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robertogreco : institutionalization   18

Dodie Bellany: Academonia
"In this lively, entertaining collection of essays, Dodie Bellamy has written not only a helpful pedagogical tool, but an epic narrative of survival against institutional deadening and the proscriptiveness that shoots the young writer like poison darts from all sides. By the 90s funding for the arts had dwindled and graduate writing programs—“cash cows”—had risen to fill the slack. Simultaneously, literary production moved from an unstable, at times frightening street culture where experiment was privileged beyond all else, to an institutionalized realm—Academonia!—that enforces, or tends to enforce, conservative aesthetic values.

Among the questions Bellamy raises: how does the writer figure out how to write? How will she claim her content among censorious voices? Can the avant-garde create forms that speak to political and spiritual crisis? Can desire exist in a world of networking structures? To the keepers of the status quo, what is so goddamned scary about experimental writing? Bellamy’s textual body morphs through sex, ravenous hunger, aging, displacement, cuddling with animals. Along the way she invokes Levi Strauss, Kurosawa, Marvin Gaye, Christiane (the faceless daughter in Georges Franju’s 1959 horror classic Eyes Without a Face), Alice Munro, Michael Moore, Quan Yin, Cinderella, and the beheaded heroine Lady Jane Grey. On Foucault’s grid of invisible assumptions, Academonia casts a blacklight vision, making it glow in giddy FX splendor.

*****

There are the institutions that are created without our input and the institutions that we create with others. Both sorts of institutions define us without our consent. Dodie Bellamy’s Academonia explores the prickly intersection among these spaces as it moves through institutions such as the academy, the experimental writing communities of the Bay Area, feminist and sexual identities, and group therapy. Continuing the work that she began in The Letters of Mina Harker pushing memoir and confession out of its safety zones and into its difficulties, this book provokes as it critiques and yet at the same time manages to delight with its hope.

--Juliana Spahr

Way back in the seventies, and before Bellamy, pastiche and bricolage as applied to literature made me yawn. Smug attacks on linear narrative through the use of tired language games aroused my contempt. As far as I was concerned, theory had ruined fiction by making critic and artist too intimate. Then Bellamy’s pioneering graftings of storytelling, theory and fractured metaphor changed all that, giving birth to a new avant-garde. Her writing sweeps from one mode of thought to another in absolute freedom, eviscerating hackneyed constructs about desire and language and stuffing them with a fascinating hodgepodge of sparkling sensory fragments. The result is true postmodernism, not the shallow dilettantism of the “postmodern palette.” She sustains it on page after page, weaving together sex and philosophy, fusing trash with high culture, injecting theory with the pathos of biography and accomplishing nothing less than a fresh and sustained lyricism. What is more, her transfiguration of the trivial details of life by the mechanisms of irony, fantasy, disjunction, nostalgia and perverse point of view prove that it’s not the life you live that matters, but how you tell it.

--Bruce Benderson"
writing  howwewrite  books  dodiebellany  institutions  proscriptiveness  academonia  academia  highered  highereducation  akirakurosawa  levistrauss  marvingaye  alicemonroe  michaelmoore  quanyin  cinderella  ladyjanegrey  foucault  institutionalization  julianaspahr  brucebenderson  bricolage  literature  linearity  form  feedom  structure  language  senses  sensory  postmodernism  dilettantism  culture  bayarea  experimental  experimentation  art  arts  funding  streetculture  2006 
october 2018 by robertogreco
The Education Debates — davidcayley.com
"Sometime in the 1990's I received a long letter from a teacher named Alex Lawson, asking me to consider doing an Ideas series on the state of education. The letter impressed me by its sincerity, and by the sense of urgency its author clearly felt, but I found the idea somewhat daunting. The subject inspires such endless controversy, and such passion, that I could immediately picture the brickbats flying by my ears. I also worried that my views were too remote from the mainstream to allow me to treat the subject fairly. My three younger children, to that point, had not attended school, and my reading and inclination had made me more interested in de-schooling than in the issues then vexing the school and university systems, which I tended to see as artefacts of obsolete structures. Nevertheless Alex and I kept in touch, and I gradually became able to pictures the pathways such a series might open up. Thinking of it as a set of "debates" or discussions, without getting too stuck on a tediously pro and con dialectical structure, allowed me to reach out very widely and include the heretics with the believers. The series was broadcast, in fifteen parts, 1998 and 1999. I re-listened to it recently, and I think it holds me pretty well. There are a few anachronisms, but my dominant impression was plus ça change, plus c'est la même chose. Alex Lawson, whose ardour and persistence inspired the whole thing, appears in the third programme of the set. De-schooling gets its day in programmes seven through nine.

This series Inspired a letter I have never forgotten, from a retired military man in rural New Brunswick, who wrote to me afterwards that I had "performed a noble service for our country." I was touched, not only that he saw nobility in what I had done, but that he could see that I had attempted to open up the question of education and provide a curiculum for its study rather than trying to foreclose or settle it.

The series had a large cast of characters whom I have listed below.

Part One, The Demand for Reform: Sarah Martin, Maureen Somers, Jack Granatstein, Andrew Nikiforuk, Heather Jane Robertson
[embedded in this post]

Part Two, A New Curriculum: E.D. Hirsch, Neil Postman
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-two ]

Part Three, Don’t Shoot the Teacher: Alex Lawson, Daniel Ferri, Andy Hargreaves
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-three ]

Part Four, School Reform in the U.S.: Deborah Meier, Ted Sizer
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-four ]

Part Five, Reading in an Electronic Age, Carl Bereiter, Deborrah Howes, Frank Smith, David Solway
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-five ]

Part Six, Schooling and Technology: Bob Davis, Marita Moll, Carl Bereiter
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-six ]

Part Seven, Deschooling Society: Paul Goodman, Ivan Illich, John Holt
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-seven ]

Part Eight, Deschooling Today: John Holt, Susannah Sheffer, Chris Mercogliano
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-eight ]

Part Nine, Dumbing Us Down: Frank Smith, John Taylor Gatto
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-nine ]

Part Ten, Virtues or Values: Edward Andrew, Peter Emberley, Iain Benson
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-ten ]

Part Eleven, Common Culture, Multi-Culture: Charles Taylor, Bernie Farber, Bob Davis
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-eleven ]

Part Twelve, The Case for School Choice: Mark Holmes, Adrian Guldemond, Joe Nathan, Andy Hargreaves, Heather Jane Robertson
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-twelve ]

Part Thirteen, Trials of the University: Jack Granatstein, Paul Axelrod, Michael Higgins, Peter Emberley
[http://www.davidcayley.com/podcasts/2016/11/12/the-education-debates-part-thirteen ]

Part Fourteen, On Liberal Studies: Clifford Orwin, Leah Bradshaw, Peter Emberley
[http://www.davidcayley.com/podcasts/2016/11/2/the-education-debates-part-fourteen ]

Part Fifteen, Teaching the Conflicts: Martha Nussbaum, Gerald Graff"
[http://www.davidcayley.com/podcasts/2016/11/2/the-education-debates-part-fifteen ]

[find them here too: http://www.davidcayley.com/podcasts/?category=Education+Debates ]
education  learning  schooling  schools  paulgoodman  ivanillich  johnholt  johntaylorgatto  marthanussbaum  geraldgraff  peteremberley  cliffordorwin  dvidcayley  teaching  howwelearn  unschooling  deschooling  compulsory  tedsizer  deborahmeier  edhirsch  alexlawson  danielferri  ndyhargreaves  davidsolway  franksmith  deborrahhowes  carlbereiter  bobdavis  maritamoll  institutions  institutionalization  radicalism  susannahsheffer  chrismercogliano  edwardandrew  iainbenson  berniefarber  charlestaylor  markholmes  adrianguldemond  joenathan  andyhargreaves  heatherjanerobertson  highered  highereducation  leahbradshaw  sarahmartin  maureensomers  jackgranatstein  andrewnikiforuk  technology  edtech 
may 2017 by robertogreco
Austin Kleon — Ivan Illich, Deschooling Society Schools are...
"Ivan Illich, Deschooling Society
Schools are designed on the assumption that there is a secret to everything in life; that the quality of life depends on knowing that secret; that secrets can be known only in orderly successions; and that only teachers can properly reveal these secrets.

Intense book to add to the unschooling shelf. Published in 1972, probably still as radical now as it was then, as many of the “symptoms” of the schooled society he describes have only gotten worse. Some of the big ones, below:

“School is the advertising agency which makes you believe you need the society as it is.”
The pupil is… “schooled” to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is “schooled” to accept service in place of value. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.

“School is an institution built on axiom that learning is the result of teaching.”
Teaching, it is true, may contribute to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school… Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting.

Most learning happens outside of the classroom.
Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching. They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extracurricular activities. Most people who read widely, and with pleasure, merely believe that they learned to do so in school; when challenged, they easily discard this illusion.

“The public is indoctrinated to believe that skills are valuable and reliable only if they are the result of formal schooling.”
School teaches us that instruction produces learning. The existence of schools produces the demand for schooling. Once we have learned to need school, all our activities tend to take the shape of client relationships to other specialized institutions. Once the self-taught man or woman has been discredited, all nonprofessional activity is rendered suspect. In school we are taught that valuable learning is the result of attendance; that the value of learning increases with the amount of input; and, finally, that this value can be measured and documented by grades and certificates.

“School initiates young people into a world where everything can be measured, including their imaginations, and, indeed, man himself…”
People who submit to the standard of others for the measure of their own personal growth soon apply the same ruler to themselves. They no longer have to be put in their place, but put themselves into their assigned slots, squeeze themselves into the niche which they have been taught to seek, and, in the very process, put their fellows into their places, too, until everybody and everything fits. People who have been schooled down to size let unmeasured experience slip out of their hands. To them, what cannot be measured becomes secondary, threatening. They do not have to be robbed of their creativity."
austinkleon  ivanillich  deschooling  unschooling  learning  schools  society  deschoolingsociety  life  living  self-directed  self-directedlearning  schooliness  fluency  reading  howwelearn  howweteach  education  sfsh  lcproject  openstudioproject  children  professionalization  ratings  rankings  grading  hierarchy  credentials  dependency  autoritarianism  freedom  autonomy  institutions  institutionalization  foreignlanguages  talking  specialization  personalgrowth  experience  experientiallearning 
november 2016 by robertogreco
A continuum along which soil practice and social practice occur | Lebenskünstler
"the art system has become industrial agriculture
aesthetic ecology as gardening – learn from your grandmother and your neighbor, pick up some magazines or books, watch some YouTube videos and get growing, no gatekeepers, no degrees required

the art system says the only real gardening is done by experts

seed saving (AE) vs. industrial ag research (AS) – person to person innovation (AE) vs. institutionally controlled validation (AS)

museums, galleries, and universities act much like Monsanto taking up vernacular practices, formalizing them, squeezing the living core out, and controlling their distribution and viability

aesthetic ecology favors diversity – formal, institutional practices, but also backyard gardeners, community gardeners, homesteaders, etc"
art  gardening  linear  linearity  cycles  sustainability  2016  randallszott  amateurs  amateurism  ecology  professionalization  capitlalism  elitism  specialization  generalists  distributed  centralization  permaculture  agriculture  growth  economics  museums  control  distribution  diversity  institutions  institutionalization  aesthetics  socialpractice 
february 2016 by robertogreco
The State of the Right to Education Worldwide Free or Fee: Executive Summary
"It is simple. Preventing poor students from studying at the university is bad enough, but forcing primary-school children to work because they are too poor to pay for education which should be free is intolerable.

The State of the Right to Education Worldwide is the first global report to review the education laws and practice in 170 countries and to expose the hypocrisy whereby the right to free and compulsory education is loudly and universally proclaimed, and quietly and systematically betrayed.

Katarina Tomaševski, the first UN Special Rapporteur on the Right to Education spent six years compiling this Report before her untimely death in October 2006. The result should serve as a wake up call to all those concerned with global education and poverty reduction. It exposes the global pattern of poverty-based exclusion from primary education, and calls for poverty reduction strategies to use the elimination of economic exclusion from education as a benchmark. The current reality – where education is priced out of reach of the poor – subverts human rights, and denies another generation its birthright: free and compulsory education worthy of the name."



"Human rights law defines what governments should and should not do. Amongst the should-dos, ensuring education for all children tops the list. Using human rights as the lens for examining education necessitates challenging exclusion from education and also asking what education is for. Schooling, which is what global targets prioritize, is not the end but merely the means for education. Without human rights safeguards, compulsory education can amount to institutionalization of indoctrination. Many governments today neither provide education for all, nor know who are educating the youth. The right to education also demands that public authorities take charge of education because it is simply too dangerous not to do so. Human rights law requires policy makers to ask the questions which bean-counters avoid."
katarinatomaševski  education  compulsory  2016  humanrights  law  legalm  institutionalization  indoctrination  governance  government  policy 
february 2016 by robertogreco
The Future is Learning, But What About Schooling? | Higher Ed Beta @insidehighered
"I am, in short, moving away from my earlier conviction that schooling is learning enacted for public purposes through public institutions, and moving toward a broader vision for learning as a social activity upon which society depends for its future development. I am increasingly aware that the weight of politics and public policy upon the institutions of schooling is making schools less and less likely to be the privileged place where learning occurs in the future.

The future of learning in society is virtually unlimited, at least for the foreseeable future. Learning is the conversion of information into knowledge; information, in the digital age has become a vast sea of ones and zeros; information becomes knowledge by passing through some medium that transforms the ones and zeros into a conceptually organized form.

In the past, we have thought of this transformation as a single authoritative portal, called schooling. The advent of digital culture means that this portal is now one among many possible places, virtual and physical, where information can become knowledge. The type of knowledge and skill required to negotiate this increasingly complex world is completely different from what schools have conventionally done, and schools are institutionally disadvantaged as players in this new world, in large part because of the well-intentioned efforts of school reformers.

While learning has largely escaped the boundaries of institutionalized schooling, educational reformers have for the past thirty years or so deliberately and systematically engaged in public policy choices that make schools less and less capable of responding to the movement of learning into society at large.

Standards and expectations have become more and more literal and highly prescriptive in an age where human beings will be exercising more and more choice over what and how they will learn.

Testing and assessment practices have become more and more conventional and narrow as the range of competencies required to negotiate digital culture has become more complex and highly variegated.

Teacher preparation, hiring, induction, and evaluation practices have become more and more rigid and hierarchical in an age where the teaching function is migrating out into a more individualized and tailored set of learning environments.

We are continuing to invest massively in hard-boundary physical structures in an age where learning is moving into mobile, flexible, and networked relationships. In other words, it would be hard to imagine an institutional structure for learning that is less suited for the future than the heavily institutionalized, hierarchical world that education reformers have constructed."

[via: http://willrichardson.com/post/107596923875/oh-the-irony ]
richardelmore  2015  education  learning  howweteach  unschooling  dechooling  schooliness  edreform  netwrokedlearning  policy  standards  standardization  expectations  evaluation  hierarchy  schooling  decentralization  obsolescence  irrelevance  bureaucracy  knowledge  information  schoolreform  institutions  institutionalization  publicschools  society  scriptedlearning  testing  assessment  hiring  flexibility  mobility  experience  leadership  politics 
february 2015 by robertogreco
A Thousand Rivers: What the modern world has forgotten about children and learning.
[also here: http://carolblack.org/a-thousand-rivers/ ]

"The following statement somehow showed up on my Twitter feed the other day:
“Spontaneous reading happens for a few kids. The vast majority need (and all can benefit from) explicit instruction in phonics.”

This 127-character edict issued, as it turned out, from a young woman who is the “author of the forthcoming book Brilliant: The Science of How We Get Smarter” and a “journalist, consultant and speaker who helps people understand how we learn and how we can do it better.”

It got under my skin, and not just because I personally had proven in the first grade that it is possible to be bad at phonics even if you already know how to read. It was her tone; that tone of sublime assurance on the point, which, further tweets revealed, is derived from “research” and “data” which demonstrate it to be true.

Many such “scientific” pronouncements have emanated from the educational establishment over the last hundred years or so.  The fact that the proven truths of each generation are discovered by the next to be harmful folly never discourages the current crop of experts who are keen to impose their freshly-minted certainties on children. Their tone of cool authority carries a clear message to the rest of us: “We know how children learn.  You don’t.

So they explain it to us.

The “scientific consensus” about phonics, generated by a panel convened by the Bush administration and used to justify billions of dollars in government contracts awarded to Bush supporters in the textbook and testing industries, has been widely accepted as fact through the years of “No Child Left Behind” and “Race to the Top,” so if history is any guide, its days are numbered. Any day now there will be new research which proves that direct phonics instruction to very young children is harmful, that it bewilders and dismays them and makes them hate reading (we all know that’s often true, so science may well discover it) — and millions of new textbooks, tests, and teacher guides will have to be purchased at taxpayer expense from the Bushes’ old friends at McGraw-Hill.

The problems with this process are many, but the one that I’d like to highlight is this: the available “data” that drives it is not, as a matter of fact, the “science of how people learn.” It is the “science of what happens to people in schools.”

This is when it occurred to me: people today do not even know what children are actually like. They only know what children are like in schools.

Schools as we know them have existed for a very short time historically: they are in themselves a vast social experiment. A lot of data are in at this point. One in four Americans does not know the earth revolves around the sun. Half of Americans don’t know that antibiotics can’t cure a virus. 45% of American high school graduates don’t know that the First Amendment of the Constitution guarantees freedom of the press. These aren’t things that are difficult to know. If the hypothesis is that universal compulsory schooling is the best way to to create an informed and critically literate citizenry, then anyone looking at the data with a clear eye would have to concede that the results are, at best, mixed. At worst, they are catastrophic: a few strains of superbacteria may be about to prove that point for us.

On the other hand, virtually all white American settlers in the northeastern colonies at the time of the American Revolution could read, not because they had all been to school, and certainly not because they had all been tutored in phonics, which didn’t exist at the time. Thomas Paine’s Common Sense, not exactly light reading, sold over 500,000 copies in its first year of publication, the equivalent of a book selling sixty million copies today. People learned to read in a variety of ways, some from small one-room schools, but many from their mothers, from tutors, traveling ministers, apprentice’s masters, relatives, neighbors, friends. They could read because, in a literate population, it is really not that difficult to transmit literacy from one person to the next. When people really want a skill, it goes viral. You couldn’t stop it if you tried.

In other words, they could read for all the same reasons that we can now use computers. We don’t know how to use computers because we learned it in school, but because we wanted to learn it and we were free to learn it in whatever way worked best for us. It is the saddest of ironies that many people now see the fluidity and effectiveness of this process as a characteristic of computers, rather than what it is, which is a characteristic of human beings.

In the modern world, unless you learn to read by age 4, you are no longer free to learn in this way. Now your learning process will be scientifically planned, controlled, monitored and measured by highly trained “experts” operating according to the best available “data.” If your learning style doesn’t fit this year’s theory, you will be humiliated, remediated, scrutinized, stigmatized, tested, and ultimately diagnosed and labelled as having a mild defect in your brain.

How did you learn to use a computer? Did a friend help you? Did you read the manual? Did you just sit down and start playing around with it? Did you do a little bit of all of those things? Do you even remember? You just learned it, right?”



"City kids who grow up among cartoon mice who talk and fish who sing show tunes are so delayed in their grasp of real living systems that Henrich et al. suggest that studying the cognitive development of biological reasoning in urban children may be “the equivalent of studying “normal” physical growth in malnourished children.” But in schools, rural Native children are tested and all too often found to be less intelligent and more learning “disabled” than urban white children, a deeply disturbing phenomenon which turns up among traditional rural people all over the world."



"Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species. It’s no accident that indigenous holistic thinkers are the ones who have been consistently reminding us of our appropriate place in the ecological systems of life as our narrowly-focused technocratic society veers wildly between conservation and wholesale devastation of the planet. It’s no accident that dyslexic holistic thinkers are often our artists, our inventors, our dreamers, our rebels. "



"Right now American phonics advocates are claiming that they “know” how children learn to read and how best to teach them. They know nothing of the kind. A key value in serious scientific inquiry is also a key value in every indigenous culture around the world: humility. We are learning."



"“It is in our idleness, in our dreams, that the submerged truth sometimes comes to the top,” a great artist once said. Science is a tool of breathtaking power and beauty, but it is not a good parent; it must be balanced by something broader, deeper, older. Like wind and weather, like ecosystems and microorganisms, like snow crystals and evolution, human learning remains untamed, unpredictable, a blossoming fractal movement so complex and so mysterious that none of us can measure or control it. But we are part of that fractal movement, and the ability to help our offspring learn and grow is in our DNA. We can begin rediscovering it now. Experiment. Observe. Listen. Explore the thousand other ways of learning that still exist all over the planet. Read the data and then set it aside. Watch your child’s eyes, what makes them go dull and dead, what makes them brighten, quicken, glow with light. That is where learning lies."
carolblack  2014  education  learning  certainty  experts  science  research  data  unschooling  deschooling  schooliness  schooling  compulsoryschooling  history  literacy  canon  parenting  experimentation  listening  observation  noticing  indigeneity  howwelearn  howweteach  wisdom  intuition  difference  diversity  iainmcgilchrist  truth  idleness  dyslexia  learningdifferences  rosscooper  neurodiveristy  finland  policy  standards  standardization  adhd  resistance  reading  howweread  sugatamitra  philiplieberman  maori  aboriginal  society  cv  creativity  independence  institutionalization  us  josephhenrich  stevenjheine  aranorenzayan  weird  compulsory  māori  colonization  colonialism 
august 2014 by robertogreco
Did Paul Goodman Change Your Life? | Jacobin
"Goodman’s disdain for the corporate-organized society tied together his various intellectual interests. For example, his Gestalt theory of psychology posited that, in order for people to overcome their sense of alienation, they must reject the social structures that impeded self-awareness or self-actualization. In other words, the pursuit of an authentic self was not merely narcissistic: it required political transformation. This commitment to political reform also grounded his writings on youth culture and education. Goodman said he was motivated to write on the topic of education after one particularly sad conversation with a group of teenage boys. When he asked the boys what they wanted to do when they grew up, they shrugged their shoulders and unanimously answered, “nothing,” a response that brought to his eyes “tears of frank dismay for the waste of our humanity.” Goodman believed that “the simple plight of these adolescents could not be remedied without a social revolution.”

Goodman’s educational philosophy, as he often made explicit, was not far removed from Dewey’s pragmatism: Dewey’s democratic theory of education was consistent with Goodman’s thoughts on autonomy and decentralization insofar as Dewey believed schools should permit children to be boisterous and physically active in pursuit of meaningful, authentic learning. Goodman agreed with the Deweyan theory that society should adjust to the innate demands of young people rather than vice versa. However, Goodman recognized and was harshly critical of the ways in which Dewey’s thought had been co-opted. “Dewey’s pragmatic and social-minded conceptions,” Goodman lamented, “have ended up as a service university, technocracy, labor bureaucracy, suburban togetherness.” He was sensitive to the fact that those who propagated the despised “Organized System” – those like James Conant who sacrificed the individual to the “cult of efficiency” – were prone to invoke the authority of Dewey in defense of their project. Goodman blamed Conant alongside a multiplicity of educational actors: “timid supervisors,” “bigoted clerics,” “ignorant schools boards,” and, last, but certainly not least, the “school-monks,” his label for “the administrators, professors, academic sociologists, and licensees with diplomas who have proliferated into an invested intellectual class worse than anything since the time of Henry the Eighth.”

The gravest error of the “school monks” was that they wanted to further inflict their methods of socialization upon teenagers because they wrongly attributed the growing number of juvenile delinquents or “beats” to the “failure of socialization.” He wrote:
Growing up is sometimes treated as if it were acculturation, the process of giving up one culture for another, the way a tribe of Indians takes on the culture of whites: so the wild babies give up their ‘individualistic’ mores and ideology, e.g., selfishness or magic thinking or omnipotence, and join the tribe of Society; they are ‘socialized.’ ‘Becoming cultured’ and ‘being adjusted to the social group’ are taken almost as synonymous.”

This socialization process, which he described as “‘vocational guidance’ to fit people wherever they are needed in the productive system,” troubled Goodman in means and ends. He both loathed the practice of adjusting children to society and despised the social regime in which children were being adjusted to – “our highly organized system of machine production and its corresponding social relations.” For Goodman, socialization was the problem, not the solution, and was doomed to failure because it prepared “kids to take some part in a democratic society that does not need them.”"
andrewhartman  2012  paulgoodman  johndewey  education  1960s  philosophy  unschooling  deschooling  organizations  resistance  children  youth  adolescence  progressive  institutionalization  literacy  democracy  anarchism  compulsoryschooling  compulsory 
july 2014 by robertogreco
Teach for America: The Hidden Curriculum of Liberal Do-Gooders | Jacobin
"I teach at a second-tier state university in the Midwest that houses a large college of education, not exactly TFA’s prime recruiting territory. And yet, every year a TFA representative briefly stops by our campus to sell our students on TFA and encourage them to apply. Three of my best former students have, to my surprise, been chosen TFA corps members. Although I would never begrudge such hard-won personal victories for my students—well-meaning individuals who hail from decidedly non-privileged backgrounds—in the future I am determined to strongly encourage those students interested in becoming TFA corps members to read Paul Goodman’s  Compulsory Mis-Education (1964), in my opinion the single-best critique of the kind of education that the TFA insurgency seeks to perfect.

Goodman’s disdain for what the corporate-organized society did to young people was first made apparent in his 1959 bestseller, Growing Up Absurd, a response to the “curious” fact that two of the most analyzed phenomena of the 1950s—the “disgrace of the Organized System” and the problem of disaffected youth—were given mutually exclusive treatment. Goodman combined these two popular strands of social commentary—a critique of the bureaucratic society with an analysis of juvenile delinquency—and argued that the former caused the latter. In Compulsory Mis-Education, Goodman extended this general critique of the “organized society” to a more specific attack on its socialization method: compulsory schooling. Schooling as socialization, which he described as “‘vocational guidance’ to fit people wherever they are needed in the productive system,” troubled Goodman in means and ends. He both loathed the practice of adjusting children to society and despised the social regime in which children were being adjusted to—“our highly organized system of machine production and its corresponding social relations.” For Goodman, compulsory schooling thus prepared “kids to take some part in a democratic society that does not need them.”

Goodman was not against education in the strict sense of the word. For him, the question of education was always of kind. In Goodman’s world, which I imagine as a sort of utopia, those who seek to institutionalize the poor are the enemies of the good. And teachers—real teachers, those who commit their lives (not two years) to expanding their students’ imaginative universes—they are the heroes. I can hardly imagine a better inoculation against the hidden curriculum of liberal do-gooders."
institutions  institutionalization  2011  tfa  andrewhartman  paulgoodman  education  compusoryschooling  schooling  colonization  kipp  teachforamerica 
july 2014 by robertogreco
William James - The PhD Octopus
"America is thus a nation rapidly drifting towards a state of things in which no man of science or letters will be accounted respectable unless some kind of badge or diploma is stamped upon him, and in which bare personality will be a mark of outcast estate. It seems to me high time to rouse ourselves to consciousness, and to cast a critical eye upon this decidedly grotesque tendency. Other nations suffer terribly from the Mandarin disease. Are we doomed to suffer like the rest?

Our higher degrees were instituted for the laudable purpose of stimulating scholarship, especially in the form of "original research." Experience has proved that great as the love of truth may be among men, it can be made still greater by adventitious rewards. The winning of a diploma certifying mastery and marking a barrier successfully passed, acts as a challenge to the ambitious; and if the diploma will help to gain bread-winning positions also, its power as a stimulus to work is tremendously increased. So far, we are on innocent ground; it is well for a country to have research in abundance, and our graduate schools do but apply a normal psychological spur. But the institutionizing on a large scale of any natural combination of need and motive always tends to run into technicality and to develop a tyrannical Machine with unforeseen powers of exclusion and corruption. Observation of the workings of our Harvard system for twenty years past has brought some of these drawbacks home to my consciousness, and I should like to call the attention of my readers to this disadvantageous aspect of the picture, and to make a couple of remedial suggestions, if I may.

In the first place, it would seem that to stimulate study, and to increase the gelehrtes Publikum, the class of highly educated men in our country, is the only positive good, and consequently the sole direct end at which our graduate schools, with their diploma-giving powers, should aim. If other results have developed they should be deemed secondary incidents, and if not desirable in themselves, they should be carefully guarded against.

To interfere with the free development of talent, to obstruct the natural play of supply and demand in the teaching profession, to foster academic snobbery by the prestige of certain privileged institutions, to transfer accredited value from essential manhood to an outward badge, to blight hopes and promote invidious sentiments, to divert the attention of aspiring youth from direct dealings with truth to the passing of examinations,--such consequences, if they exist, ought surely to be regarded as drawbacks to the system, and an enlightened public consciousness ought to be keenly alive to the importance of reducing their amount. Candidates themselves do seem to be keenly conscious of some of these evils, but outside of their ranks or in the general public no such consciousness, so far as I can see, exists; or if it does exist, it fails to express itself aloud. Schools, Colleges, and Universities, appear enthusiastic over the entire system, just as it stands, and unanimously applaud all its developments."

[via: http://submittedforyourperusal.com/2013/12/03/badges/ ]
williamjames  badges  credentials  credentialization  1903  snobbery  teaching  education  diplomas  highered  highereducation  institutions  institutionalization  exclusion  corruption 
may 2014 by robertogreco
Selected Literature and Features
"The essential thing is feeling at home in the world, knowing in the depths of one's being that one has a real place in the home of the world. The essential function of such hospitals as Mount Carmel - which house several millions of the world's population - is that they should provide hospitality, the feeling of home, for patients who have lost their original homes. To the extent that Mount Carmel acts as a home, it is deeply therapeutic to all of its patients; but to the extent that it acts as an institution, it deprives them of their sense of reality and home, and forces them into the false homes and compensations of regression and sickness." —Oliver Sacks

[via: https://www.youtube.com/watch?v=kIzA4ItynYw ]
hospitality  institutions  belonging  comfort  humanism  openstudioproject  lcproject  education  community  institutionalization  society  coercion 
may 2014 by robertogreco
Stuart Hall obituary | Education | The Guardian
"When the writer and academic Richard Hoggart founded the Centre for Contemporary Cultural Studies at Birmingham University in 1964, he invited Stuart Hall, who has died aged 82, to join him as its first research fellow. Four years later Hall became acting director and, in 1972, director. Cultural studies was then a minority pursuit: half a century on it is everywhere, generating a wealth of significant work even if, in its institutionalised form, it can include intellectual positions that Hall could never endorse.

The foundations of cultural studies lay in an insistence on taking popular, low-status cultural forms seriously and tracing the interweaving threads of culture, power and politics. Its interdisciplinary perspectives drew on literary theory, linguistics and cultural anthropology in order to analyse subjects as diverse as youth sub-cultures, popular media and gendered and ethnic identities – thus creating something of a model, for example, for the Guardian's own G2 section.

Hall was always among the first to identify key questions of the age, and routinely sceptical about easy answers. A spellbinding orator and a teacher of enormous influence, he never indulged in academic point-scoring. Hall's political imagination combined vitality and subtlety; in the field of ideas he was tough, ready to combat positions he believed to be politically dangerous. Yet he was unfailingly courteous, generous towards students, activists, artists and visitors from across the globe, many of whom came to love him. Hall won accolades from universities worldwide, despite never thinking of himself as a scholar. Universities offered him a base from which he could teach – a source of great pleasure for him – and collaborate with others in public debate."



"Ambivalent about his relation both to his place of departure and to his place of arrival, he sought to survive the medieval gloom of Oxford by making common cause with the city's displaced migrant minority."


"In Birmingham, under Hall's charismatic leadership – and on a shoestring budget – cultural studies took off. But as Hoggart remarked, Hall rarely used the first person singular, preferring to speak of the collaborative aspects of the work. His energy was prodigious and he shifted the terms of debate on the media, deviancy, race, politics, Marxism and critical theory.

While there are no single-authored, scholarly monographs to his name, Hall produced an astonishing array of collectively written and edited volumes, essays and journalism – translated into many languages – as well as countless political speeches, and radio and television talks.

In 1979 he became professor of sociology at the Open University, attracted by the possibility of reaching out to those who had fallen through the conventional educational system. He remained there until 1998 – later becoming emeritus professor – launching a series of courses in communications and sociology. Increasingly, he focused on questions of race and postcolonialism, and on theorising the migrant view of Britain that he had always cherished."



"Under New Labour he became increasingly furious that managerialism was hollowing out public life, and increasingly pessimistic about the global situation. Yet he was cheered that "someone with Hussein for a middle name" was sitting in the White House and, after the credit crunch, was mesmerised by the sight of capitalism falling apart of its own accord. Throughout, he maintained an optimism of the will, and as late as last year he and his colleagues on Soundings magazine were producing manifestos for a post-neoliberal politics."



"When he appeared on Desert Island Discs, Hall talked about his lifelong passion for Miles Davis. He said that the music represented for him "the sound of what cannot be". What was his own intellectual life but the striving, against all odds, to make "what cannot be" alive in the imagination?"
obituaries  2014  stuarthall  culturalstudies  culture  lcproject  openstudioproject  interdisciplinary  crossdisciplinary  transdisciplinary  nuance  subcultures  media  ethnicity  identity  institutionalization  colonialism  imperialism  decolonization  culturalanthropology  anthropology  literarytheory  multiliteracies  power  politics  gender  openuniversity  humility  collaboration  marxism  neoliberalism  activism  managerialism  liminalspaces  liminality 
february 2014 by robertogreco
Mong Palatino » Blog Archive » Invisible violence
"Those who are banging hard at the wall are deemed barbarians and violent. But we often forget that the wall itself is a form of violence and the decision to build it is perhaps the more violent act. Structural violence escapes blame by naming itself as an objective reality. It insists that the wall was there since time immemorial; it has no history because it represents the natural order of things. It cannot be demolished because it is contrary to natural law.

It promotes the thinking that human miseries can be eliminated if individuals will modify their behavior. Violence is caused by the immoral choices made by man. The system can be reformed through little individual acts of kindness and heroism.

These arguments become easier to accept and understand once structural violence and its essential discontents are made to disappear.

And because structural violence is already rendered invisible, it is now able to inflict more harm and suffering in the world without being tagged as the culprit. Meanwhile, the chattering and twittering classes are echoing the reasoning of politicians when they invoke the laws and legal orders of the land to bring down the visible agent provocateurs and other uncivilized forces of society. Tragic because many of these moral defenders of the law are patriotic citizens who refuse to recognize the heinous link of symbolic violence in society. For them, structural violence is a theory concocted by lawless elements to destroy the social harmony in the Republic. Theory is fun, but they require evidence that can be presented in the courts.

The great political task therefore is not simply to smash the system to smithereens but to render its mysterious and insidious operations visible. Before the permanent shutdown of governments, the first priority is to unmask the dirty history of structural violence. During crisis moments, the inner workings of the system are partly open for public scrutiny but these are only brief periods because new remedies are quickly applied which make structural violence seemingly nonexistent again. What we should do in the next period of upheaval is to follow the great lesson of history: Seize the moment!"

[via: http://bettyann.tumblr.com/post/65394409086 ]
culture  resistance  change  structure  2013  raymondpalatino  darkmatter  violence  reality  objectivity  naturallaw  invisibility  visibility  transparency  institutions  institutionalization  infrastructure  law  society  provocation  persistence  patriotism  establishment 
october 2013 by robertogreco
Disciplined Minds - Wikipedia
"…book by physicist Jeff Schmidt, published in 2000…describes how professionals are made; the methods of professional & graduate schools that turn eager entering students into disciplined managerial & intellectual workers that correctly perceive & apply the employer's doctrine & outlook. Schmidt uses the examples of law, medicine, & physics, & describes methods that students & professional workers can use to preserve their personalities & independent thought.

Schmidt was fired from his position of 19yrs as Associate Editor at Physics Today for writing the book on the accusation that he wrote it on his employer's time. In 2006…it was announced that the case had been settled, with the dismissed editor receiving reinstatement and a substantial cash settlement. According to the article, 750 physicists & other academics, including Noam Chomsky, signed public letters denouncing the dismissal…"

[ http://www.amazon.com/Disciplined-Minds-Critical-Professionals-Soul-battering/dp/0742516857/ ]
intellectualworkers  workplace  bureaucracy  control  employment  labor  noamchomsky  cv  professionals  disciplinedminds  institutionalization  mediocrity  management  managementstudies  middlemanagement  criticalthinking  personality  law  medicine  physics  2006  2000  unschooling  deschooling  independentthought  independentthinking  professionalization  jeffschmidt 
november 2012 by robertogreco
Harvard Education Letter: “I Used to Think . . . and Now I Think . . .” Reflections on the work of school reform, by Richard Elmore
1. I used to think that policy was the solution. And now I think that policy is the problem. [elaborates]…

2. I used to think that people’s beliefs determined their practices. And now I think that people’s practices determine their beliefs. [elaborates, inlcuding]… The largest determinant of how people practice is how they have practiced in the past, and people demonstrate an amazingly resilient capacity to relabel their existing practices with whatever ideas are currently in vogue. …

3. I used to think that public institutions embodied the collective values of society. And now I think that they embody the interests of the people who work in them. [elaborates, including]…School administrators and teachers engage in practices that deliberately exclude students from access to learning in order to make their work more manageable and make their schools look good."
professionaldevelopment  pd  hierarchy  hierarchies  bureaucracy  organizations  stasis  radicalism  radicals  cv  2010  mindchanging  mindchanges  schools  tcsnmy  administration  policy  institutions  institutionalization  self-preservation  deschooling  unschooling  nelsonmandela  martinlutherkingjr  gandhi  leadership  change  learning  education  richardelmore  mlk  canon  schooling  unlearning 
november 2012 by robertogreco
Richard Elmore: Futures of School Reform - C-SPAN Video Library
"general drift here is from left to more radical... I do not believe that the institutional structure of public schooling anymore. I view the work that I continue to do with schools, and I take it seriously, as palliative care for a dying institution.""

"The central organizing principle for society and for learning...is going to be network relationships."

"It will not accommodate well, in fact the longer we stay with the hierarchy model, the worse the disassociation between learning and schooling will be."

"The mobile classroom in the mobile public schools in this country is designed point for point to be exactly the opposite of what we are learning about humans, how human beings develop cognitively."

"how do we handle issues of access when learning starts to migrate away from schooling?… what is the mechanism by which neuroscience becomes part of the way we think about learning and what consequences does that have for the way we design learning environments? I refuse to call them schools."

[Alt link: http://www.c-span.org/video/?308871-1/EducationReform28 ]
networkrelationships  relationships  adhoc  informal  informallearning  schooling  thisishuge  edreform  reform  neuroscience  change  networks  networkedlearning  institutionalization  institutions  self-servinginstitutions  flattening  policy  scale  sugatamitra  hierarchies  nestedhierarchies  bureaucracy  hierarchy  cv  lcproject  learning  teaching  2012  radicalism  radicals  deschooling  unschooling  richardelmore  via:lukeneff  education  radicalization  canon  horizontality 
november 2012 by robertogreco
Episode 253: Nils Norman : Bad at Sports
"Norman founded an experimental space called Poster Studio on Charing Cross Road, London. This space was a collaborative effort with Merlin Carpenter and Dan Mitchell. In 1998 in New York he set up Parasite, together with the artist Andrea Fraser, a collaborative artist led initiative that developed an archive for site-specific projects.

Norman now lives and works in London Copenhagen. He exhibits internationally in commercial galleries, museum, and in public and alternative spaces. He writes articles, designs book covers and posters, collaborates with other artists, teaches and lectures in European and the US. Norman completed a major design project: an 80m pedestrian bridge and two islands for Roskilde Commune in Denmark in 2005 and is now working together with Nicholas Hare Architects on a school playground project for the new Golden Lane Campus, East London. He has recently finished an artist residency at the University of Chicago, Chicago, USA."
dogooderism  academia  careerism  culture  readerbrothers  lauraowens  making  authenticity  values  trust  productivity  production  productionvalue  local  deschooling  unschooling  communities  dinnerparties  supperclubs  formalization  access  creativepractice  contradiction  mfa  lowresidencymfa  purpose  posterstudio  soprah  situationist  culturalspace  privatespaces  publicspace  institutionalization  bohemia  bohemians  cityasclassroom  cities  gentrification  josefstrau  stephandillemuth  economics  neoliberalism  richardflorida  socialpractice  denmark  chicago  site-specificprojects  roskildecommune  collaboration  arteducation  education  2010  artproduction  nilsnorman  colinward  explodingschool  artists  interviews  art 
april 2012 by robertogreco

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