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For years, reasonable and serious people have known that the educational establishment is at the root of the undoing of modernity and its natural political fruit, individual liberty. And for years, excepting a tiny, brave minority of parents and educators, most citizens have assumed that the problems of the education system, however grave, are to be resolved through legislative reforms, bureaucratic changes, or school board activism.
Such methods, though often undertaken with the noblest of intentions, have always failed, in spite of the few heartening but minor victories that may have been won on the way to ultimate defeat. This general failure is inevitable, as treating the superficial symptoms of a fatal disease will always be, whatever temporary relief such treatment may bring to the sufferer.
It is time for all those who have struggled in frustration to change "the system" -- and that includes the brave minority of public school teachers who have chosen to stand quixotically against the progressive avalanche -- to band together with other advocates of freedom and virtue in taking a bolder step: acknowledge that the system itself is rigged to fail, or, at its worst, to "succeed" on evil terms. Acknowledge that, implausible as it may sound to most people at this early stage, if you really want to raise a generation of rational, decent adults prepared to shrug off the chains that today's majority has accepted in exchange for its "fair share" of the state's ill-gotten booty, you must emancipate the next generation of young adults from progressivism's universal indoctrination program.
In a recent article, I examined the particular evils of current public education systems, modeled as they invariably are on some version of post-Marxist, Dewey-inspired progressivism, according to which the primary function of education is to strip young citizens of their virtue, individualism, and self-reliance, and to replace these prerequisites of a free, civil society with nihilism (an emptiness that the state can fill with its neo-religious agendas), collectivism (which breeds hatred of those who do not accept the state's agendas), and class envy (which provides the state with a perpetual scapegoat for all its inevitable failures to create the prosperity it promises). I also measured the success of this progressive educational model by its victims' unwillingness to react en masse against it, and asked why people who are proud to say "from my cold, dead hands" regarding their firearms do not see their own children as worthy of so strong a grip.
Let it be assumed, then, that the acute evils of progressive education have been sufficiently outlined, and the case made for urgent action. The nature of such action now becomes the issue at hand.
In light of the disaster that is modern public education, the next question should be, "Is a system of near-universal public education of any kind in the best interests of an aspiring free society?" I believe we now have enough evidence to answer, unequivocally, "No."
Let us begin with a practical reality which must no longer be avoided. Any public education system is, by definition, ultimately controlled by the administrating government, which means it is managed by the ever-growing team of bureaucrats, "theorists," and other unelected administrators appointed, directly or indirectly, by the elected officials at each appropriate level of government. The problem, as with any bureaucratized system, is that over time, the entrenched routines and protocols developed and practiced by the "experts" take on a life and force of their own. Reform-minded newcomers, at any level of the system, become increasingly impotent to make substantial changes, both because fundamental changes are resisted by the complexity of the machine itself, and because real reformers are always vastly outnumbered as long as most hiring and appointing privileges remain in the hands of the entrenched hierarchy.
Source: American Thinker | Daren Jonescu