Pedagogical Conservatism as an Artifact of Institutionalization

I’m of the fervent conviction that the greatest peril facing American public education today is pedagogical conservatism, and that conservatism is fostered directly by the tradition of the school institution.

My classroom practices as well as my administrative philosophy are rooted deeply in metapedagogy, as it is with any radical pedagogue. We say that wildness is a desirable characteristic of the learner, and that we must disenthrall ourselves from the formalized, paternal (often patriarchal) niceness and cleanliness of traditional institutionalized schooling. The aware (read: “woke”) reader will recognize that there is nothing nice or clean about the intellectual abbatoir of the modern school, and that it is not only ourselves that we must free but our children, both actively for those already caught in the grinder and proactively for those not yet quashed in their humanity by the autocratic nature of the traditional classroom.

The contemporary school is modeled upon three major social institutions: the prison, the factory, and the church. Destroying these edifices that are imposed like coffer dams around learning is essential to liberating the child mind and, therefore, learning writ large. They are mutually-incompatible with genuine learning, with pedagogy, and with children. The murder of the genuine child is more than a result of but a direct goal of the system.

This may seem a damning indictment, but one need only BEGIN to question the most basic structures of the institution to recognize their fallacy.

Why do we start school in September and end in late June? Why do we begin the school day at 7:30 AM? Why do we use ABCDF grading? Why do we name Valedictorians? Why do aspiring politicians often run for School Board first? Why do we block YouTube? Why do Scantrons exist? Who is Pearson?

If you take any meaningful time at all to truly explore these questions, you will immediately place your hand upon one of the aforementioned coffer dams of institutionalized factory-prison-church schooling, like so much reaching the edge of the holodeck on the starship Enterprise and realizing that the fantasy is false and there’s a powerful illusory machine right in front of us for the touching and, if we choose, the deactivating.

I discuss this issue in my first book on education, Insurrection: A Teacher Revolution in Defense of Children.

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