School is a place where children are compelled to be, and where their freedom is greatly restricted — far more restricted than most adults would tolerate in their workplaces. In recent decades, we have been compelling our children to spend ever more time in this kind of setting, and there is strong evidence (summarized in my recent book) that this is causing serious psychological damage to many of them. Moreover, the more scientists have learned about how children naturally learn, the more we have come to realize that children learn most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those of school.
Compulsory schooling has been a fixture of our culture now for several generations. It’s hard today for most people to even imagine how children would learn what they must for success in our culture without it. President Obama and Secretary of Education Arne Duncan are so enamored with schooling that they want even longer school days and school years. Most people assume that the basic design of schools, as we know them today, emerged from scientific evidence about how children learn best. But, in fact, nothing could be further from the truth.
Schools as we know them today are a product of history, not of research into how children learn.
You can read the article in its entirety HERE.
I dropped out of school when I was 15, and never once regretted it. In fact, if anything, I’m bitter that I had to go at all.
… I think that the answer lies somewhere in between … I don’t think that longer and more school is better, but neither do I think that a drastic deregulation of the system is an improvement either…