[Music] [Applause]
[Applause]
[Applause] in general people come to these talks to
in general people come to these talks to
in general people come to these talks to be exposed to new ideas but sometimes
be exposed to new ideas but sometimes
be exposed to new ideas but sometimes these ideas conflict with existing
these ideas conflict with existing
these ideas conflict with existing beliefs as I imagine will happen over
beliefs as I imagine will happen over
beliefs as I imagine will happen over the next 15 minutes so there are a
the next 15 minutes so there are a
the next 15 minutes so there are a number of options you have at your
number of options you have at your
number of options you have at your disposal you can accept the new beliefs
disposal you can accept the new beliefs
disposal you can accept the new beliefs because they’re based on peer-reviewed
because they’re based on peer-reviewed
because they’re based on peer-reviewed research you can decide to do additional
research you can decide to do additional
research you can decide to do additional investigation on your own or you can
investigation on your own or you can
investigation on your own or you can reject the ideas outright the latter is
reject the ideas outright the latter is
reject the ideas outright the latter is most common for people whose beliefs are
most common for people whose beliefs are
most common for people whose beliefs are truthy truthiness is a word that was
truthy truthiness is a word that was
truthy truthiness is a word that was coined by Stephen Colbert it’s when you
coined by Stephen Colbert it’s when you
coined by Stephen Colbert it’s when you believe something so strongly in your
believe something so strongly in your
believe something so strongly in your gut that you reject empirical evidence
gut that you reject empirical evidence
gut that you reject empirical evidence to the contrary so let’s say you believe
to the contrary so let’s say you believe
to the contrary so let’s say you believe that the human body is capable of
that the human body is capable of
that the human body is capable of producing too much blood and that this
producing too much blood and that this
producing too much blood and that this presents a serious health risk that can
presents a serious health risk that can
presents a serious health risk that can best be remedied by a barber through the
best be remedied by a barber through the
best be remedied by a barber through the process of bloodletting and when you
process of bloodletting and when you
process of bloodletting and when you appreciate that this practice persisted
appreciate that this practice persisted
appreciate that this practice persisted for over 2,000 years you can recognize
for over 2,000 years you can recognize
for over 2,000 years you can recognize just how big a problem truthiness can be
just how big a problem truthiness can be
just how big a problem truthiness can be so truth the ideas are not simply
so truth the ideas are not simply
so truth the ideas are not simply objectively wrong they are also
objectively wrong they are also
objectively wrong they are also potentially dangerous as well and this
potentially dangerous as well and this
potentially dangerous as well and this brings us to compulsory schooling and
brings us to compulsory schooling and
brings us to compulsory schooling and the ubiquitous and erroneous belief in
the ubiquitous and erroneous belief in
the ubiquitous and erroneous belief in its merits
its merits
its merits so compulsory schooling has not been
so compulsory schooling has not been
so compulsory schooling has not been around since the dawn of time in fact it
around since the dawn of time in fact it
around since the dawn of time in fact it was invented in Prussia in the early
was invented in Prussia in the early
was invented in Prussia in the early 19th century at that time it was part of
19th century at that time it was part of
19th century at that time it was part of a process for producing good soldiers
a process for producing good soldiers
a process for producing good soldiers which explains the emphasis on
which explains the emphasis on
which explains the emphasis on conformity and obedience to Authority in
conformity and obedience to Authority in
conformity and obedience to Authority in 1852 the concept was imported to the
1852 the concept was imported to the
1852 the concept was imported to the United States where it was forced on the
United States where it was forced on the
United States where it was forced on the good people of Massachusetts and I say
good people of Massachusetts and I say
good people of Massachusetts and I say forced because the National Guard had to
forced because the National Guard had to
forced because the National Guard had to be brought in to take children away from
be brought in to take children away from
be brought in to take children away from their parents three days a week for four
their parents three days a week for four
their parents three days a week for four hours a day now at that time the
hours a day now at that time the
hours a day now at that time the literacy rate in Massachusetts was 97.2%
literacy rate in Massachusetts was 97.2%
literacy rate in Massachusetts was 97.2% so compulsory schooling wasn’t he
so compulsory schooling wasn’t he
so compulsory schooling wasn’t he introduced for the purpose of promoting
introduced for the purpose of promoting
introduced for the purpose of promoting literacy at that time it was envisioned
literacy at that time it was envisioned
literacy at that time it was envisioned that compulsory schools could be
that compulsory schools could be
that compulsory schools could be repurposed to promote egalitarianism now
repurposed to promote egalitarianism now
repurposed to promote egalitarianism now the problem is not everything can be
the problem is not everything can be
the problem is not everything can be effectively repurposed so for example a
effectively repurposed so for example a
effectively repurposed so for example a hammer is a perfectly wonderful tool but
hammer is a perfectly wonderful tool but
hammer is a perfectly wonderful tool but you wouldn’t want to repurpose it as a
you wouldn’t want to repurpose it as a
you wouldn’t want to repurpose it as a surgical instrument although here we see
surgical instrument although here we see
surgical instrument although here we see a doctor preparing a sedative so as we
a doctor preparing a sedative so as we
a doctor preparing a sedative so as we would expect today
would expect today
would expect today compulsory schools have been repurposed
compulsory schools have been repurposed
compulsory schools have been repurposed for the point of promoting literacy and
for the point of promoting literacy and
for the point of promoting literacy and the impact has been dismal 30 according
the impact has been dismal 30 according
the impact has been dismal 30 according to the Department of Education only 37%
to the Department of Education only 37%
to the Department of Education only 37% of 12th graders have literacy skills
of 12th graders have literacy skills
of 12th graders have literacy skills proficient or better and only 25% are
proficient or better and only 25% are
proficient or better and only 25% are proficient or better in math now there
proficient or better in math now there
proficient or better in math now there is a way to dramatically improve test
is a way to dramatically improve test
is a way to dramatically improve test scores on students all you have to do is
scores on students all you have to do is
scores on students all you have to do is remove the entire student body and
remove the entire student body and
remove the entire student body and replace it with children who have never
replace it with children who have never
replace it with children who have never been to school studies show that
been to school studies show that
been to school studies show that students who have never been to school
students who have never been to school
students who have never been to school scored 34 percentile points higher than
scored 34 percentile points higher than
scored 34 percentile points higher than students who are educated at compulsory
students who are educated at compulsory
students who are educated at compulsory schools to appreciate why this is the
schools to appreciate why this is the
schools to appreciate why this is the case I’d like you all to do a little
case I’d like you all to do a little
case I’d like you all to do a little thought experiment I’d like you to
thought experiment I’d like you to
thought experiment I’d like you to imagine that you are a political
imagine that you are a political
imagine that you are a political prisoner in North Korea and the supreme
prisoner in North Korea and the supreme
prisoner in North Korea and the supreme leader wants you to go through
leader wants you to go through
leader wants you to go through re-education and the re-education
re-education and the re-education
re-education and the re-education process requires that you read moby-dick
process requires that you read moby-dick
process requires that you read moby-dick and Huck Finn with me so far
and Huck Finn with me so far
and Huck Finn with me so far so your release is contingent on passing
so your release is contingent on passing
so your release is contingent on passing a test on these works so how do you
a test on these works so how do you
a test on these works so how do you prepare naturally you’re not going to
prepare naturally you’re not going to
prepare naturally you’re not going to read the books in any sort of organic
read the books in any sort of organic
read the books in any sort of organic way where the content has any meaning
way where the content has any meaning
way where the content has any meaning for you you’re going to want to read
for you you’re going to want to read
for you you’re going to want to read them with an eye towards guessing what
them with an eye towards guessing what
them with an eye towards guessing what kinds of responses the supreme leader is
kinds of responses the supreme leader is
kinds of responses the supreme leader is going to want to hear so after many
going to want to hear so after many
going to want to hear so after many years in captivity you take the test and
years in captivity you take the test and
years in captivity you take the test and let’s say you pass the test and you
let’s say you pass the test and you
let’s say you pass the test and you release how do you think you’ll respond
release how do you think you’ll respond
release how do you think you’ll respond well most likely you will come to hate
well most likely you will come to hate
well most likely you will come to hate these works you will
these works you will
these works you will test them because they remind you of
test them because they remind you of
test them because they remind you of your experiences in captivity you may
your experiences in captivity you may
your experiences in captivity you may come to detest literature altogether and
come to detest literature altogether and
come to detest literature altogether and just not read in addition you will
just not read in addition you will
just not read in addition you will likely forget the contents because
likely forget the contents because
likely forget the contents because either as an act of conscious resistance
either as an act of conscious resistance
either as an act of conscious resistance or because you just don’t want to think
or because you just don’t want to think
or because you just don’t want to think about the text because they remind you
about the text because they remind you
about the text because they remind you of your incarceration lastly your
of your incarceration lastly your
of your incarceration lastly your relationship to figures of authority
relationship to figures of authority
relationship to figures of authority will also be tainted you will come to
will also be tainted you will come to
will also be tainted you will come to resent and detest and fear people in a
resent and detest and fear people in a
resent and detest and fear people in a figures and authority but at the same
figures and authority but at the same
figures and authority but at the same time because of your conditioning you
time because of your conditioning you
time because of your conditioning you may also be subservient and docile I
may also be subservient and docile I
may also be subservient and docile I don’t know if any of their sounds
don’t know if any of their sounds
don’t know if any of their sounds familiar to you but it certainly sounded
familiar to you but it certainly sounded
familiar to you but it certainly sounded awfully familiar to the myriad of
awfully familiar to the myriad of
awfully familiar to the myriad of students that I’ve interviewed over the
students that I’ve interviewed over the
students that I’ve interviewed over the years and the reason for this is because
years and the reason for this is because
years and the reason for this is because there are certain features that are
there are certain features that are
there are certain features that are universal to all compulsory schools all
universal to all compulsory schools all
universal to all compulsory schools all compulsory schools have a hierarchical
compulsory schools have a hierarchical
compulsory schools have a hierarchical structure with students at the bottom
structure with students at the bottom
structure with students at the bottom powerless to control the basic things
powerless to control the basic things
powerless to control the basic things that change that affect their lives
that change that affect their lives
that change that affect their lives second all dissent is suppressed and
second all dissent is suppressed and
second all dissent is suppressed and these features aren’t even under dispute
these features aren’t even under dispute
these features aren’t even under dispute the recognized or acknowledged you can’t
the recognized or acknowledged you can’t
the recognized or acknowledged you can’t run a classroom unless you have a docile
run a classroom unless you have a docile
run a classroom unless you have a docile student body who takes order to know BD
student body who takes order to know BD
student body who takes order to know BD in fashion so these features are
in fashion so these features are
in fashion so these features are presented as being for the benefit of
presented as being for the benefit of
presented as being for the benefit of the students well political scientists
the students well political scientists
the students well political scientists have a term for this type of construct
have a term for this type of construct
have a term for this type of construct it’s called benevolent despotism now
it’s called benevolent despotism now
it’s called benevolent despotism now most people don’t like to think of their
most people don’t like to think of their
most people don’t like to think of their community school is being despotic but
community school is being despotic but
community school is being despotic but that doesn’t change the features the
that doesn’t change the features the
that doesn’t change the features the fact that they are and that there are
fact that they are and that there are
fact that they are and that there are consequences to this kind of environment
consequences to this kind of environment
consequences to this kind of environment another feature that’s universal to all
another feature that’s universal to all
another feature that’s universal to all compulsory schools is that the students
compulsory schools is that the students
compulsory schools is that the students are in a state of captivity now research
are in a state of captivity now research
are in a state of captivity now research scientists have identified a number of
scientists have identified a number of
scientists have identified a number of features of what constitutes captivity
features of what constitutes captivity
features of what constitutes captivity basically you have when a population has
basically you have when a population has
basically you have when a population has been removed from their preferred locale
been removed from their preferred locale
been removed from their preferred locale and placed in a new one where their
and placed in a new one where their
and placed in a new one where their movements are profoundly restricted and
movements are profoundly restricted and
movements are profoundly restricted and they have limited expectations for
they have limited expectations for
they have limited expectations for privacy because they’re routinely under
privacy because they’re routinely under
privacy because they’re routinely under observation and teaming occurs with
observation and teaming occurs with
observation and teaming occurs with their desire for a scale
their desire for a scale
their desire for a scale is attenuated to appreciate the effects
is attenuated to appreciate the effects
is attenuated to appreciate the effects and impacts of captivity I’d like to
and impacts of captivity I’d like to
and impacts of captivity I’d like to introduce you to gus gus is a polar bear
introduce you to gus gus is a polar bear
introduce you to gus gus is a polar bear who lived in the Central Park Zoo in New
who lived in the Central Park Zoo in New
who lived in the Central Park Zoo in New York City when Gus was nine years old he
York City when Gus was nine years old he
York City when Gus was nine years old he began swimming back and forth
began swimming back and forth
began swimming back and forth compulsively in his tank for 12 hours a
compulsively in his tank for 12 hours a
compulsively in his tank for 12 hours a day every day
day every day
day every day well zoo officials knew that this was a
well zoo officials knew that this was a
well zoo officials knew that this was a response to the stress and boredom of
response to the stress and boredom of
response to the stress and boredom of captivity so they intervened and they
captivity so they intervened and they
captivity so they intervened and they decided to try to introduce novelty and
decided to try to introduce novelty and
decided to try to introduce novelty and so they completely redesigned his
so they completely redesigned his
so they completely redesigned his habitat and introduced toys but it
habitat and introduced toys but it
habitat and introduced toys but it didn’t help so they decided to bring an
didn’t help so they decided to bring an
didn’t help so they decided to bring an animal behaviorist to try to boost Gus
animal behaviorist to try to boost Gus
animal behaviorist to try to boost Gus self-esteem didn’t help so then they
self-esteem didn’t help so then they
self-esteem didn’t help so then they realized the problem must be that Gus’s
realized the problem must be that Gus’s
realized the problem must be that Gus’s life lacks meaning so they decided to
life lacks meaning so they decided to
life lacks meaning so they decided to introduce challenges during Meal Time to
introduce challenges during Meal Time to
introduce challenges during Meal Time to simulate the hunt didn’t help so they
simulate the hunt didn’t help so they
simulate the hunt didn’t help so they fed Gus a diet of Prozac and the
fed Gus a diet of Prozac and the
fed Gus a diet of Prozac and the symptoms diminished but never quite went
symptoms diminished but never quite went
symptoms diminished but never quite went away but Gus is not unique many animals
away but Gus is not unique many animals
away but Gus is not unique many animals in zoo are Fred fed valium and birds are
in zoo are Fred fed valium and birds are
in zoo are Fred fed valium and birds are fed Haldol so they don’t pluck out all
fed Haldol so they don’t pluck out all
fed Haldol so they don’t pluck out all their feathers well just like Gus and
their feathers well just like Gus and
their feathers well just like Gus and the animals in the zoo over 8 million
the animals in the zoo over 8 million
the animals in the zoo over 8 million children in public schools are given
children in public schools are given
children in public schools are given prescription drugs to help them cope
prescription drugs to help them cope
prescription drugs to help them cope with the environment or to help teachers
with the environment or to help teachers
with the environment or to help teachers cope with them and just like Gus you can
cope with them and just like Gus you can
cope with them and just like Gus you can spend millions and millions of dollars
spend millions and millions of dollars
spend millions and millions of dollars of upgrading the schools introducing the
of upgrading the schools introducing the
of upgrading the schools introducing the best computer equipment improving the
best computer equipment improving the
best computer equipment improving the physical plant you can eliminate all
physical plant you can eliminate all
physical plant you can eliminate all testing you can bring in all the best
testing you can bring in all the best
testing you can bring in all the best teachers and all the best administrators
teachers and all the best administrators
teachers and all the best administrators you can introduce challenges during
you can introduce challenges during
you can introduce challenges during mealtime and none of these will impact
mealtime and none of these will impact
mealtime and none of these will impact the fact that the students are still in
the fact that the students are still in
the fact that the students are still in a state of captivity and here’s what we
a state of captivity and here’s what we
a state of captivity and here’s what we know about captivity captivity causes
know about captivity captivity causes
know about captivity captivity causes chronic stress and chronic stress
chronic stress and chronic stress
chronic stress and chronic stress causes the adrenal cortex to produce
causes the adrenal cortex to produce
causes the adrenal cortex to produce cortisol and cortisol permanently kills
cortisol and cortisol permanently kills
cortisol and cortisol permanently kills brain cells and inhibits the growth of
brain cells and inhibits the growth of
brain cells and inhibits the growth of new ones research tells us other things
new ones research tells us other things
new ones research tells us other things about compulsory school environment
about compulsory school environment
about compulsory school environment compulsory school environment induces
compulsory school environment induces
compulsory school environment induces learned helplessness anxiety depression
learned helplessness anxiety depression
learned helplessness anxiety depression it also inhibits creativity and inhibits
it also inhibits creativity and inhibits
it also inhibits creativity and inhibits empathy now it’s very common I know for
empathy now it’s very common I know for
empathy now it’s very common I know for people to say well I went to compulsory
people to say well I went to compulsory
people to say well I went to compulsory school and I’m okay but first that’s
school and I’m okay but first that’s
school and I’m okay but first that’s anecdotal and second the threshold for
anecdotal and second the threshold for
anecdotal and second the threshold for what is considered okay is profoundly
what is considered okay is profoundly
what is considered okay is profoundly low I’d like to leave you with one last
low I’d like to leave you with one last
low I’d like to leave you with one last piece of research and that comes from
piece of research and that comes from
piece of research and that comes from the Centers for Disease Control one in
the Centers for Disease Control one in
the Centers for Disease Control one in six high school students seriously
six high school students seriously
six high school students seriously consider suicide and one in 12 has made
consider suicide and one in 12 has made
consider suicide and one in 12 has made an attempt on their own life so if
an attempt on their own life so if
an attempt on their own life so if you’re a teacher looking out on an
you’re a teacher looking out on an
you’re a teacher looking out on an average classroom of roughly 24 students
average classroom of roughly 24 students
average classroom of roughly 24 students on average four of those students are
on average four of those students are
on average four of those students are seriously considering killing themselves
seriously considering killing themselves
seriously considering killing themselves and two of them have tried now here’s
and two of them have tried now here’s
and two of them have tried now here’s the good news there is something that
the good news there is something that
the good news there is something that you can do you can take your kids out of
you can do you can take your kids out of
you can do you can take your kids out of school schools are not constructive
school schools are not constructive
school schools are not constructive places for children I know that it’s
places for children I know that it’s
places for children I know that it’s common for people to say well I went to
common for people to say well I went to
common for people to say well I went to compulsory school and I’m okay and that
compulsory school and I’m okay and that
compulsory school and I’m okay and that that is truthiness thank you
”
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