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It notes: 'As the language of performance and management has advanced, so we have proportionately lost a language of education which recognises the intrinsic value of pursuing certain sorts of question ... of seeking understanding [and] of exploring through literature and the arts what it means to be human.'
'Dialogic teaching' (an emphasis on speaking and listening between teachers and pupils) and 'articulated progression' (allowing pupils options for their next step in the qualification system) were also singled out in the report for censure.
Not only does school prepare us to submit to the trivialized, demeaning, dull, and unfulfilling jobs that dominate our economy to the present time, not only does it prepare us to be modern producers, it equally prepares us to be modern consumers. Consider Gatto's description:
Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, familyless, friendless, godless, and obedient people who believe the difference between "Cheers" and "Seinfeld" is worth arguing about.