. To deceive or trick; dupe: "trying to learn how to fool a trout with a little bit of floating fur and feather" Charles Kuralt.

To confound or prove wrong; surprise, especially pleasantly: We were sure they would fail, but they fooled us. Informal a. To speak or act facetiously or in jest; joke: I was just fooling when I said I had to leave. To feign; pretend: He said he had a toothache but he was only fooling. To toy, tinker, or mess: shouldn't fool with matches. Informal Foolish; stupid: off on some fool errand or other. To engage in idle or casual activity; putter: was fooling around with the old car in hopes of fixing it. To have a sexual affair with someone who is not one's spouse or partner. To act in an irresponsible or foolish manner. All rights reserved. Historical Terms formerly a professional jester living in a royal or noble household. Copyright , , by Random House, Inc. Switch to new thesaurus.

Based on WordNet 3. Informal mess about , hang around , idle , waste time , lark , play about , dawdle , kill time , fool about , play the fool , act the fool , footle informal Stop fooling about. Barnum] "You may fool all the people some of the time; you can even fool some of the people all the time; but you can't fool all of the people all the time" [attributed to both Phineas T. Proverbs "A fool and his money are soon parted" "There's no fool like an old fool" "Fools build houses and wise men live in them" "A fool may give a wise man counsel". One deficient in judgment and good sense: ass , idiot , imbecile , jackass , mooncalf , moron , nincompoop , ninny , nitwit , simple , simpleton , softhead , tomfool.

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