Public Education and Fluidity

Public education was originally created to indoctrinate people since childhood into the ideology of the nation-state. It did that through:

1. Ensuring that everybody spoke the same language

2. Transmitting the version of national history that strengthened the national identification

3. Fostering pride in the national achievements and the nation’s legitimizing figures (great artists, statesmen, etc)

4. Ensuring that everybody was prepared to inscribe oneself into the civic and economic functioning of the nation

Since there is no need for this sort of education any more, public schools now make sure everyone is indoctrinated into the ideology of fluidity.

Fluidity doesn’t need anybody to be inscribed into the civic life or the economy. So it dispenses with basic literacy and the knowledge of things like history or geography. Instead, it requires indoctrination into the principles of fluidity as its only subjects.

This is why students increasingly arrive in college with no knowledge of anything whatsoever except for how to put a fluidity-friendly spin on everything.

The question now is, why preserve public education at all? Because without it many people would be illiterate? They already are. That’s done.

What’s the point any more? Other than socializing the costs of globalization (from which you and I won’t profit), of course.

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13 thoughts on “Public Education and Fluidity”

  1. The same conservatives who complain about political correctness are now whining about people referring to the people who were killed in Sri Lanka as “Easter worshippers,” claiming this is liberals’ way of avoiding saying “Christians.” But these were people literally worshipping on Easter…it’s not offensive to call them Easter worshippers.

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  2. Just in case you didn’t see this…
    Silicon Valley Came to Kansas Schools. That Started a Rebellion.
    WELLINGTON, Kan. — The seed of rebellion was planted in classrooms. It grew in kitchens and living rooms, in conversations between students and their parents.

    It culminated when Collin Winter, 14, an eighth grader in McPherson, Kan., joined a classroom walkout in January. In the nearby town of Wellington, high schoolers staged a sit-in. Their parents organized in living rooms, at churches and in the back of machine repair shops. They showed up en masse to school board meetings. In neighborhoods with no political yard signs, homemade signs with dark red slash marks suddenly popped up.

    Silicon Valley had come to small-town Kansas schools — and it was not going well.

    “I want to just take my Chromebook back and tell them I’m not doing it anymore,” said Kallee Forslund, 16, a 10th grader in Wellington.

    Eight months earlier, public schools near Wichita had rolled out a web-based platform and curriculum from Summit Learning. The Silicon Valley-based program promotes an educational approach called “personalized learning,” which uses online tools to customize education. The platform that Summit provides was developed by Facebook engineers. It is funded by Mark Zuckerberg, Facebook’s chief executive, and his wife, Priscilla Chan, a pediatrician….

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    1. Oh. My. God. Oh holy fuck. This is my nightmare.

      This happens to my kid and I will be paying $30,000 a year for a Waldorf School. As much as I hate the idea of her being surrounded by rich brats.

      This is really horrible. Is there anybody here who doesn’t think this is horrible???

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  3. What about learning math so you can go to college and become an engineer and build things, or biology so you can eventually become a doctor, or physics and chemistry so you can become a scientist?

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    1. The students who come to my school are completely incapable of doing math at college level. We spend years doing remediation and then they graduate.

      Nobody really teaches math or physics any more.

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  4. Even in the 1960s public education was quite formulaic, autocratic and authoritarian.
    And one’s peers were essentially bigoted xenophobes as well as an assortment of snobs and bullies, with a 20% of amiable types who were either “cool” or “okay”.
    One thing, though: the teachers and principals had more authority. You never had any kind of “police presence” (except, maybe, in extreme situations). Most all adverse situations and misbehaving was handled internally by school staff.

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    1. Oh yes. They all know that nationalism is evil, borders are evil, but they can’t name the countries that actually border the US. So they are very current on the dogma but low on actual knowledge of pretty much anything.

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      1. What is confusing me here, is that, as far as I can tell, few students could articulate less agree with the classical market arguments for open borders. In how many classrooms, is Adam Smith engaged with beyond a brief paragraph in History? (It should be noted that Smith supported government partially funding public schools as a public good.)

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        1. Of course, nobody is articulating any arguments. This is an article of faith that you memorize but aren’t supposed to be able to explain. Nothing would make me happier than people having a thought-out position they can argue in the classroom. It’s the dumb parroting of pieties that drives me up a wall.

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            1. Right. If you believe that capitalism is bad, you are not going to use capitalism to argue that freedom of crossing borders (or freedom of religion) is a good thing.

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          1. “This is an article of faith that you memorize”

            I don’t think many people realize just how intellectually vacuous real fluidity is for most people… without an anchor (whether nation state or something similarly solid) most people end up floundring with unprocessed emotions and catchphrases and slogans that they don’t understand and can’t explain.
            That’s one of the reasons for the psychotic Mueller reactions – people literally can’t process (I thought X but X was wrong).
            It’s just going to get worse…

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