Philosopher views


EDUCATION, CULTURE, AND PRISONS



Download 5.81 Mb.
Page143/432
Date28.05.2018
Size5.81 Mb.
#50717
1   ...   139   140   141   142   143   144   145   146   ...   432

EDUCATION, CULTURE, AND PRISONS

Goodman proposed a model of schooling in which the standard curriculum has no merit and is replaced by field trips and opportunities in the community (Knapp 1997). He argues that historically, in primitive societies, children learned incidentally from paying attention to adults doing their work and other social tasks, instead of being lectured to in a classroom (Goodman, “The Present Moment in Education, 1969).


“For Goodman, culture is the set of survivals of past thought, spiritual and scientific insight, and wonder to be glimpsed in religious and civic occasions, music, art, architecture, the practice of farming, cooking, child-rearing, and most other jobs and crafts. However, for Goodman some cultural achievements are higher than others.” (Knapp 1997). He argues that culture must be continually re-appropriated by each generation and change accordingly, a process which is not always successful. He states, "if we envisage an animal moving, continually seeing new scenes and meeting new problems to cope with, it will continually have to make a creative adjustment...And the environment, for its part, must be amenable to appropriation and selection; it must be plastic to be changed and meaningful to be known…. Sometimes I state my program in the form, 'How to take on Culture without losing Nature,' but that is already too abstract." (Goodman, Crazy Hope and Finite Experiences, 1994, p. 51)
Goodman argues that prisons should be abolished, as they create more crime than they prevent, they degrade the inmates, guards, and the community, and they are based on racism. As such, he argues that all prisoners are political prisoners, since prison returns people to Hobbes’ state of nature. (Goodman, “Attica,” 1971)

BIBLIOGRAPHY

* Paul Goodman wrote over forty books. A full bibliography of materials by and about him would run well past one thousand entries (see "ADAM AND HIS WORK: a Bibliography of Sources by and about Paul Goodman (1911-1972)" by Tom Nicely, Scarecrow Press '79), including many books of poetry several plays and countless stories.


Bookchin, Murray. "Theses on Libertarian Municipalism," in THE ANARCHIST PAPERS, (ed.) Dimitros I. Roussopoulos. Montreal: Black Rose, 1986, p. 10.
Ellerby, J. "The World of Paul Goodman." ANARCHY, Vol 11. Jan, 1962: 1-19.
Epstein, J. "Paul Goodman in Retrospect." COMMENTARY. Vol 65:2.Feb, 1978: 70-3.
Goodman, Paul. “The Black Flag of Anarchism.” HIT AND RUN PAMPHLET SERIES, no. 1. London: Kropotkin’s Lighthouse Publications, 1968.
Goodman, Paul. CRAZY HOPE AND FINITE EXPERIENCE: FINAL ESSAYS OF PAUL GOODMAN. San Francisco: Jossey-Bass. 1994
Goodman, Paul. “Notes on Decentralization.” DISSENT. Autumn, 1964.
Goodman, Paul. “The Present Moment in Education.” NYRB. April 10, 1969.
Goodman, Paul. “Responsibility of Scientists.” NYRB. April 11, 1968.
Goodman, Paul. “Some Remarks on War Spirit.” DRAWING THE LINE: A PAMPHLET. Random House Edition. 1962.
Knapp, Gregory. THE STATE IS THE GREAT FORGETTER: REXROTH AND GOODMAN AS ANTECEDENTS OF CULTURAL ECOLOGY, POLITICAL ECOLOGY, AND THE NEW CULTURAL GEOGRAPHY. Paper presented at the 93d Annual Meeting of the Association of American Geographers, Fort Worth. April 2, 1997. http://uts.cc.utexas.edu/~gwk/general/publications/AAG97.html accessed 4/30/03.

Miller, Michael Vincent. “Paul Goodman: The Poetics of Theory.” in NATURE HEALS: THE PSYCHOLOGICAL ESSAYS OF PAUL GOODMAN. (ED) Taylor Stoehr. http://www.gestalt.org/goodman.htm. accessed 4/30/03.


Stoehr, Taylor (ed.). CRAZY HORSE AND FINITE EXPERIENCE: FINAL ESSAYS OF PAUL GOODMAN. Jossey-Bass Publishers, California, 1994.
Stoehr, Taylor (ed.). CREATOR SPIRIT COME! LITERARY ESSAYS OF PAUL GOODMAN. 1977.
Stoehr, Taylor (ed.). DRAWING THE LINE: THE POLITICAL ESSAYS OF PAUL GOODMAN. NY: Free Life Editions, 1977; NY: E.P. Dutton, 1979.
Stoehr, Taylor. "Growing-Up Absurd Again: Re-Reading Paul Goodman in the Nineties." DISSENT Vol. 37. Fall, 1990. pg. 486- 94.
Stoehr, Taylor. HERE NOW NEXT: PAUL GOODMAN AND THE ORIGINS OF GESTALT THERAPY. San Francisco: Jossey-Bass, 1994.
Ward, Colin. "Paul Goodman's Legacy." TIMES EDUCATIONAL SUPPLEMENT. 30:14.Mar 2, 1973. pg.19.

ANARCHISM IS GOOD

1. AUTHORITY AND POWER IS ALWAYS BAD, ANARCHISTS SEEK TRUE FREEDOM

Paul Goodman, philosopher, “The Black Flag of Anarchism.” HIT AND RUN PAMPHLET SERIES, no. 1, 1968. p-np.

Anarchism is grounded in a rather definite proposition: that valuable behavior occurs only by the free and direct response of individuals or voluntary groups to the conditions presented by the historical environment. It claims that in most human affairs, whether political, economic, military, religious, moral, pedagogic, or cultural, more harm than good results from coercion, top-down direction, central authority, bureaucracy, jails, conscription, states, pre- ordained standardization, excessive planning, etc. Anarchists want to increase intrinsic functioning and diminish extrinsic power.


2. VIOLENCE REINFORCES THE AUTHORITARIANISM THAT ANARCHISTS ARE SEEKING TO END

Paul Goodman, philosopher, “The Black Flag of Anarchism.” HIT AND RUN PAMPHLET SERIES, no. 1, 1968. p-np.

Nevertheless, despite these differences, anarchists seldom fail to recognize one another, and they do not consider the differences to be incompatibilities. Consider a crucial modern problem, violence. Guerilla fighting has been a classical anarchist technique: yet where, especially in modern conditions, and violent means tends to reinforce centralism and authoritarianism, anarchists have tended to see the beauty of non-violence.
3. ANARCHISM IS NOT UTOPIAN

Paul Goodman, philosopher, “The Black Flag of Anarchism.” HIT AND RUN PAMPHLET SERIES, no. 1, 1968. p-np.

Now the anarchist principle is by and large true.' And far from being "utopian" or a "glorious failure," it has proved itself and won out in many spectacular historical crises. In the period of mercantilism and patents royal, free enterprise by joint stock companies was anarchist. The Jeffersonian bill of rights and independent judiciary were anarchist. Congregational churches were anarchist. Progressive education was anarchist. The free cities and corporate law in the feudal system were anarchist. At present, the civil rights movement in the United States has been almost classically decentralist and anarchist. And so forth, down to details like free access in public libraries. Of course, to later historians these things do not seem to be anarchist, but in their own time they were all regarded as such and often literally called such, with the usual dire threats of chaos. But this relativity of the anarchist principle to the actual situation is of the essence of anarchism.
4. ANARCHISM IS NOT A STATIC PHILOSOPHY, IT’S ADAPTABLE

Paul Goodman, philosopher, “The Black Flag of Anarchism.” HIT AND RUN PAMPHLET SERIES, no. 1, 1968. p-np.

There cannot be a history of anarchism in the sense of establishing a permanent state of things called "anarchist." It is always a continual coping with the next situation, and a vigilance to make sure that past freedoms are not lost and do not turn into the opposite, as free enterprise turned into wage-slavery and monopoly capitalism, or the independent judiciary turned into a monopoly of courts, cops, and lawyers, or free education turned into School Systems.
5. TOP-DOWN AUTHORITY AND HIERARCHY ALWAYS IS BAD, ONLY TRUE ANARCHIST FREEDOM OFFERS HOPE

Paul Goodman, philosopher, LIKE A CONQUERED PROVINCE, 1965. p-np.

By and large, let me say, this rhetoric has been true. Anarchism is grounded in a rather definite social-psychological hypothesis: that forceful, graceful and intelligent behaviour occurs only when there is an unforced and direct response to the physical and social environment; that in most human affairs, more harm than good results from compulsion, top-down direction, bureaucratic planning, pre-ordained curricula, jails, conscription, states. (my emphasis) Sometimes it is necessary to limit freedom, as we keep a child from running across the highway, but this is usually at the expense of force, grace, and learning; and in the long run it is usually wiser to remove the danger and simplify the rules than to hamper the activity.



Download 5.81 Mb.

Share with your friends:
1   ...   139   140   141   142   143   144   145   146   ...   432




The database is protected by copyright ©ininet.org 2024
send message

    Main page