I love this post, especially the part about coercion. When schools in NY were reopening after the COVID shutdowns, I heard a lot of adults worry about how well children would react to being asked to mask, distance, etc. I made the point repeatedly that kids would likely think nothing of it, because they are already so tightly and forcibly controlled while they are at school. What's a few more new restrictions on how their bodies can exist within this space?
also, Chris, have you read Schooling, Childhood and Bureaucracy? I feel like a lot of that book dovetails with the things you are pointing out about "factory schools."
There's so much good stuff in this post! I particularly like this: "By trying to normalize everyone, they end up destroying a breathtaking amount of human potential. How many kids fit the 'normal' definition of a learner who, say, can sit quietly 90% of the day and absorb mostly spoken information, excel in abstract memorization, etc? I’d suggest a generous ballpark figure of 25%. That means 75% of the population not only didn’t get the right conditions to grow, but was probably told more or less that they’re stupid and not as good as others."
and
"... our society doesn’t really know what to do with adolescents. Instead of helping them, we control them, add immense stress to their lives via school, and for good measure make fun of them for being 'hormonal' and surly."
That last point particularly stands out to me b/c it's the first time I've really heard/read somebody say that. I've found my sons' adolescence to be extremely challenging -- esp. the 1st go-'round b/c I was pretty much completely unprepared for it and, like you said, had no idea what was developmentally appropriate. And b/c I hadn't dealt w so much of *my stuff. As they've grown and I've grown, I've learned that adolescence -- their experience of it AND my experience of it -- is easier, more pleasant, and more fulfilling if I give them space, allow them to take on and tackle challenges of their choosing, and facilitate/support their endeavors as I'm able (and within reason).
I love this post, especially the part about coercion. When schools in NY were reopening after the COVID shutdowns, I heard a lot of adults worry about how well children would react to being asked to mask, distance, etc. I made the point repeatedly that kids would likely think nothing of it, because they are already so tightly and forcibly controlled while they are at school. What's a few more new restrictions on how their bodies can exist within this space?
also, Chris, have you read Schooling, Childhood and Bureaucracy? I feel like a lot of that book dovetails with the things you are pointing out about "factory schools."
I will check it out, thank you!
There's so much good stuff in this post! I particularly like this: "By trying to normalize everyone, they end up destroying a breathtaking amount of human potential. How many kids fit the 'normal' definition of a learner who, say, can sit quietly 90% of the day and absorb mostly spoken information, excel in abstract memorization, etc? I’d suggest a generous ballpark figure of 25%. That means 75% of the population not only didn’t get the right conditions to grow, but was probably told more or less that they’re stupid and not as good as others."
and
"... our society doesn’t really know what to do with adolescents. Instead of helping them, we control them, add immense stress to their lives via school, and for good measure make fun of them for being 'hormonal' and surly."
That last point particularly stands out to me b/c it's the first time I've really heard/read somebody say that. I've found my sons' adolescence to be extremely challenging -- esp. the 1st go-'round b/c I was pretty much completely unprepared for it and, like you said, had no idea what was developmentally appropriate. And b/c I hadn't dealt w so much of *my stuff. As they've grown and I've grown, I've learned that adolescence -- their experience of it AND my experience of it -- is easier, more pleasant, and more fulfilling if I give them space, allow them to take on and tackle challenges of their choosing, and facilitate/support their endeavors as I'm able (and within reason).