The Educational Theory of Noam Chomsky

Analyst: Paula Voshell

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1/4/08

I. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education?

The school system tries to repress independence; it tries to teach obedience. Kids and other people are not induced to challenge and question. In school one is to repeat, obey, follow orders, and so on (138). ... designed to teach obedience and conformity and prevent the child's natural capacities from developing (174). Education is a period of regimentation and control, part of which involves direct indoctrination, providing a system of false beliefs (1). Teaching should not be compared to filling a bottle with water but rather to helping a flower to grow in its own way (135). Part of real education would be to make sure people understand very early on that the burden of proof is on those who claim the legitimacy of authority (27).

II. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? A lie?

Believes that certain aspects of knowledge and understanding are innate, part of our biological endowments, genetically determined, on a par with the elements of our common nature that cause us to grow arms and legs rather than wings (4). Knowledge is not explicable in terms of skills, habits, or dispositions (24).

III. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential?

Humans are distinct from all other organisms because of the system of language. This system is unique in essentials to human species and common to members of the species (35). There is a rich, complex human nature. Human nature can easily turn people into quite efficient torturers and mass murderers and slave drivers and so on. ...also has the capacity to lead to selflessness and cooperation and sacrifice and support and solidarity and lots of other things, too (18).

IV. Theory of Learning: What is learning? How are skills and knowledge acquired?

Humans can come to understand many things about the nature of the physical world through an arduous process of controlled inquiry and experimentation extending over many generations and with the interventions of individual genius (149). Knowledge is not ability; it is not explicable in terms of skills, habits, or dispositions (24). Learning doesn't achieve lasting results when you don't see any point to it. Learning has to come from the inside. You have to want to learn, if you want to learn you'll learn no matter what (181).

V. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be?

Any good teacher knows methods of instruction and range of materials covered are matters of small importance as compared with the success in arousing the natural curiosity of students and stimulating their interest in exploring on their own. What students discover for themselves will be remembered and will be basis for further exploration and inquiry and perhaps significant intellectual contributions (135). 99% of teaching is making students feel interested in the material; other I% has to do with your methods (18 1).

VI. Theory of Society: What is society? What institutions are involved in the educational process?

A truly democratic community is one in which general public has the opportunity for meaningful and constructive participation in the formation of social policy: in their immediate community, in their workplace, and in society at large (13 8).

VII. Theory of Opportunity: Who is to be educated? Who is to be schooled? Everyone should be educated. You want to press your capacities to the limits. You want to appreciate what you can do (29).

VIII. Theory of Consensus: Why do people disagree? How is consensus achieved?

The person who makes the more convincing argument, assuming rationality, should convince the others. But then the person who implements the decisions will do it his or her way. If you are convinced that this is the right thing to do, it doesn't make any difference whether somebody else had the idea or you had the idea. You're equally convinced. If you're not convinced, something went wrong (30).

Citations:

Albert, A. & Chomsky, N., [Online] from Znet httv://www.worldmedin.com/archivel...l-albchomsky.html&keyword=learnin 19 mly 1998.

Chomsky, N. (1988). Language andproblems of knowledge: the Managua lectures. Cambridge, MA: The NUT Press.

Chomsky, N., Noam Chomsky 1928, [Online] httv://www2/rz/huberlin.de/inside.,.tik/institut/slntax/sl/chomskv.htm 19 May 1998.

Chomsky, N., Chomsky, Noam, [Online] httv:Hrafale.worldnet.net/-abdel/lini!uistics/chomsky.htm 19 May 1998.

Untitled, [Online]

httv://www.w[Onlinelworldmedia.com/archive/ htm&keyword=educational%20theorv

19 May 1998. 33.

Putnam, L.R. (1995). An interview with noam chomsky. The Reading Teacher, 48, 328

(1995). A dialogue with noam chomsky. Harvard Educational Review, 65, 127-44.

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