Kozol writes, “Childhood is not merely basic training for utilitarian adulthood. It should have some claims upon our mercy, not for its future value to the economic interests of competitive societies but for its present value as a perishable piece of life itself” (305). Instead of public schools helping their students learn in the moment, they value what the students will do beyond this time. Which is incredibly important, but in order to reach that status students must do well in the moment. Kozol also writes, “Very few people who are not involved with inner-city schools have any idea of the extremes to which the mercantile distortion of the purposes of character of education have been taken…” (307). Students are almost turned into robots just to ace a class. Which is crazy to think that schools would rather have the students be robots over students being able to take their time and fully understand what they are
Kozol writes, “Childhood is not merely basic training for utilitarian adulthood. It should have some claims upon our mercy, not for its future value to the economic interests of competitive societies but for its present value as a perishable piece of life itself” (305). Instead of public schools helping their students learn in the moment, they value what the students will do beyond this time. Which is incredibly important, but in order to reach that status students must do well in the moment. Kozol also writes, “Very few people who are not involved with inner-city schools have any idea of the extremes to which the mercantile distortion of the purposes of character of education have been taken…” (307). Students are almost turned into robots just to ace a class. Which is crazy to think that schools would rather have the students be robots over students being able to take their time and fully understand what they are