By Paul Goodman
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Extra info for Compulsory Mis-Education, and the Community of Scholars
Managers adopt as many labor saving machines as possible, but the saving of labor is not passed on to society as a whole in shorter work hours, or even cheaper prices. And even in service-operations where there is no automation, such as restaurants, there is a cutback of employment: bigger crowds and fewer people to serve them. Yet there is political excitement about unemployment. Add, finally, that at least 25 per cent of the gross national product is rather directly devoted to the thousand overkill.
And of course there is no chance for intelligent dissent from the official philosophy and standard of life. Naturally, too, especially in the middle class, the regressed adults play at and sponsor every teenage idiocy. Inevitably, the high school -- with its teenage majority and adult regime -- becomes a prime area for sabotage and other fun and games. I have heard James Coleman, who has most studied these phenomena, express the opinion that the average adolescent is really in school, academically, for about ten minutes a day!
Roughly, the Enlightenment conception was that intellect, like conscience, was something 'inward', and the aim of teaching was to nurture its 'growth' by 'knowledge'. Even more important, behavior was the 'external' effect of an initiating or self-moving of the 'soul'; therefore the student was or became 'responsible'. In my opinion, the inner-outer metaphor of this conception is quite useless; there is not much use in a psychological theory for entities that are not observable as behavior. But the Aristotelian emphasis on the self-moving organism is solid gold.