Ted Trainer : Education under Consumer-Capitalism, and The Simpler Way Alternative

Ted Trainer has just published a new Simplicity Institute Report, addressing the question, “What is Education?” He’s provided a short summary below and the full essay is available here.

In consumer society “education” is essentially about reproducing consumer society -providing workers who are skilled, disciplined, diligent, obedient, competitive, status-oriented and determined to achieve rewards for work and high “living standards.” Schools are riddled with authoritarian relations, exams and grades, compulsion, rank, and credentials. Competent and reliable workers and technocrats are produced, along with “citizens” who do what the are told, focus on their own individual welfare, compete and see competition as normal and desirable, believe bigger rewards should go to winners, and who are not very interested in cooperating, helping, the welfare of the weakest, justice, or the public good.

In such conditions not much Education takes place, and it would be surprising if it did. But schools are not there to Educate, they are there to train, and they do this well. If we saw education as being about increasing the individual’s capacity and desire to understand the world, to make more sense of experience, to become a wiser and nicer and better person, a critical thinker, more compassionate and socially responsible and an eager and insatiable learner, then we would scrap schooling as we know it today.

There is in other words a head-on contradiction between the conditions and experiences needed to reproduce consumer-capitalist society and those necessary for Education. If our top priority is to produce the workers and citizens with the dispositions needed to staff consumer society then we should accept schools more or less as they are. If on the other hand our concern is to Educate then we can’t do that unless we develop a very different kind of society.

The Simpler Way enables and requires Education. It cannot function satisfactorily without people who are thoughtful, socially responsible, critical, cooperative, collectivist, and concerned for the welfare of others, and above all interested in learning, thinking and becoming wiser. The Simpler Way gives us the time to learn and think and discuss, because it requires little time working in offices and factories. It surrounds us with people, institutions, processes and landscapes, that involve us in thinking, mutual assistance, community welfare, critical thinking, research and learning.

Source : http://simplicitycollective.com/education-under-consumer-captialism-and-the-simpler-way-alternative

Teaching Critical Thinking : Practical Wisdom by bell hooks

http://www.routledge.com/books/details/9780415968201/

In Teaching Critical Thinking, renowned cultural critic and progressive educator bell hooks addresses some of the most compelling issues facing teachers in and out of the classroom today.

In a series of short, accessible, and enlightening essays, hooks explores the confounding and sometimes controversial topics that teachers and students have urged her to address since the publication of the previous best-selling volumes in her Teaching series, Teaching to Transgress and Teaching Community. The issues are varied and broad, from whether meaningful teaching can take place in a large classroom setting to confronting issues of self-esteem. One professor, for example, asked how black female professors can maintain positive authority in a classroom without being seen through the lens of negative racist, sexist stereotypes. One teacher asked how to handle tears in the classroom, while another wanted to know how to use humor as a tool for learning.

Addressing questions of race, gender, and class in this work, hooks discusses the complex balance that allows us to teach, value, and learn from works written by racist and sexist authors. Highlighting the importance of reading, she insists on the primacy of free speech, a democratic education of literacy. Throughout these essays, she celebrates the transformative power of critical thinking. This is provocative, powerful, and joyful intellectual work. It is a must read for anyone who is at all interested in education today.

bell hooks is a world-renowned intellectual, cultural critic, and writer who is also Distinguished Professor in Appalachian Studies at Berea College in Kentucky. Among her many books are the feminist classic Ain't I A Woman, the dialogue (with Cornel West) Breaking Bread, the children's books Happy to Be Nappy and Be Boy Buzz, the memoir Bone Black and the general interest titles All About Love, Rock My Soul, and Communion. She has published seven titles with Routledge: Belonging, We Real Cool: Black Men and Masculinity, Where We Stand, Teaching to Transgress, Teaching Community, Outlaw Culture, and Reel to Real.

See : http://www.routledge.com/books/search/author/bell_hooks/

Don't Believe Everything You Think: The 6 Basic Mistakes We Make in Thinking

http://www.prometheusbooks.com/index.php?main_page=product_info&products_id=1692

Thomas Kida (Amherst, MA) is a professor in the Isenberg School of Management at the University of Massachusetts at Amherst and the author of many articles on decision-making.

Do you believe that you can consistently beat the stock market if you put in the effort? —that some people have extrasensory perception? —that crime and drug abuse in America are on the rise? Many people hold one or more of these beliefs although research shows that they are not true. And it’s no wonder since advertising and some among the media promote these and many more questionable notions.
Although our creative problem-solving capacity is what has made humans the successful species we are, our brains are prone to certain kinds of errors that only careful critical thinking can correct. This enlightening book discusses how to recognize faulty thinking and develop the necessary skills to become a more effective problem solver.
Author Thomas Kida identifies “the six-pack of problems” that leads many of us unconsciously to accept false ideas:

• We prefer stories to statistics
• We seek to confirm, not to question, our ideas.
• We rarely appreciate the role of chance and coincidence in shaping events.
• We sometimes misperceive the world around us.
• We tend to oversimplify our thinking.
• Our memories are often inaccurate.

Kida vividly illustrates these tendencies with numerous examples that demonstrate how easily we can be fooled into believing something that isn’t true.
In a complex society where success—in all facets of life—often requires the ability to evaluate the validity of many conflicting claims, the critical-thinking skills examined in this informative and engaging book will prove invaluable.

Therapy Culture: Cultivating Vulnerability in an Uncertain Age

Therapy Culture explores the powerful influence of therapeutic imperative in Anglo-American societies. In recent decades virtually every sphere of life has become subject to a new emotional culture. Professor Furedi suggests that the recent cultural turn toward the realm of the emotions coincides with a radical redefinition of personhood.

Increasingly vulnerability is presented as the defining feature of people's psychology. Terms like people 'at risk', 'scarred for life' or 'emotional damage' evoke a unique sense of powerlessness. Furedi questions the widely accepted thesis that the therapeutic turn represents an enlightened shift towards emotions, and claims that therapeutic culture is primarily about imposing a new conformity through the management of people's emotions.

Framing the problem of everyday life through the prism of emotions, therapeutic culture incites people to feel powerless and ill. Drawing on developments in popular culture, political and social life, Furedi provides a groundbreaking analysis of the therapeutic turn.
http://www.frankfuredi.com/

A formação da mentalidade submissa

por Vicente Romano [*]

O entretenimento

Entreter significa compensar durante um lapso de tempo, as debilidades e carências emotivas e sentimentais. O entretenimento apela aos défices emocionais que, de vez em quando, todos nós temos. É disso que vive esta indústria. Porque o objectivo último do entretenimento maioritariamente proporcionado pelos media de hoje não é o postulado ético da coexistência entre povos e etnias e culturas, mas é antes o de ganhar dinheiro com programas que exploram os mais primitivos instintos (sexo e violência). Quando a aspiração de toda a construção cultural consistiu ao longo dos séculos em refrear e sofisticar estes instintos, hoje em dia, o direito do mais forte limita-se, ao potenciá-los, a contradizer todo o património de avanço cultural e político nos direitos humanos.

Enquanto jogo lucrativo com as emoções de terceiros, o entretenimento torna-se, na realidade, uma questão política determinada pelos meios que se utilizem para o disseminar. Quem diariamente se distrai com o assassinato, a morte, a fraude, a violência bruta, aprende que o direito do mais forte e que o individualismo egoísta prevalecem sobre os direitos humanos, a solidariedade e a cooperação e aprende ainda que a melhor maneira de responder às opiniões contrárias é partir a cara àqueles que as expressem. O simplismo e a rudimentaridade dos punhos, em vez da complexidade e diversidade das opiniões, da força dos argumentos racionais, produz mirones cínicos e não cidadãos democratas, dotados de consciência crítica e sentimentos solidários.

O entretenimento e a diversão das grandes massas das populações e a organização perversa dos seus tempos livres, converteram-se numa das indústrias mais lucrativas e prósperas dos nossos dias. Aproveitando-se das forças produtivas mais modernas, as novas tecnologias da informação e da comunicação, como costumam ser designadas, gera-se uma ampla oferta de organização do tempo livre, entendido como tempo de ócio, de não trabalho. Mas, isto em nada significa que este seja um tempo efectivamente à nossa disposição, ocupado com actividades organizadas e dirigidas por nós mesmos. O que se passa é que esta indústria utiliza, na projecção dessa e doutras ilusões, todas as formas de cultura popular: histórias, desenhos animados, discos, cassetes, jogos de vídeo, programas de rádio e de televisão, cinema, revistas ilustradas, acontecimentos desportivos, concertos e festivais de pop e de rock, fascículos, livros promovidos pelos reclames comerciais, etc., etc. Existe uma enorme quantidade de produtos para iludir as pressões e angústias da vida quotidiana, para a evasão através do jogo e do entretenimento, para tentar, enfim, satisfazer esperanças e desejos secretos.

Esta exploração interessada das necessidades humanas de entretenimento, de descanso, de distensão cumpre uma outra função importante: abstrair da sua realidade as grandes massas da população, algo que deve entender-se também no âmbito da manipulação ideológica e da formação da mentalidade submissa. E, não obstante, encontra-se muito arreigado o mito de que a diversão e o lazer são neutrais, carecem de pontos de vista orientados e existem à margem dos restantes processos sociais. No fim de contas, que pode ter de mal seleccionarmos o programa que mais nos agrade, a estância balnear que a carteira nos autorize, ou os video-jogos com que se entretêm os nossos filhos, enquanto nos poupam, aliás, a ter de aturá-los e responder às suas perguntas? Se dermos, porém, uma olhadela, ainda que superficial, aos conteúdos, não tardaremos em descobrir o negócio da violência que se empenha em projectar a ilusão de um "oeste selvagem", nas fitas de cowboys, por exemplo. Um "oeste" que já por volta de 1875 bem tinha desaparecido, mas de que ainda hoje continua a alimentar-se a fábrica de sonhos de Hollywood. Ou o negócio do terror, do sexo, da pornografia, a chirichia das revistas cor-de-rosa ou os supostos debates (magazines) da hora da sobremesa. A própria guerra e a morte são convertidas em diversão. Quem pára o suficiente para pensar no sentido existente por trás do facto de que as pontes e edifícios que voam pelos ares, os choques de comboios, os saltos do décimo andar, os voos supersónicos do Super-Homem, etc., etc., equivalem apenas a uma burla estética? Hoje em dia, aluga-se inclusivamente público para jogos e concursos junto de lares de terceira idade, escolas primárias ou faculdades. Há adultos, jovens ou crianças, que por dez euros ou um simples lanche e um sumo, estão dispostos a rir ou aplaudir de cada vez que a produção os mande fazer uma coisa ou a outra.

Vivemos a cultura do simulacro.

A cultura popular já não é feita pelo povo. Como salienta Herbert Schiller, "a rede da cultura popular que relaciona entre si os elementos da existência e que fixa a consciência geral daquilo que existe, do que é importante, do que está reciprocamente ligado, converteu-se, primordialmente, num produto manufacturado". Esta cultura, que pode perfeitamente designar-se por "cultura dos media", impregna a mentalidade e contribui decisivamente para a formação da opinião da maioria, uma vez que esta não dispõe, na verdade, de qualquer outra fonte de informação. A UNESCO estima que, hoje em dia, 85 por cento dos serviços culturais do mundo são veiculados pelos meios de massas, especialmente pela televisão. Os seus conteúdos e programas proporcionam reiteradamente a quem os vê chaves interpretativas e hierarquias de valores na nossa sociedade, bem como indicações sobre como proceder para atingir o sucesso e a felicidade, como educar os filhos, como deve o casal fazer amor, etc., etc. Estes materiais formam, doutrinam, estimulam a ambição e o lucro pessoais e propagam a ideia de que a natureza humana é imutável. Negam, enfim, a viabilidade de outras formas de organizar a vida e a coexistência humanas.

O êxito da indústria do entretenimento assenta nas expectativas do público. O espectador espera do televisor o prazer, a diversão, o desafogar das tensões, da mesma forma que da máquina de lavar espera roupa limpa e do frigorífico alimentos frescos. Ao mesmo tempo que subsistem, bem longe desta indústria, aquilo que são as naturais necessidades de lazer e de actividade livre das dos seres humanos e das grandes massas populacionais por eles constituídas, necessidades que ainda não se precisaram devidamente e que qualquer programa político emancipador deverá ter bem em conta.

Infidel

By Ayaan Hirsi Ali

Description
In this profoundly affecting memoir from the internationally renowned author of The Caged Virgin, Ayaan Hirsi Ali tells her astonishing life story, from her traditional Muslim childhood in Somalia, Saudi Arabia, and Kenya, to her intellectual awakening and activism in the Netherlands, and her current life under armed guard in the West.

One of today's most admired and controversial political figures, Ayaan Hirsi Ali burst into international headlines following an Islamist's murder of her colleague, Theo van Gogh, with whom she made the movie Submission.

Infidel is the eagerly awaited story of the coming of age of this elegant, distinguished -- and sometimes reviled -- political superstar and champion of free speech. With a gimlet eye and measured, often ironic, voice, Hirsi Ali recounts the evolution of her beliefs, her ironclad will, and her extraordinary resolve to fight injustice done in the name of religion. Raised in a strict Muslim family and extended clan, Hirsi Ali survived civil war, female mutilation, brutal beatings, adolescence as a devout believer during the rise of the Muslim Brotherhood, and life in four troubled, unstable countries largely ruled by despots. In her early twenties, she escaped from a forced marriage and sought asylum in the Netherlands, where she earned a college degree in political science, tried to help her tragically depressed sister adjust to the West, and fought for the rights of Muslim immigrant women and the reform of Islam as a member of Parliament. Even though she is under constant threat -- demonized by reactionary Islamists and politicians, disowned by her father, and expelled from her family and clan -- she refuses to be silenced.

Ultimately a celebration of triumph over adversity, Hirsi Ali's story tells how a bright little girl evolved out of dutiful obedience to become an outspoken, pioneering freedom fighter. As Western governments struggle to balance democratic ideals with religious pressures, no story could be timelier or more significant.

29th International Conference on Critical Thinking

Fostering Intellectual Discipline

July 20-23, 2009

Preconference: July 18-19
at the DoubleTree Hotel and ExecutiveMeeting Center,

Berkeley Marina,

California

The Center and Foundation for Critical Thinking have together hosted critical thinking academies and conferences for more than a quarter century. During that time, we have played a key role in defining, structuring, assessing, improving and advancing the principles and best practices of fair-minded critical thought in education and in society. We invite you to join us for the 29th International Conference on Critical Thinking. Our annual conference provides a unique opportunity for you to improve your understanding of critical thinking, as well as your ability to more substantively foster it in the classroom and in all aspects of your work and life.

There is no more important goal in teaching than fostering intellectual discipline.

Click to download the printable 2009 Conference Flyer (2.3MB Acrobat PDF File)

Critical Thinking

in Every Domain of Knowledge and Belief

Foundation for Critical Thinking

Susan Jacoby : The Age of American Unreason

http://www.susanjacoby.com/

New In An Updated Paperback Edition From Vintage Books

This impassioned, tough-minded work of contemporary history—a New York Times bestseller in 2008—paints a disturbing portrait of a mutant strain of public ignorance, anti-rationalism, and anti-intellectualism that has developed over the past four decades and now threatens the future of American democracy. The author examines the challenges posed by the current anti-rational landscape--personified by the rise of the Tea Party--for the administration of Barack Obama, who pledged during his campaign to restore reason and science in public policy-making. Combining historical analysis with contemporary observation, Susan Jacoby dissects a culture at odds with America’s heritage of Enlightenment reason and with modern knowledge and science. With mordant wit, the author offers an unsparing indictment of the ways in which dumbness has been defined downward throughout American society. America’s endemic anti-intellectual tendencies have been exacerbated by a new species of semiconscious anti-rationalism, feeding on and fed by a popular culture of video images and unremitting noise that leaves no room for contemplation or logic.

Finally, the author argues that anti-rational government is not the product of a Machiavellian plot by “Washington” but is the inevitable result of “an overarching crisis of memory and knowledge” that has left many ordinary citizens and their elected representatives without the intellectual tools needed for sound public decision-making. The real question is not why politicians have lied to the public but why the public was so receptive and so passive when it heard the lies. At this crucial political juncture, The Age of American Unreason challenges Americans to face the painful truth about what our descent into intellectual laziness and our flight from reason have cost us as individuals and as a nation.