Social:Criticism of schooling

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Short description: Multiple positions critical of compulsory schooling laws


Anti-schooling activism, or radical education reform describes positions that are critical of school as a learning institution and/or compulsory schooling laws; or multiple attempts and approaches to fundamentally change the school system. People of this movement usually advocate alternatives to the traditional school system, education independent from school, the absence of the concept of schooling as a whole, or the right that people can choose how and where they are educated.

These attitudes criticize the learning atmosphere and environment of school and oppose the educational monopoly of school and the conventional standard and practice of schooling for reasons such as:

  • regarding the use of compulsory schooling as a tool of assimilation
  • the belief that an overly structured and predetermined learning system can be detrimental for children
  • the related belief that the school environment prevents learning rather than encouraging the innate natural curiosity by using unnatural extrinsic pressures such as grades
  • the conviction that schooling is used as a form of political or governmental control for the implementation of certain ideologies in the population

Another very persistent argument of Anti-schooling activists that school does not prepare children for life outside of school,[1] and that many teachers do not have a neutral view of the world because they have only attended academic institutions a large part of their life.

Others criticize the forced contact in school and are of the opinion that school makes children spend a large part of their most important development phase in a building, in seclusion from society, exclusively with children in their own age group, seated and entrusted with the task of obeying the orders of one authority figure for several hours each day.

Some may also feel a deep aversion to school based on their personal experiences or question the efficiency and sustainability of school learning and are of the opinion that compulsory schooling represents an impermissible interference with the rights and freedoms of parents and children; and believe that schools as a vehicle for knowledge transfer are no longer necessary and increasingly becoming obsolete[when?] and therefore generally consider compulsory education using evidence-based learning oriented online schools or autodidactism to be more sensible than the traditional cohort-based physical schools.[2]

Arguments

Teaching as political/government control

A non-curriculum, non-instructional method of teaching was advocated by Neil Postman and Charles Weingartner in their book Teaching as a Subversive Activity. In inquiry education students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers.[3]

Murray N. Rothbard argues that the history of the drive for compulsory schooling is not guided by altruism, but by a desire to coerce the population into a mold desired by dominant forces in society.[4]

John Caldwell Holt asserts that youths should have the right to control and direct their own learning, and that the current compulsory schooling system violates a basic fundamental right of humans: the right to decide what enters our minds. He thinks that freedom of learning is part of freedom of thought, even more fundamental a human right than freedom of speech. He especially states that forced schooling, regardless of whether the student is learning anything whatsoever, or if the student could more effectively learn elsewhere in different ways, is a gross violation of civil liberties.[5]

Nathaniel Branden adduces government should not be permitted to remove children forcibly from their homes, with or without the parents' consent, and subject the children to educational training and procedures of which the parents may or may not approve. He also claims that citizens should not have their wealth expropriated to support an educational system which they may or may not sanction, and to pay for the education of children who are not their own. He claims this must be true for anyone who understands and is consistently committed to the principle of individual rights. He asserts that the disgracefully low level of education in America today is the predictable result of a state-controlled school system, and that the solution is to bring the field of education into the marketplace.[6]

The corruption of children – Rousseau

Jean-Jacques Rousseau wrote in his book Emile: or, On Education (first published in 1762) that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. Rousseau advocated an educational method which consisted of removing the child from society—for example, to a country home—and alternately conditioning them through changes to environment and setting traps and puzzles for them to solve or overcome.[7]

Rousseau was unusual in that he recognized and addressed the potential of a problem of legitimation for teaching. He advocated that adults always be truthful with children, and in particular that adults should declare the basis for their authority in teaching being one of physical coercion: "I'm bigger than you." Once children reached the age of reason, at about 12, they would be engaged as free individuals in the ongoing process of their own.[8]

Grading – Illich

In Deschooling Society, Ivan Illich calls for the disestablishment of schools. He claims that schooling confuses teaching with learning, grades with education, diplomas with competence, attendance with attainment, and, especially, process with substance. He writes that schools do not reward real achievement, only processes. Schools inhibit a person's will and ability to self-learn, ultimately resulting in psychological impotence. He claims that forced schooling perverts the victims' natural inclination to grow and learn and replaces it with the demand for instruction. Further, the current model of schooling, replete with credentials, betrays the value of a self-taught individual. Moreover, institutionalized schooling seeks to quantify the unquantifiable – human growth.

Effects on local culture and economics

In some cases schooling has been used as a tool for assimilation and a both deliberate and inadvertent tool to change local culture and economics into another form. Opponents of this effect argue it is a human right for a culture to be maintained, and education can violate this human right.[9] Forced schooling has been used to forcibly assimilate Native Americans in the United States and Canada, which some have said is cultural genocide.[10][11] Many psychologists believe the forced assimilation of native cultures has contributed to their high suicide rates and poverty.[12] Western education encourages Western modes of survival and economic systems, which can be worse and poorer than the existing modes of survival and economic systems of an existing culture.[12][13][14]

School related stress and depression

There are many factors that can cause schooling to be source of stress and depression in a person's life, which can have long-term health effects[15][16] and mental disorders.[17] School bullying can lead to depression and long term emotional damage.[18] Societal and familial academic pressure and rigorous schooling can also lead to stress, depressions, and suicide.[19][20] Academic pressure and rigorous schooling has been pointed to as a cause of the high rate of suicide among South Korean adolescents.[21][22][23][24] General boredom from school can also cause stress,[25] and low academic performance can lead to low self esteem.[26] A student's family can suffer from academic related stress as well.[27]

Ineffective or counter to its purpose

Some of the proposed purposes of western style compulsory education are to prepare students to join the adult workforce and be financially successful, have students learn useful skills and knowledge, and prepare students to make positive economic or scientific contributions to society.[28][29] Critics of schooling say it is ineffective at achieving these purposes and goals. In many countries, schools do not keep up with the skills demanded by the workplace, or never have taught relevant skills.[30][31][32][33] Students often feel unprepared for college as well.[34] More schooling does not necessarily correlate with greater economic growth.[35] Alternate forms of schooling, such as the Sudbury model, have been shown to be sufficient for college acceptance and other western cultural goals.[36]

Instead of being a way out of poverty and a way to stay away from crime, for many, school has the opposite effect. Schooling often perpetuates poverty and class divisions.[26][37][38] At many schools, students are introduced to gangs, drugs and crime.[39] The school to prison pipeline also converts children into criminals through overly harsh punishments.[40] Punishments from truancy and other school related laws also adversely effect students and parents.[41][42][43]

See also

References

  1. ↑ "Schools don't prepare children for life. Here's the education they really need | Rhiannon Lucy Cosslett" (in en). 2017-06-12. http://www.theguardian.com/commentisfree/2017/jun/12/schools-children-education-coding-toilet-unblocking-rote-learning. 
  2. ↑ SOLOMON, JOAN (2003), "Theories of learning and the range of autodidactism", The Passion to Learn: pp. 15–34, doi:10.4324/9780203329108-9, ISBN 9780203329108, https://www.taylorfrancis.com/chapters/edit/10.4324/9780203329108-9/theories-learning-range-autodidactism-joan-solomon, retrieved 2022-07-24 
  3. ↑ Postman, Neil, and Weingartner, Charles (1969), Teaching as a Subversive Activity, Dell, New York, NY.
  4. ↑ Rothbard, Murray N. (1999). Education, free & compulsory. Auburn, Ala: Ludwig von Mises Institute. ISBN 978-0-945466-22-2. 
  5. ↑ Holt ; Holt, John Caldwell (1975). Escape from Childhood. Ballantine Books. ISBN 978-0-345-24434-5. 
  6. ↑ Branden, N. (1963). Public Education, Should Education be Compulsory and Tax Supported, as it is Today? Chapter 5, Common Fallacies About Capitalism, Ayn Rand, Capitalism: The Unknown Ideal, p. 89.
  7. ↑ "Jean-Jacques Rousseau on Emile’s Education - New Learning Online". https://newlearningonline.com/new-learning/chapter-2/supporting-material-1/jean-jacques-rousseau-on-emiles-education. 
  8. ↑ "Citoyen De Genève : Jean-Jacques Rousseau", Jean-Jacques Rousseau (Continuum), http://dx.doi.org/10.5040/9781472541376.ch-001, retrieved 2023-05-24 
  9. ↑ Noam, Schimmel (2007-01-01). "Indigenous education and human rights" (in en). http://eprints.lse.ac.uk/66455/. 
  10. ↑ Austen, Ian (2015-06-02). "Canada's Forced Schooling of Aboriginal Children Was 'Cultural Genocide,' Report Finds". The New York Times. ISSN 0362-4331. https://www.nytimes.com/2015/06/03/world/americas/canadas-forced-schooling-of-aboriginal-children-was-cultural-genocide-report-finds.html. 
  11. ↑ Jones, Jennifer; Bosworth, Dee Ann; Lonetree, Amy (2011). "American Indian Boarding Schools: An Exploration of Global Ethnic & Cultural Cleansing". Ziibiwing Center of Anishinabe Culture & Lifeways. http://www.sagchip.org/ziibiwing/planyourvisit/pdf/aibscurrguide.pdf. 
  12. ↑ 12.0 12.1 "A struggle for hope". http://www.apa.org/monitor/feb07/astruggle.aspx. 
  13. ↑ "Philosophy of Education -- From: Chapter 5: Schooling in Capitalist America". http://faculty.webster.edu/corbetre/philosophy/education/bg/bg-ch-5.html. 
  14. ↑ "neolithic hunter-gatherers: Marshall Sahlins- The Original Affluent Society". http://www.eco-action.org/dt/affluent.html. 
  15. ↑ Schneiderman, Neil; Ironson, Gail; Siegel, Scott D. (2004-11-01). "Stress and Health: Psychological, Behavioral, and Biological Determinants". Annual Review of Clinical Psychology 1 (1): 607–628. doi:10.1146/annurev.clinpsy.1.102803.144141. ISSN 1548-5943. PMID 17716101. 
  16. ↑ Abeles, Vicki (2016-01-02). "Is the Drive for Success Making Our Children Sick?". The New York Times. ISSN 0362-4331. https://www.nytimes.com/2016/01/03/opinion/sunday/is-the-drive-for-success-making-our-children-sick.html. 
  17. ↑ Gray, Peter (2010-01-26). "The Decline of Play and Rise in Children's Mental Disorders". https://www.psychologytoday.com/us/blog/freedom-learn/201001/the-decline-play-and-rise-in-childrens-mental-disorders. 
  18. ↑ "The Long Term Effects of Bullying". https://www.mentalhelp.net/articles/the-long-term-effects-of-bullying/. 
  19. ↑ Lythcott-Haims, Julie (2015-07-05). "Kids of Helicopter Parents Are Sputtering Out" (in en-US). Slate. ISSN 1091-2339. http://www.slate.com/articles/double_x/doublex/2015/07/helicopter_parenting_is_increasingly_correlated_with_college_age_depression.html. 
  20. ↑ "School Stress Takes A Toll On Health, Teens And Parents Say". NPR.org. https://www.npr.org/sections/health-shots/2013/12/02/246599742/school-stress-takes-a-toll-on-health-teens-and-parents-say. 
  21. ↑ "South Korean education success has its costs in unhappiness and suicide rates". 2015-06-16. http://www.abc.net.au/am/content/2015/s4255647.htm. 
  22. ↑ "Why We Should Not Copy Education in South Korea". 2014-08-03. https://dianeravitch.net/2014/08/03/why-we-should-not-copy-education-in-south-korea/. 
  23. ↑ "Suicide is leading cause of death among South Korean teens, says report". UPI. http://www.upi.com/Top_News/World-News/2015/04/28/Suicide-is-leading-cause-of-death-among-South-Korean-teens-says-report/3871430235561/. 
  24. ↑ "The All-Work, No-Play Culture Of South Korean Education". NPR.org. https://www.npr.org/sections/parallels/2015/04/15/393939759/the-all-work-no-play-culture-of-south-korean-education. 
  25. ↑ ""I'm Bored!" – Research on Attention Sheds Light on the Unengaged Mind". Association for Psychological Science. http://www.psychologicalscience.org/news/releases/im-bored-research-on-attention-can-help-us-understand-the-unengaged-mind.html#.WC_hLqIrJE4. 
  26. ↑ 26.0 26.1 Thomsen, Michael (2013-05-01). "The Case Against Grades" (in en-US). Slate. ISSN 1091-2339. http://www.slate.com/articles/double_x/doublex/2013/05/the_case_against_grades_they_lower_self_esteem_discourage_creativity_and.html. 
  27. ↑ Pressman, Robert M.; Sugarman, David B.; Nemon, Melissa L.; Desjarlais, Jennifer; Owens, Judith A.; Schettini-Evans, Allison (2015). "Homework and Family Stress: With Consideration of Parents' Self Confidence, Educational Level, and Cultural Background". The American Journal of Family Therapy 43 (4): 297–313. doi:10.1080/01926187.2015.1061407. 
  28. ↑ ASCD. "Education Update:Quality Feedback:What Is the Purpose of Education?". http://www.ascd.org/publications/newsletters/education-update/jul12/vol54/num07/What-Is-the-Purpose-of-Education%C2%A2.aspx. 
  29. ↑ "What is the purpose of education?". http://www.sec-ed.co.uk/best-practice/what-is-the-purpose-of-education/. 
  30. ↑ "Schools 'failing to prepare young people for work', say business leaders". Telegraph.co.uk. https://www.telegraph.co.uk/education/educationnews/11988756/Schools-failing-to-prepare-young-people-for-work-say-business-leaders.html. 
  31. ↑ "Schools are 'too focused on exam results and don't prepare students for the workplace', survey finds" (in en-GB). The Independent. 2015-08-24. https://www.independent.co.uk/student/news/schools-are-too-focused-on-exam-results-and-dont-prepare-students-for-the-workplace-survey-finds-10469021.html. 
  32. ↑ "'Education inflation' hurts Swedes' job prospects". 2013-09-17. http://www.thelocal.se/20130917/50294. 
  33. ↑ Reich, Robert (2014-09-03). "Robert Reich: College is a ludicrous waste of money". http://www.salon.com/2014/09/03/robert_reich_college_is_a_ludicrous_waste_of_money_partner/. 
  34. ↑ "Survey: Most high school students feel unprepared for college, careers". https://edsource.org/2015/survey-most-high-school-students-feel-unprepared-for-college-careers/83752. 
  35. ↑ "Education and Economic Growth - Education Next" (in en-US). Education Next. 2008-02-29. http://educationnext.org/education-and-economic-growth/. 
  36. ↑ "Sudbury Valley School • Online Library. Alumni". http://www.sudval.org/05_alumni.html. 
  37. ↑ Soling, Cevin (2016-05-15). "How Public Schools Demand Failure and Perpetuate Poverty". The Daily Beast. http://www.thedailybeast.com/articles/2016/05/15/how-public-schools-demand-failure-and-perpetuate-poverty.html. 
  38. ↑ Hochschild, Jennifer L. (2016-11-19). "Social Class in Public Schools". Journal of Social Issues 59 (4). http://scholar.harvard.edu/jlhochschild/publications/social-class-public-schools. 
  39. ↑ Howell, James; Lynch, James (2000). "Youth Gangs in School". Office of Juvenile Justice and Delinquency Prevention; Juvenile Justice Bulletin. https://www.ncjrs.gov/pdffiles1/ojjdp/183015.pdf. 
  40. ↑ "School-to-Prison Pipeline". American Civil Liberties Union. https://www.aclu.org/issues/juvenile-justice/school-prison-pipeline. 
  41. ↑ "Compulsory Education's Unforeseen Consequences: Nebraska Case Studies". 2013-07-23. https://whatiscommoncore.wordpress.com/2013/07/23/compulsory-educations-unforeseen-consequences-nebraska-case-studies/. 
  42. ↑ Goldstein, Dana (2015-03-06). "Inexcusable Absences". New Republic. https://newrepublic.com/article/121186/truancy-laws-unfairly-attack-poor-children-and-parents. Retrieved 2016-11-20. 
  43. ↑ "Jail for Missed Days at School? The Madness of Truancy Laws.". Reason.com. 2015-06-06. http://reason.com/archives/2015/06/06/jail-for-missed-days-at-school-the-madne. 



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