
"When Schools Fail Children: An English Teacher Educates His Kids at Home", Harper's Magazine (November 1990)
Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.
"When Schools Fail Children: An English Teacher Educates His Kids at Home", Harper's Magazine (November 1990)
John E. Chubb, and Terry M. Moe (1990). Politics, markets, and America's schools. Brookings Institution Press; Book abstract
1979
Source: 1960s - 1970s, The Systems Approach (1968), p. 77; cited in John Gall (1978) Systemantics; how systems work... and especially how they fail
Monod (1974) "On chance and necessity". In F. J. Ayala & T. Dobzhansky, (Eds.), Studies in the philosophy of biology. cited in: Brian R. Gaines (1979) " General systems research: quo vadis? http://pages.cpsc.ucalgary.ca/~gaines/reports/SYS/GS79/GS79.pdf", General Systems, Vol. 24 (1979), p. 4
As quoted in Paul Klee, 1879-1940 (2000) by w:Susanna Partsch, p. 47
"Baseball and the Two Faces of Janus", p. 259; originally published as "The Virtues of Nakedness" in The New York Review of Books (1990-10-11)
Triumph and Tragedy in Mudville (2003)
"Our Universal Civilization" in The New York Times (5 November 1990) https://www.nytimes.com/1990/11/05/opinion/our-universal-civilization.html
Context: The universal civilization has been a long time in the making. It wasn't always universal; it wasn't always as attractive as it is today. The expansion of Europe gave it for at least three centuries a racial taint, which still causes pain. … This idea of the pursuit of happiness is at the heart of the attractiveness of the civilization to so many outside it or on its periphery. I find it marvelous to contemplate to what an extent, after two centuries, and after the terrible history of the earlier part of this century, the idea has come to a kind of fruition. It is an elastic idea; it fits all men. It implies a certain kind of society, a certain kind of awakened spirit. I don't imagine my father's Hindu parents would have been able to understand the idea. So much is contained in it: the idea of the individual, responsibility, choice, the life of the intellect, the idea of vocation and perfectibility and achievement. It is an immense human idea. It cannot be reduced to a fixed system. It cannot generate fanaticism. But it is known to exist, and because of that, other more rigid systems in the end blow away.
Source: Systems Design of Education (1991), p. 20