/1. I pulled aside a kid at the school entrance and asked, “Why are you here today?” “To go to school—what’s wrong with you?” he frowned, then walked on. *** /2. Class timetable normalizes attendence not learning. I stood at the school gate, watching students file in mechanically. Whether they learn is irrelevant; showing up feels righteous. *** /3. The danger is that students tend to forget what are they "going to school" for. Which unit are we on now? What’s the goal of this course? What big question are we supposed to be exploring? Don't care. Showing up and half-listening is enough. *** /4. Indeed, why care about anything, for when the bell rings, we will move on to the next room. Where deep focus and entering the state of "flow" is impossible and not worth it when learning is constantly interrupted by bells. Don't invest in anything if nothing is truly finished. *** /5. Peter Drucker, father of modern management says, meetings are the exception rather than the rule. In organizations, there should be no meetings unless necessary. Similarly, In schools, thre should be no classess unless necessary. For one either go to classes or one learns. --- > Indeed, the lesson of bells is that no work is worth finishing, so why care too deeply about anything? Years of bells will condition all but the strongest to a world that can no longer offer important work to do. > -- John Taylor Gatto > Meetings are a concession to deficient organization; either you meet or you work. One cannot do both at the same time in an ideally designed structure (which is a changing world, of course only a dream). There would be no meetings. Everybody would know what he needs to know to do his job, and everybody would have the resources available to him to do his job. > -- Peter Drucker