Having gone to public school all my life (until this year) I can say that I understand what Gatto sees in the public school system. However, I disagree with his assertion that that what it accomplishes is problematic. School’s function of training good (obedient/civilized) citizens is not evil, instead it is necessary for a functioning society. Not everyone can be a leader or a revolutionary. If that were the case, the structure of society would fall—and with it the standard of living and people’s peace of mind. I also find fault with Gatto’s claim that one of school’s main functions is to brainwash students to consume more and more. I think this is a classic logical fallacy—just because generations before public schooling consumed less than today does not mean that schooling caused this change. Instead, it is more likely that free education increased the productivity and the incomes of later generations, and their consumption grew to match these. I also found Gatto’s references to George Washington, Benjamin Franklin, Thomas Jefferson, and Abraham Lincoln as leaders who “were not products of a school system” quite misleading. Gatto’s claim implies that these leaders would have been harmed by participating in a school system, however, given all that they accomplished, I find it unlikely that schooling would stand in their way. If schooling increases the standard of living of those that it supposedly “brainwashes,” and allows those who would have been leaders with or without the schooling to think independently—what is left to fear?
Andrew, your rebuttal of Gatto’s consumerism argument as a post hoc fallacy is the sharpest move in the post, and I think the functionalist defense holds up better than most critics allow. Where I’d push back is that “necessary for a functioning society” can quietly become a justification for whatever sorting mechanism happens to exist — schools may genuinely produce cohesion while still reproducing the particular hierarchies of the moment, and those two things aren’t mutually exclusive. The race-and-capital framing in the comments above captures this well. What I find useful is treating comparative civic formation as something you can actually test: give people a fixed starting point and endpoint and see which institutional pathways they take. That’s the logic behind the browser game Wikipedia race multiplayer, which turns link navigation into a timed challenge with real-time rooms and ranked 1v1 play. A small reminder that structure shapes outcomes, even in something as trivial as finding your way across an encyclopedia.
The public schools in New Mexico are going to be vastly different than the public schools in Massachusetts. And one’s race, economic status, and cultural capital will determine where they start in the race to make it through the schooling system and find a job. As you said, not everyone can be a leader. But how our society chooses these leaders, and how the schooling system aids in this choice is surely problematic doodle jump free.
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This article explores an important period in Russia’s economic history and raises interesting questions about the challenges of implementing rapid economic reforms. Looking back at historical events can help readers understand how major policy changes affect societies and everyday lives. Making complex topics easier to understand is equally valuable in education, and Best Children’s Book Writing Services can help transform informative ideas into engaging, age-appropriate stories that encourage young readers to learn.
Andrew, your point about the consumerism argument being a classic post hoc fallacy is the strongest part of this post — rising incomes after mass schooling no more prove indoctrination than they prove prosperity. Where I’d push back is the functionalist framing itself: schools can be necessary for social cohesion and still deserve scrutiny for how they sort students into obedience rather than judgment. The founders example cuts both ways, as you say, but it also hints at something Gatto ignores — the self-taught tradition they came from required tools and materials, not just independent minds. That’s the same reason I keep a photo-to-stencil converter like this spray paint stencil maker handy, since it turns an image into clean, cut-ready linework for anyone teaching themselves a craft outside a classroom. It’s a small reminder that the resources around a learner often matter as much as the institution.
Andrew, your point about the logical fallacy in Gatto’s consumerism argument is well taken — rising productivity and incomes after the spread of public education do complicate any simple causal claim, and the founders example cuts both ways since their success hardly proves formal schooling would have hindered them. What I find useful in your framing is the distinction between schooling as a sorting mechanism and schooling as a civilizing institution; both can operate at once without one fully negating the other. The harder question, as some of the commenters above suggest, is whether the incentives inside those institutions reward conformity over independent judgment. I’ve noticed the same tension in how gaming communities document their own systems — fan-maintained resources like this Slayers 2 clans and breathing styles resource tend to reward players who read the underlying mechanics critically rather than just follow instructions, which is a small but telling parallel to the sorting-versus-cultivation debate you’re raising.
Your rebuttal to Gatto’s causation problem is the strongest part of this post — rising consumption after mass schooling no more proves indoctrination than it proves prosperity, and you’re right that the founders’ example cuts both ways since none of them would likely have been derailed by a classroom. Where I’d push back slightly is the functionalist framing: schools can be necessary for social cohesion and still be worth scrutinizing for how they sort students into obedience rather than judgment. That tension is exactly what makes political theory worth reading outside the syllabus, and honestly the same instinct draws me to narrative work that dramatizes ideology and state power rather than just describing it — the free visual novel collection at free visual novels to play has short browser games where you actually make the choices, which sticks differently than a case study does.
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this is a thoughtful response to gatto’s critique. you make a valid point about the necessity of social cohesion and the logical fallacy in attributing consumerism solely to schooling. the historical examples of leaders like washington and franklin are indeed complex; their success without formal education doesn’t inherently prove that such education is harmful. your argument for a balanced view, acknowledging both the functional role of education and the need for critical scrutiny, is well-reasoned and adds depth to the discussion.
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The examples really bring the concepts to life. Well done!
Wonderful read! The examples you provided really helped clarify things.
Gatto’s argument conflates correlation with causation when blaming schools for consumerism, but the historical founders he cites thrived despite *lack* of formal education—not because of it. The real question isn’t whether schooling harms natural leaders, but whether mass education serves primarily to sort citizens into obedience rather than cultivate critical thinking. That productivity and living standards rose post-industrialization doesn’t prove schools aren’t also conditioning conformity. I use pinterest downloader to archive articles like this one for closer reading later, and the pattern across sources suggests Gatto’s critique, while imperfect, identifies something real about institutional incentives.
This is a really insightful take on Gatto’s critique! I appreciate your balanced perspective, especially how you distinguish between the perceived “problems” and the societal necessities. It’s so true that not everyone can be a revolutionary, and the idea of schooling fostering good citizenship is a vital one. It reminds me of the fantastic discussions happening in our Basketball Stars community about the roles of teamwork and individual brilliance – similar to how society needs both leaders and contributors. You might find some great conversations about different leadership styles over there!
This is a really insightful take on Gatto’s critique! I appreciate your balanced perspective, especially how you distinguish between the perceived “problems” and the societal necessities. It’s so true that not everyone can be a revolutionary, and the idea of schooling fostering good citizenship is a vital one. It reminds me of the fantastic discussions happening in our Basketball Stars community about the roles of teamwork and individual brilliance – similar to how society needs both leaders and contributors. You might find some great conversations about different leadership styles over there!
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I see your point about societal structure. I agree that a balance is needed. However, I think it’s crucial to critically evaluate the influence that systems, like education, have on our perspectives. Maybe it’s not explicit “brainwashing,” but subtle shaping. I sometimes wonder how fast my reflexes are when navigating these complex situations! Has anyone tried Cps Test online? I found one that was surprisingly insightful – it made me think about reaction times in a new way.
I see your point about societal structure. I agree that a balance is needed. However, I think it’s crucial to critically evaluate the influence that systems, like education, have on our perspectives. Maybe it’s not explicit “brainwashing,” but subtle shaping. I sometimes wonder how fast my reflexes are when navigating these complex situations! Has anyone tried Cps Test online? I found one that was surprisingly insightful – it made me think about reaction times in a new way.
That’s an interesting perspective! I agree that a functioning society needs structure, and schools play a part in that. Regarding the consumption argument, I think societal pressures and advertising probably have a bigger impact than formal education. On a completely different note, if you’re looking for a fun way to unwind and challenge yourself, Geometry Dash is surprisingly engaging. It’s a great way to test your reflexes!
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This response makes a strong case that public education supports social stability and economic growth rather than undermining independent thought. The idea that schooling balances structure and creativity reminds me of Sprunki Retake , where having clear rules actually helps you create something meaningful instead of limiting you.
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I appreciate your insights regarding Gatto’s views on the public school system. While I understand your point about the necessity of obedience and respect for authority in maintaining a functioning society, I believe it’s important to consider how the current educational framework can sometimes stifle critical thinking and geometry dash spam individualism.
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Andrew,
Having gone to public school myself, I agree with your criticism of Gatto’s assertion that the public school system is made to brainwash students into being more aggressive consumers. Our capitalistic and technological society falls on an upward slope, and as you said, that naturally would cause an increase in consumption as well. However, I challenge your notion that the school system does not create a problematic result. Being obedient, as you mentioned, is not an evil thing and having respect for an authority is certainly necessary in sustaining a non-violent and functioning society. However, where I think this obedience is problematic is in the fact that students are blindly following this system, one which is unfair and biased. The public schools in New Mexico are going to be vastly different than the public schools in Massachusetts. And one’s race, economic status, and cultural capital will determine where they start in the race to make it through the schooling system and find a job. As you said, not everyone can be a leader. But how our society chooses these leaders, and how the schooling system aids in this choice is surely problematic.