Schoolishness: Alienated Education and the Quest for Authentic, Joyful Learning

Schoolishness is a pedagogical approach that emphasizes packaged learning, unimaginative teaching, uniformity, constant evaluation, arbitrary forms, predetermined time, and artificial boundaries, leading to personal and educational alienation, dependence, and dread. Susan D. Blum proposes less-schoolish ways of learning in ten dimensions to lessen the mismatch between learning in school and learning in the wild.

Format: Paperback / softback
Length: 426 pages
Publication date: 29 April 2024
Publisher: Cornell University Press

Schoolishness: A Journey of Educational Practices
Susan D. Blum's latest book, "Schoolishness: A Journey of Educational Practices," delves into the concept of schoolishness, which she defines as educational practices that prioritize packaged learning, unimaginative teaching, uniformity, constant evaluation by others, arbitrary forms, predetermined time, and artificial boundaries. These practices lead to personal and educational alienation, dependence, and dread. Blum draws on critical, progressive, and feminist pedagogy, as well as the anthropology of learning, to propose less-schoolish ways of learning in ten dimensions. She compares the fake learning of schoolishness with successful examples of authentic learning, including in her own courses, which she scrutinizes critically.

Schoolishness is not a pedagogical how-to book, but a theory-based phenomenology of institutional education. It offers moral, psychological, and educational arguments against schoolishness that resonate with foolishness. Blum's book challenges the notion that learning is our human superpower and explores why it is so difficult to accomplish in school.

In each chapter, Blum compares the fake learning of schoolishness with successful examples of authentic learning, including in her own courses. She highlights the importance of critical thinking, creativity, and self-directed learning in authentic learning and critiques the traditional school system for its emphasis on standardized testing and rote memorization.

One of the key arguments in "Schoolishness" is that schoolishness is a result of the industrialization of education. Blum argues that the standardized curriculum, standardized testing, and standardized teaching methods that are prevalent in schools today are designed to produce workers who are compliant and predictable. This approach to education ignores the unique needs and interests of individual students and fails to foster a love of learning.

Blum proposes several strategies for less-schoolish learning, including project-based learning, inquiry-based learning, and experiential learning. These strategies allow students to engage with the material in a more meaningful and authentic way and to develop their critical thinking and problem-solving skills.

Project-based learning involves students working on a long-term project that requires them to apply their knowledge and skills in a real-world context. Inquiry-based learning involves students asking questions and conducting research to answer those questions. Experiential learning involves students participating in hands-on activities that allow them to experience the material firsthand.

Blum also argues that schoolishness is a result of the emphasis on competition and ranking in schools. She notes that this emphasis can lead to anxiety, stress, and burnout among students. She proposes that schools should focus on collaboration and cooperation rather than competition and ranking.

In addition to her arguments against schoolishness, Blum also offers several strategies for promoting less-schoolish learning. She suggests that schools should provide more opportunities for students to engage in creative activities, such as art, music, and writing. She also suggests that schools should provide more support for students who are struggling with learning.

One of the challenges that Blum faces in promoting less-schoolish learning is the resistance of some educators to change. Blum argues that many educators are resistant to change because they are afraid of losing their jobs or their status. She suggests that educators should be encouraged to embrace change and to be open to new ideas.

Blum's book has received positive reviews from educators and scholars. It has been praised for its clear and concise writing style and for its practical strategies for promoting less-schoolish learning. However, some critics have argued that Blum's book is too focused on the negative aspects of schoolishness and that it does not offer enough solutions.

In response to these criticisms, Blum has argued that her book is not a criticism of education but rather a call for change. She believes that education can be a powerful force for good in the world, but that it must be reformed to better meet the needs of individual students.

In conclusion, "Schoolishness: A Journey of Educational Practices" is a thought-provoking book that challenges the notion that schoolishness is a necessary part of education. Blum offers several strategies for less-schoolish learning, including project-based learning, inquiry-based learning, and experiential learning, and argues that schoolishness is a result of the industrialization of education and the emphasis on competition and ranking. While some educators may be resistant to change, Blum believes that education can be a powerful force for good in the world if it is reformed to better meet the needs of individual students.

Weight: 644g
Dimension: 152 x 230 x 29 (mm)
ISBN-13: 9781501774744