Pinboard (robertogreco) https://pinboard.in/u:robertogreco/public/ recent bookmarks from robertogreco The Vicious, Potentially Fatal Anti-Public School Propaganda Cycle 2026-05-12T04:07:11+00:00 https://freddiedeboer.substack.com/p/the-vicious-potentially-fatal-anti robertogreco publicschool schools schooling propaganda privatization charterschools charters privateschools enrollment misinformation rightwing schoolreform admissions attrition selectivity metrics education children schooliness exclusivity exclusion https://pinboard.in/ https://pinboard.in/u:robertogreco/b:e8a9931b0a3a/ Game Theory #2: Why Schools Suck - YouTube 2026-01-08T17:49:10+00:00 https://www.youtube.com/watch?v=kS-muAuq62E robertogreco schools schooling education learning gametheory society china finland 2025 howwelearn schooliness motivation parenting teaching howweteach xueqinjiang https://pinboard.in/ https://pinboard.in/u:robertogreco/b:8470555ba57f/ Email from one of my … | Alan Jacobs 2025-12-16T22:14:21+00:00 https://social.ayjay.org/2025/12/16/email-from-one-of-my.html robertogreco alanjacobs school schooling schooliness education testing assessment thinking howwethink 2025 learning howwelearn writing howwewrite criticalthinking pressure colleges universities highereducation highered academaia https://pinboard.in/ https://pinboard.in/u:robertogreco/b:2b77c5eddd1e/ I Used to Teach Students. Now I Catch ChatGPT Cheats | The Walrus 2025-03-10T01:13:51+00:00 https://thewalrus.ca/i-used-to-teach-students-now-i-catch-chatgpt-cheats/ robertogreco troyjollimore highered highereducation education colleges universities academia ethics ai artificialintelligence cheating generativeai writing howwewrite llms learning howwelearn schooling schooliness teaching howweteach chatgpt society genai https://pinboard.in/ https://pinboard.in/u:robertogreco/b:f270cc51dad0/ The rise of metrics-based school discipline: How ClassDojo is changing discipline practices in schools — Civics of Technology 2025-02-14T17:38:19+00:00 https://www.civicsoftechnology.org/blog/the-rise-of-metrics-based-school-discipline-how-classdojo-is-changing-discipline-practices-in-schools robertogreco classdojo schools education discipline 2025 technology edtech metrics measurement quantification jamiemanolev annasullivan neiltippett neoliberalism standardization behavior classroommanagement davidbeer data politics economics benwilliamson bradleyrobinson alexjiahonglu danieladigiacomo power behaviorism learning schooling schooliness https://pinboard.in/ https://pinboard.in/u:robertogreco/b:7a6c0fc0c3ba/ ADHD Didn't Break Me—My Parents Did - by Ahmed Soliman 2025-02-10T23:08:27+00:00 https://claimingattention.substack.com/p/adhd-did-not-break-me-my-parents-did robertogrecoADHD is a neurodevelopmental disorder characterized by chronic patterns of inattention, impulsivity, and/or hyperactivity that are inconsistent with developmental norms, leading to significant impairment in social, academic, or occupational functioning. Looking at it now, that description is dehumanizing—but I followed it as if it were gospel. The reality was that I suffered greatly not because of my ADHD, but because of my parents. The words they spoke and the decisions they made rendered me estranged. It was never their intention to cause harm, but their approach to raising me was the exact opposite of what I needed: they took certain constructs for granted, and whenever I faced challenges—in school, in socializing, in daily tasks—they never stopped to ask: what if this wasn't an issue of attention, but one of incompatibility? Instead, they relied on discipline as the only solution: withholding rights, denying privileges, banning books outside the curriculum because they "caused inattention," cutting off the internet, locking TV channels with passwords, and limiting socialization during study time. John Taylor Gatto's Dumbing Us Down perfectly captured this when he noticed that schools, another place where authority figures hang out, ruthlessly disciplined any child who tried to assert individuality. And my individuality, even to my parents, was weird. The whole experience was abusive. Yet I forgave: I have other things to attend to if I truly want to get over what happened. What I wish they’d understood, however, is that I wasn’t inherently dysfunctional. It was the assumptions of authority figures that made me appear—and believe—I was. Their well-meaning but oblivious actions, combined with their preaching about the prizes of productivity, turned my strengths into weaknesses. Worse, it left me with a debilitating emotional and intellectual dependency on their approval. The older I became, the more complicated and invasive this upbringing manifested. I can't remember how many times I doubted my instinct because it didn't align with what they called normal. The problem wasn't in my brain; it was in a childhood spent learning to apologize for how I experienced the world. And so I had to rebuild my understanding: I wasn't suffering from ADHD; I was suffering from forced assimilation. My ADHD, and yours, is not an isolated "deficit." It's a cognitive variation that cracks in environments designed for a narrowly-defined norm: in school and later at work. As a child, my time was split between home and school, two places with the highest concentration of authority figures. And like all authority figures, mine had a plan for me. Follow it, and you'll arrive at the destination all humans strive for. They had an answer for every question, and the system had been in place for so long that it seemed ridiculous to even ask for clarification. But the system built within those walls, and the language they used to explain how it worked, ignored one simple fact: my brain desired nothing of their world. In this system, I was neither good nor bad. I simply existed. You wouldn't blame a tree because its nature is incompatible with a factory. And trying to integrate it into machinery is absurd. Sure, you could cut it down and force 5% of its essence into the production line. The factory operators would congratulate themselves, maybe even give talks about successfully 'integrating nature into industry.' But the tree would no longer be a tree. When your environment treats your natural patterns as problems, no amount of self-improvement can make you feel whole. As I read more and reflected on the dependent stages of my life, I realized my focus needed to shift. Instead of trying to fix myself, I needed to examine an upbringing incompatible with my ADHD. I had to let go of the instinct to rely on the ideas I was taught—about what makes a person fulfilled—as the foundation for every decision. The question was never, "How do I fix myself?" but rather, "What exactly did they do to the young, oblivious, dependent version of me?” I'm not alone. This is a story I’ve seen repeated in other males. If you’re an independent, working man struggling with initiation, consistency, or emotional regulation, it’s likely because something went wrong in your upbringing—something deeply unsettling happened to your brain as it developed. This was never a matter of insufficiently firing neurons: your natural patterns of thinking and being were systematically suppressed. The dissatisfaction and incompleteness you feel stem from what happened—and what could have been—during your formative years. And a simple proof is that even when you become clinically organized or productive by society’s standards, you’re still miserable, perhaps even more so. The good news is, it can get better. It won’t be easy, but creating an education for yourself—one managed and tailored by you—is one of the most rewarding things you can do. Here’s what I did (and continue to do) to fully embrace the brain I was born with: - Challenge every presupposed, planted conviction. But tread carefully: of course, there will be choices that require humility on your part. Still, take a closer look at the ideas you were fed—when you wore your school uniform, sat down to eat at the dinner table, or defended your actions to a repressive figure. What were the ideas you were taught about the definition of "normal" or "functional," and how many of those ideas are you still carrying with you? - Question your reflexive guilt when you can't maintain a routine others consider basic. Examine your shame about being drawn to what they called distractions. Notice how often you internally apologize for passing thoughts. Look closely at your definition of productivity, of time well spent. Who taught you this? Watch for moments when you judge yourself using their measures of progress. Watch how you hide your rhythms because they don't look professional enough, your reactions because they don't seem normal enough, your unique ways of arriving at truth because they don't fit their narrow path of what's proper and right. - Instead of feeling bad, examine the gap between your current life and the one you yearn for. Every time you call yourself lazy for not starting a task, disorganized for not having a system, or unreliable for missing social cues - you're speaking in a language you were taught by people who didn't understand how your mind works. Ask yourself: am I feeling unfulfilled because I’m building on foundations that were never compatible with my mind? That dissatisfaction might not be a sign of personal failure—it might be proof that you’re still measuring success by standards you inherited rather than ones that align with how you naturally operate. Here are more focused questions I asked (and continue to ask) myself to examine the effects of an incompatible upbringing. The answer might not present itself immediately, so take your time. - What activities or behaviors were you constantly told to stop, though they felt natural to you? - What childhood interests did the current version of you abandon? - Which of your self-criticisms sound exactly like your authority figures? - Remember a really good day in your childhood during which no shame or anxiety were present. What did this day look like? - Whose definition of success are you still trying to live up to? - Look at your core beliefs, especially the ones that leave you disappointed for not being able to stick with them: how many of these did you choose, and how many were chosen for you? In this landscape, you can feel broken. But the most important truth is that your mind is not. It is a vibrant ecosystem with its own patterns, its own seasons, and its own hard-won beauty. It may never fit self-referential systems, but it was never meant to. Instead, it offers an unconventional, exciting path—one lined with subtle possibilities forming as you read this. And even if no one else can see them, remember that your world is your own. And that's enough."]]> ahmedsoliman 2025 adhd schooling schooliness unschooling deschooling learning howwelearn accessibility rigidity parenting dehumanization individuality approval education assimilation guilt society norms behavior neurodivergence https://pinboard.in/ https://pinboard.in/u:robertogreco/b:759d91f35818/ Do Homeschoolers Need Formal Evaluations To Determine Their Children’s Academic Progress? — John Holt GWS 2025-01-13T19:56:57+00:00 https://www.johnholtgws.com/pats-blog/do-homeschoolers-need-formal-evaluations-to-determine-their-childrens-academic-progress robertogreco homeschool education learning unschooling observation evaluation assessment parenting testing standardizedtesting 2025 pedagogy howwelearn teaching howweteach schooling schooliness schools children https://pinboard.in/ https://pinboard.in/u:robertogreco/b:44f3281a2339/ John Holt's Last Homeschooling Speech - YouTube 2025-01-04T05:58:02+00:00 https://www.youtube.com/watch?v=4DHfaOqULHg robertogreco…I am tired of talking to school people, educators, meetings of teachers, educational conferences, and all that, tired of talking to people who are not really looking for new ideas of ways to improve their work, and who do not take seriously what I say and never did. Not only am I fed up with talking to school people, I am fed up with talking, reading, even thinking about schools. For some time, to people who have asked me, “Why have you given up on schools?” I have said that I haven’t given up on them, that I was as interested as I ever was in making them better, if only I could see a way to do it. I learned from my cancer that even if this was true for a while it is not true anymore. I have indeed given up on schools. According to Dr. John Goodlad, Dean of the School of Education at UCLA and author of the book A Place Called School, they have not changed in any important respect in close to a hundred years. They certainly haven’t changed in the forty years of my adult lifetime, except to get worse—bigger, more rigid, more bureaucratic, more fake-scientific, more incompetent, more full of excuses, and above all more greedy and ambitious—the N.E.A. now wants compulsory school to begin at age four! As I said in Instead of Education, they are bad because they start with an essentially bad idea, not just mistaken or impossible, but bad in the the sense of morally wrong, that some people have or ought to have the right to determine what a lot of other people know and think. As long as they start from this bad idea they cannot become better, and I don’t want to take part any longer in any public pretense they can. I am not going to waste any more time or energy—and I have wasted a great deal—trying to change them or make them better; all I want is for them to let those people who want to, teach their own children, and to bother these people as little as possible. I feel fortunate to have known John and his circle of friends and to continue his work. Supporting people to use real life, a variety of people, local resources, and a wide number of texts and projects to help children learn isn’t a very profitable vocation. It is not something one can package, sell, and scale like a school curriculum, but it is a very vital and under appreciated aspect of how people learn. As John notes in this recording:
My interest in homeschooling and for that matter alternative schooling —and I was interested in alternative schools before I became interested in homeschooling. My interest in it is that it makes it at least possible for those people who want to give their children a natural, organic, uncoerced learning experience to do so. Not everybody is going to use it that way. People start schools which they hope will be even more coercive than the schools that exist. There are certainly some people who teach their children thinking that they can pound in learning faster than the local schools who were doing it. I don't think many of them stick it out very long because they find out it doesn't work. … I mean if I look far enough down the line I like to think of schools as learning experiment activity centers. Somewhat analogous to public libraries, but rather wider in scope. Places to which people can come if they feel like coming to do the things that they want to do for as long as they want to do them. … I would hope that somewhere we would find a way to call these places something other than schools. Because they're really very fundamentally very different. …We have to understand we're going to probably have to agree to disagree about this. Because nobody who walks into a room believing in some kind of forced learning is going to walk out of the room not believing in it because they've heard me preach this little mini-sermon about it. But I want you to be very clear about where I personally stand. And I should say, by the way, that I suspect that the number of homeschoolers or alternative school people who really agree with me is probably well under 50%. I mean, I think this is a minority even among homeschoolers. You don't have to believe what I just said to be a homeschooler or to run an alternative school. But I'm the one who's sitting up here and that's what I think. …
While listening to this talk I’m struck not just by John’s insights about how schooling would continue on it’s trajectory of forced learning, but also how he notes how American businesses, politicians, and academia continually miss important aspects of the downsides of chasing cheap labor while supporting a system that’s supposed to increase one’s income through education. John’s opinion, in 1985, that China would likely rise to the economic top tier as a result of these policies is notable. It is sad to see how people like John Holt, Ivan Illich, and others who saw the dangers of putting all our education eggs in the basket of compulsory schooling are ignored by those who control the levers of power and markets. Giving children autonomy to learn, which Holt called “unschooling,” is considered dangerous and irresponsible by educators even though they know it is a vital part of everyone’s ability to learn. As I write this, I read an article in the NY Times (1/2/2025), “Giving Kids Some Autonomy Has Surprising Results.” The authors note, “In third grade, 74 percent of kids say they love school. By 10th grade, it’s 26 percent. School feels like prison, many teenagers told us over three years of research. The more time they spend in school, the less they feel like the author of their own lives, so why even try?” As you read the article it becomes clear that giving children in school some autonomy is just a means to make students more pliant with existing school practices; it is not a change of mind about where children can be and what they can do during the day:
In 35 randomized control trials in 18 countries, he and other researchers found that when students are allowed some opportunity to take their own initiative, they are more engaged in class and better able to master new skills, they have better grades and fewer problems with peers — and they are happier, too. The effect sizes were often between 0.7 and 0.9, a significant degree of impact. Importantly, the teachers did not need to change the curriculum they taught or alter their disciplinary approach. They just applied a few new teaching practices in the course of their normal lesson. [My emphasis—PF]
I’m glad that teachers now have research that supports having them talk to their students with a reasoning tone instead of a controlling tone, but shouldn’t there be more than just manipulating language to create a real level of autonomy for children’s learning? There is not one word in this article about the history and work of the many educators, homeschools, and alternative schools that give children true autonomy that helps them become successful adults. Fortunately, those who want to let children have “a natural, organic, uncoerced learning experience” can do so, though the doors are shutting on this option in several countries, such as France and Germany. This is why we need to use and protect this space for our children and ourselves, because the forces of standardization and the pressure to compete in a global race for higher test scores are squeezing out the time, space, and resources we need to create our local, personal, and communal connections for living and learning. I hope listening to John’s talk will encourage you to consider other ways we can help children learn and grow besides the school schedule."]]]> 1985 johnholt education unschooling deschooling children homeschool schools schooling patfarenga ivanillich learning howwelearn educators autonomy curriculum initiative alternative france germany coercion compulsory schooliness libraries publicschools society teachers teaching howweteach 2025 https://pinboard.in/ https://pinboard.in/u:robertogreco/b:bb8ef1b3b480/ Surveillance Education (with Nolan Higdon & Allison Butler) | The Chris Hedges Report - YouTube 2024-11-26T03:40:15+00:00 https://www.youtube.com/watch?v=139exEIyIxc robertogreco surveillance children nolanhigdon alisonbutler privacy schools schooling augury schooltoprisonpipeline homogeneity labor work factoryschools edtech technology israel education schooliness highered highereducation gps qrcodes phones applications pegasus algorithms militaryindustrialcomplex security consent siliconvalley policing police military militarization jamalkhashoggi ferpa cymru chrishedges sexism homophobia goguardian spying turnitin ai artificialintelligence generativeai bias transphobia racism mentalhealth data surveillancecapitalism behavior universities colleges dissent disobedience control academicfreedom power policestate facerecognition fbi nsa nationalsecurity dhs protests suppression encampments zuccotti park ows occupywallstreet freedomofspeech email loopholes law legal digital studentsrights barackobama facialrecognition migration immigrants freespeech genai https://pinboard.in/ https://pinboard.in/u:robertogreco/b:71530dac0a3c/ Helping Children Grow Into Peaceful Adults  — John Holt GWS 2024-11-16T06:59:14+00:00 https://www.johnholtgws.com/pats-blog/helping-children-grow-into-peaceful-adultsnbsp robertogreco … Traditional education, sometimes inadvertently but quite often deliberately, denies children the kind of experiences that would help them grow up to be the kind of people who, being at peace with themselves, are ready and eager to live at peace with other human beings. Our efforts for peace are doomed to fail unless we understand that the root causes of war are not economic conflicts or language barriers or cultural differences but people—the kind of people who must have and will find scapegoats, legitimate targets for the disappointment, envy, fear, rage, and hatred that accumulates in their daily lives. The man who hates or despises his work, his boss, his neighbors, and above all himself, will find a way to make some other man suffer and die for the sense of freedom, competence, dignity, and worth that he himself lacks. There will always be others to help him, political leaders ready to appeal to and make use of his unconscious but inexhaustible and insatiable desire to do harm. The fundamental educational problem of our time is to find ways to help children grow into adults who have no wish to do harm. We must recognize that traditional education, far from having ever solved this problem, has never tried to solve it. Indeed, its efforts have, if anything, been in exactly the opposite direction. An important aim of traditional education has always been to make children into the kind of adults who were ready to hate and kill whoever their leaders might declare to be their enemies … Human society has never until now had to come to grips with the source of human evildoing, which is the wish to do evil. It has been sufficient, until now, to control human behavior, to prevent most people from robbing, injuring, or killing their neighbors by threatening to punish them if they do, because if anyone wanted badly enough to hurt other people, legitimate victims could always be found. The moral codes worked, at least fairly well, within their limited frames of reference, precisely because there was always an escape, there always were people whom it was all right to hate and injure as much as you wished. And humanity was able to afford the escape clause, was able to survive the killing and destruction of enemies that our moral codes allowed us, because, after all, our means of destruction were so limited, and because it took most of our time and energy just to keep ourselves alive … But no more … The means to kill tens and hundreds of millions of people, even to destroy all life on earth, lie ready at hand … The man who does not value his own life, and hence feels that no life has value, may not be able to make Doomsday machines in his own basement, but with the vote, or even without it, he can get his governments to make them, and eventually to use them … Seen against this background and in this light, the argument of A.S. Neill of Summerhill, that the business of education is above all else to make happy people, must be acknowledged to be, not frivolous and sentimental, as its opponents claim, but in the highest degree serious, weighty, and to the point. For the sake of our survival we must indeed learn to make happy people, people who will want and will be able to live lives that are full, meaningful, and joyous. We may be able to do more than this (though Neill feels this is enough), and perhaps we should; but we must do at least this much. If we can get wisdom, skill, and intelligence along with the happiness, and we probably can, as they tend to go together, so much the better; but the happiness we can no longer do without. The word ‘happiness’ is so generally abused and so little understood that it may be well to try to put this objective into clearer and sharper terms. Happiness is not game to be trapped, or a bird to be caught in a net. It does not come when we beckon, or even when we pray. There is no formula for it, no sure recipe; we cannot bake it like a cake. The most we can say is that there are elements or ingredients of life, in the presence of which happiness may be found very often, and in the absence of which it is rarely found at all. There can be a great variety of happy persons, living in a great variety of circumstances, but about them a few things will almost always be true. The happy person has a strong sense of his own aliveness: his senses are keen, or at least he rejoices in them and makes full use of them. He is not dead to the world about him. He does not seek happiness for escape and forgetfulness; he is alive and aware, and moves toward life. Also, he has a strong sense of his own unique identity: he is himself, and not someone else, and not like anyone else: he has his own very particular ideas, and opinions, and tastes, and skills, and pleasures, that no change in his circumstances can take from him. He is not a mass man, who has to be told who he is; he knows. Most important of all, he has a strong sense of his own dignity, competence, and worth. He may value the good opinion of others, but he does not need it or depend on it. For he knows, despite his many faults and weaknesses, that he is a creature worthy of affection and respect and that, in however tiny a degree, the world is a different and probably better place for his being in it. Only a rare child could possibly survive conventional schooling feeling this way about himself. That it happens at all, as it occasionally does, proves how tough and resilient children can be … [In their schooling] children are above all else demeaned and degraded by being subject for so long to the feeble, wavering, capricious, arbitrary, and aimless tyranny of their elders. Submission to authority is not always or necessarily degrading. We are not lessened in our own eyes by having to do the bidding of someone we know to be our superior; thus musicians, for example, felt it an honor to submit to the tyranny of Toscanini. We can even obey the orders of lesser men, and suffer indignities at their hands, when we know it is done in a good cause … Children could very probably submit, without feeling resentment or suffering harm, to a strict and even harsh adult tyranny, if they could believe that the adults knew what they were doing, and that the grown-up world they were being prepared to enter made sense and had some stability and purpose. But what child of today can believe this, when twelve, ten, even six year olds talk, and think, and dream of the end of the world, when little children say, as I have heard them say, not “when I grow up,” but “if I grow up”? To have most of your life controlled by people who are so clearly not your superiors in anything except age, size, and power, and who are so far from being able to manage their own lives, is a continuing indignity that cannot but destroy, as it does, most of the self-respect of the children who undergo it. As it destroys their self-respect, it destroys their respect for other people, and forces them to try to find a sense of being and worth in one of the collective identities (be it teenage gang or nation state) that have throughout history been the great agents of human evildoing, and that today stand solidly in the way of peace and brotherhood …"]]> john holt patfarenga unschooling homeschool children parenting education ageism schooling schooliness peacefulness kindness adults humans humanism deschooling asneill summerhill happiness schools publicschools adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:5a4dd8c878df/ Alan Jacobs - Phil Christman 2024-10-15T20:44:01+00:00 https://social.ayjay.org/2024/10/15/phil-christman-i.html robertogreco reading howweread literaryanalysis 2024 teaching howweteach enjoyment philchristman alanjacobs disbelief arrogance schooliness pleasure https://pinboard.in/ https://pinboard.in/u:robertogreco/b:6bb65d6dbf87/ The Basics: School Reform - Freddie deBoer 2024-10-14T22:28:54+00:00 https://freddiedeboer.substack.com/p/the-basics-school-reform robertogreco freddiedeboer schools schooling education schoolreform policy us 2024 matthewyglsias metrics measurement standardization economics inequality mobility socialmobility class poverty ability abilities influence politics nclpb rttt georgewbush democrats republicans barackobama teaching learning howweteach howwelearn meritpay teachers vouchers privatization markets assessment commoncore standards standardizedtesting testing children publicschools charterschools government governance arneduncan michellerhee harlemchildrenszone geoffreycanada rhetoric 2000s 2010s technocracy liberalism neoliberalism funding schooliness https://pinboard.in/ https://pinboard.in/u:robertogreco/b:6bd168b88e16/ administrivia – The Homebound Symphony 2024-10-03T01:35:46+00:00 https://blog.ayjay.org/administrivia/ robertogreco administrativebloat bureaucracy alanjacobs bullshitjobs paperwork 2024 academia highered highereducation howweteach teaching education schools schooling schooliness https://pinboard.in/ https://pinboard.in/u:robertogreco/b:290a68216987/ America HATES College Students - YouTube 2024-08-31T00:04:07+00:00 https://www.youtube.com/watch?v=qlAb_8bDHjE robertogreco colleges universities adamconover schooliness education highereducation highered sports gaza protest protests encampments criticalthinking economics youth inequality columbia 1968 police policing usc ucla palestine genocide ethniccleansing freespeech ucirvine tomcotton kentstate ronaldreagan universityofcalifornia tuition classwar class vietnamwar vietnam lewispowell lobbying society gibill history proletarians administration administrativecreep power exploitation labor wwii ww2 powellmemo uci freedomofspeech suppression uc https://pinboard.in/ https://pinboard.in/u:robertogreco/b:d391c3b87eb2/ Barry Lee | For the longest time I was someone who felt in “competition” with my peers. I, like many of us, was conditioned to believe that competition… | Instagram 2024-07-19T17:10:49+00:00 https://www.instagram.com/p/C9j_B-EOnRo/ robertogreco barrylee art competition schooling schooliness 2024 imagination comparison community accessibility https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0b68f08452d8/ Whose Fault? — John Holt GWS 2024-07-01T01:09:47+00:00 https://www.johnholtgws.com/pats-blog/whose-fault robertogreco homeschool unschooling 2024 patfarenga kathyrichardson education children schooling schooliness fault learning howwelearn responsibility johnholt institutions competition howchildrenfail techers teaching https://pinboard.in/ https://pinboard.in/u:robertogreco/b:e71fe124f994/ El discurso hegemónico de la lectura - YouTube 2024-06-20T20:46:29+00:00 https://www.youtube.com/watch?v=LDSEcAMsNBo robertogreco abrilkarera reading howweread 2024 hegemony argentina mexico schools schooling paulastorni exclusion domingosarmiento canon schooliness unschooling deschooling learning howwelearn raymondwilliams society ideology https://pinboard.in/ https://pinboard.in/u:robertogreco/b:5dc126a616bf/ Surely you can be serious - by Adam Mastroianni 2024-06-13T20:33:42+00:00 https://www.experimental-history.com/p/surely-you-can-be-serious robertogreco adammastroianni seriousness schooliness work labor life living compromise principles 2024 negotiations tradeoffs academia publishing paychecks https://pinboard.in/ https://pinboard.in/u:robertogreco/b:af1696abc5b1/ Little Communes Everywhere | The New Yorker 2024-06-02T16:39:09+00:00 https://www.newyorker.com/news/fault-lines/little-communes-everywhere robertogreco 2024 jaycaspianking communes collectivism individualism parenting parents society competition inequality kristinross alienation zad idealism jonathanhaidt socialmedia online smartphones cooperatives redcross exclusivity conservatism schools schooling schooliness socialjustice equity progressive progressivism childcare preschools preschool nurseryschools via:lukas https://pinboard.in/ https://pinboard.in/u:robertogreco/b:d23a70277662/ as essential as bread – The Homebound Symphony 2024-05-30T17:49:21+00:00 https://blog.ayjay.org/as-essential-as-bread/ robertogrecoBut such things, although we may shunt them aside, ban them from acceptable discourse and declare them shameful, do not simply go away, for they are an ineradicable part of culture. Either they survive, temporarily silent, in the underground of civilization, or they find an outlet in distorted forms of expression.… Excommunications do not necessarily kill. Our sensibility to the traditional worries of philosophy has not weathered away; it survives subcutaneously, as it were, ready to reveal its presence at the slightest accidental provocation. I believe this to be true, and therefore, while I am concerned by the likely fate of our universities and by the ways that so many professors in the humanities have been stupidly complicit in their own demise, I don’t worry about the death of the humanities. Though I don’t agree with Philip Larkin’s view that people will eventually stop worshipping in churches, I think he’s right when he says, near the end of “Church Going,” that ”someone will forever be surprising / A hunger in himself to be more serious,” and when that happens such a person will gravitate towards all the great works of the past — and of the present too, though that will feel less necessary — even though the whole of society heaps scorn on all that our ancestors have done. Here’s how we’ll know that things have gotten really bad in our society: People will start turning to Homer and Dante and Bach and Mozart. Czeslaw Milosz — like Kołakowski, a Pole, perhaps not a trivial correspondence — wrote that “when an entire community is struck by misfortune, for instance, the Nazi occupation of Poland, the ‘schism between the poet and the great human family’ disappears and poetry becomes as essential as bread.” I think often, those days, of Emily St. John Mandel’s haunting novel Station Eleven, in which the great majority of human beings have been killed by a deadly plague, and those who remain live at a near-subsistence level. Even so, some musicians and actors have banded together to form an itinerant troupe, the Travelling Symphony.
The Symphony performed music — classical, jazz, orchestral arrangements of pre-collapse pop songs — and Shakespeare. They’d performed more modern plays sometimes in the first few years, but what was startling, what no one would have anticipated, was that audiences seemed to prefer Shakespeare to their other theatrical offerings. “People want what was best about the world,” Dieter said.
"]]> alanjacobs 2020 humanities education emilystjohnmandel leszekkołakowski czeslawmilosz philiplarkin academia highered highereducation liberalarts philosophy civilization beauty music schooliness unschooling meaningmaking churches society art czesławmiłosz https://pinboard.in/ https://pinboard.in/u:robertogreco/b:3d3ac49e206f/ The Homebound Symphony 2024-05-30T16:56:03+00:00 https://blog.ayjay.org/45702-2/ robertogrecoWhen Zena Hitz explains the Catherine Project (a series of online and in-person seminars) or when Nathan Beacom describes a revival of the Lyceum movement for adults, the reader is left to wonder whether the liberal arts need to be tied to our universities at all. This is no idle concern — the average annual cost of tuition at a liberal-arts college is $24,000 a year. If one can engage in liberating learning for a small donation to the Catherine Project, doesn’t it make more sense to learn in one’s leisure time rather than bother with an expensive four-year degree? Even if such study is liberatory, is it worth the student debt, especially when its own practitioners agree that it can be pursued just as profitably on the side for a pittance? In Ms. Hitz’s own words, “universities are wonderful, but they are not necessary for human flourishing.” If liberal learning does not need the university, we might ask whether the university needs liberal learning. One might worry that, in trying to prove that the liberal arts are not elitist, we have only shown that we can uncouple them from universities and be no worse off for it. If liberal learning is for everyone and can be pursued anywhere — in prison, in elementary schools, by people in poverty — why would anyone pay tens of thousands of dollars a year for it? Is it because, as Don Eben argues, a habit of learning and analysis makes students better future white-collar workers? Or, as Rachel Griffis argues, because a liberal-arts education complements professional training, thus becoming a good financial investment? Is the only good argument for liberal learning in universities, ultimately, instrumental? Jennifer Frey is the dean of an Honors College at a private university; I teach in an Honors College at a private university. You could say that we both have an investment in keeping that flame burning. But I think even we ought to be asking the questions Frey asks here. As I have often written, these are good times for the humanities; they’re just not good times for humanities programs in universities. This is why I keep thinking about Emily St. John Mandel’s Traveling Symphony [https://blog.ayjay.org/as-essential-as-bread/ ]. Even as we try to keep the humanities-in-the-university afloat, I think we need to spend a lot of time imagining the humanities without the university. ]]> alanjacobs jenniferfrey zenahitz catherineproject nathanbeacom humanities 2023 colleges universities highereducation highered academia liberalarts rachelgriffis emilystjohnmandel learning howwelearn education schooliness unschooling meaningmaking https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0000a41d75b9/ F̶a̶i̶r̶ Kin Arts Almanac | Set Margins' 2024-05-21T04:44:44+00:00 https://www.setmargins.press/books/1895-2/ robertogreco almanacs books via:daniellucas 2024 justinemaxelon kobematthys nicolasgalaezzi oalvenduwanje nicolasgaleazzi charlottegruber samahhijawi josefiencornette jorisvermeir katrienreist anyutawiazemskysnauwaert bartcaron elssilvrants-barclay runepeitersen janbusselen guillaumeclermont pierobisello jessevanwinden driesvandevelde ignacewouters simonbaetens filipvandingenen beyondbaroque lauraoriol flavioorzariferreira ooc kunstenpunt raquelmorris taylorursula sophiawhetton culturalreproducers klitclique julievanwezemael parenting accessibility school schooling schooliness art arteducation education nirmalacoppejans lounismechraoui annawetsi elizabethhaines heidehinrichs ecology filippobertino luciapalladino françoisthoreau benediktezitouni gosievervloessem erikasprey elinedeclercq annemiemaes sarahvanlamsweerde evapeeters property opensource redistribution migration rest mutuality parenthood care politics mcKenziewark elodiemugrefya miamelvær annaczapski danielzamora wouterhillaert philippinehoegen annarispoli https://pinboard.in/ https://pinboard.in/u:robertogreco/b:c24dba7b41ce/ The Mathematics of the Ordinary — John Holt GWS 2024-05-16T19:25:05+00:00 https://www.johnholtgws.com/pats-blog/the-mathematics-of-the-ordinary robertogrecomath mathematics unschooling schools schooling schooliness seymourpapert aaronfalbel ghhardy nancywallace sumerhill children learning deschooling games play daviddeutsch mindstorms everyday asneill https://pinboard.in/ https://pinboard.in/u:robertogreco/b:496fca31a4b9/ Niñeces, Memoria y post dictadura Walter Kohan - YouTube 2024-04-17T00:50:11+00:00 https://www.youtube.com/watch?v=A6xDUcyV8Co robertogreco walterkohan philosophy children childhood 2024 argentina chile memory pedagogy dictatorship sandrapiñeiro brazil brasil literacy time questions schools schooling unschooling deschooling conversation agesegregation institutions calendars curiosity beginnersmind play presence innerchild didacticism reading howweread humanrights answers mariobenedetti mafalda michelfoucault criticism adultcentrism agediscrimination foucault power horizontality education learning howwelearn humanism truth inquiry love loving thinking thought school schooliness simónrodríguez adults business productivity paulofreire https://pinboard.in/ https://pinboard.in/u:robertogreco/b:2873a9d55272/ The Paris Review - Caps for Sale - The Paris Review 2024-02-15T17:16:22+00:00 https://www.theparisreview.org/blog/2024/01/19/caps-for-sale/ robertogreco bjnovak children literature parenting howweteach howwewrite unschooling schooliness criticism reading writing margaretwisebrown harey margretrey mauricesendak drseuss theodoregeisel curiousgeorge 2024 books childrensbooks childrensliterature teaching moralizing morals philosophy esphyrslobodkina https://pinboard.in/ https://pinboard.in/u:robertogreco/b:01e7af8dd06c/ How to Keep Time - The Atlantic [bookmarking for Season 5, "How to Keep Time" - this podcast covered other topics before that.] 2024-01-23T05:11:04+00:00 https://www.theatlantic.com/podcasts/how-to-build-a-happy-life/ robertogreco time clocks ianbogost beccarashid 2023 2024 podcasts psychology productivity us age aging social rest work busyness control future anxiety idleness oliverburkeman hobbies kieransetiya listening zen mindfulness happiness presence leisure laziness neerupaharia melissamazmanian ignaciosánchezprado waiting slow slowness culture society alexsoojung-kimpang downtime boredom jannalevin patience charanranganath sarahmanguso behavior addiction actions neuroscience mentalhealth luxury scarcity status italy humblebragging thorsteinveblen veblengoods socialmobility diamonds money self-worth self-importance compulsion overscheduling plans planning spontaneity avoidance multitasking taskswitching unschooling schooliness balance presentationofself guilt parenting timemanagement capitalism overwork stress success failure deadlines life living anticipation optimism pleasure satisfaction erinreid west burnout gender eviatarzerubavel mothers benedictinemonks monks spirituality industrialrevolution freetime scheduling calenda https://pinboard.in/ https://pinboard.in/u:robertogreco/b:536b77c372f2/ four years of yearning to transgress | Composition Studies 2023-07-25T01:12:43+00:00 https://compstudiesjournal.com/2023/07/24/four-years-of-yearning-to-transgress/ robertogrecosophiagreco bellhooks teaching learning pedagogy howwelearn education highered unschooling 2023 highereducation academia undercommons rememberingbellhooks aneilrallin experience schooliness power colleges universities protest resistance howwewrite liberation freedom institutions cherriemoraga trinhtminh-ha cherríemoraga https://pinboard.in/ https://pinboard.in/u:robertogreco/b:345354476bf4/ Rethinking Economics and (maybe) Rethinking China - YouTube 2023-07-08T23:27:52+00:00 https://www.youtube.com/watch?v=uQiM4xKIoiY robertogreco rethinkingeconomics 2023 yuanyang economics china politics philosophy math mathematics purpose debate rote schooliness schooling academia highered highereducation orthodoxy reality criticalthinking education businessasusual economicsasusual greatrecession globalfinancialcrisis social society policy discourse currentevents curriculum politicization neoliberalism liberalism technocracy econocracy theoryofchange econometrics ideology values government governance democracy teaching howweteach pedagogy socialsciences politicalscience pluralism naturalsciences physics science models modelselection conceptualframework theory behavioraleconomics falsification history rigot historicknowledge data primarysources probabilitytheory power realworld people journalism economicsjournalism michelfoucault poststructuralism language jargon communication perspective carework labor work framework gdp macroeconomics thewhy epidemiology research coronavirus covid-19 pandemic supplychains pandemics groupthink outsiders livedexperie https://pinboard.in/ https://pinboard.in/u:robertogreco/b:95a679e6deb5/ Massimo on Twitter: "The public has a distorted view of science because children are taught in school that science is a collection of firmly established truths. In fact, science is not a collection of truths. It is a continuing exploration of mysteries." 2023-06-18T20:50:36+00:00 https://twitter.com/Rainmaker1973/status/1637177203405344770 robertogreco freemandyson science truth truths mysteries curiosity education schools schooling children howwelearn knowledge knowing schooliness unschooling deschooling certainty uncertainty https://pinboard.in/ https://pinboard.in/u:robertogreco/b:8789a152d830/ Care, Not Control - by L. M. Sacasas 2023-06-15T21:54:14+00:00 https://theconvivialsociety.substack.com/p/care-not-control robertogreco lmsacasas parents parenting children surveillance care control alanjacobs technology audreywatters presence responsibility anxiety safety attention jacquesellul alisongopnick precarity panopticon involvement obligation obligations canon measurement monitoring recording distance closeness proximity knowing slow small scale neglect intentionality accountability families panopticism state morality values gaze schools schooling schooliness colleges universities edtech training compassion self-discipline software analytics quantification seeinglikeastate mutualaid markets capitalism neoliberalism wisdom stress pressure goals expectations isolation standardization onebestway intelligence race gender gendering racism racialization command individuals bigdata seeing proctoring learning howwelearn teaching howweteach learninganalytics trust trusting independence autonomy risks predictability chrisgilliard davidgolumbia lenoreskenazy robhorning kith kin kinship attending attendance jamescscott https://pinboard.in/ https://pinboard.in/u:robertogreco/b:a3ae0da67da6/ "What if he's behind?" - Naomi Fisher (@naomicfisher)) on Twitter 2023-05-28T01:25:16+00:00 https://twitter.com/naomicfisher/status/1662058277004255234 robertogreco education schooling schooliness children parenting standardization standards 2023 psychology unschooling deschooling learning howwelearn schools howweteach teaching pedagogy neurodiversity https://pinboard.in/ https://pinboard.in/u:robertogreco/b:e8a9c21fb69c/ The One Best Way Is a Trap - by L. M. Sacasas 2023-05-27T22:19:25+00:00 https://theconvivialsociety.substack.com/p/the-one-best-way robertogreco 2023 jacquesellul lmsacasas social technology human humanism standardization humanity efficiency optimization productivity homogeneity homogenizingeffects mentalhealth capitalism neoliberalism unschooling deschooling philchristman faith luddism fate gamification psychology freedom schooling schooliness progress bestpractices anxiety fear health pressure frustration self-loathing failure achievement technique quantification medicalization pharmaceuticals humans onebestway luddites https://pinboard.in/ https://pinboard.in/u:robertogreco/b:34f23f8978d9/ The Breakfast Club Gave Me "Donkey of the Day" || BlackDad Reaction Video - YouTube 2023-05-20T14:29:03+00:00 https://www.youtube.com/watch?v=8wIv97b783o robertogreco 2023 blackdad unschooling deschooling education liberation freedom self-directed self-directedlearning learning howwelearn coercion schools schooliness mattallen adeleallen mikeknorpp meganknorpp children parenting jwil akilahrichards homeschool self-learning motivation https://pinboard.in/ https://pinboard.in/u:robertogreco/b:4066206bee74/ Raising Free People | Akilah Richards | TEDxAsburyPark - YouTube 2023-05-20T14:25:34+00:00 https://www.youtube.com/watch?v=UgbD1qrJ0c4 robertogreco akilahrichards unschooling education liberation schooliness school 2019 life living parenting consent respect autonomy self-directed self-directedlearning decolonization socialjustice oppression freedom privilege power deschooling schools learning howwwelearn homeschool howwelearn self-learning motivation coercion https://pinboard.in/ https://pinboard.in/u:robertogreco/b:0b5f56aef2ed/ The Ezra Klein Show: Best of: A Life-Changing Philosophy of Games on Apple Podcasts 2022-12-05T04:27:58+00:00 https://podcasts.apple.com/us/podcast/best-of-a-life-changing-philosophy-of-games/id1548604447?i=1000576579207 robertogreco ezraklein cthinguyen games gaming videogames twittergamification systems life living schools schooliness education rankings unschooling deschooling admissions colleges universities collegeadmissions agency art behavior psychology incentives motivation bureaucracy structure play qanon pleasure winning competition theodoreporter jamescscott seeinglikeastate mattstrohl reedberkowitz elijahmillgram collegerankings https://pinboard.in/ https://pinboard.in/u:robertogreco/b:ae747cfc2ee8/ Sojourners for Justice Press: Black Abolitionist Feminist Publishing - YouTube 2022-11-04T05:43:33+00:00 https://www.youtube.com/watch?v=BWknjQ6nzhw robertogreco netabomani mariamekaba 2022 publishing abolitionism feminism zines pamphlets history print media ephemeral ephemerality barbarasmith kitchentable sojournersforjusticepress reading writing howweread howwewrite accessibility productivity decolonization graphicdesign design activism organizing politics publicity marketing editing grading deschooling schooling schooliness teaching learning education literature intersectionality rosariomorales audrelorde auroralevinsmorales cherríemoraga combaheerivercollective cherriemoraga https://pinboard.in/ https://pinboard.in/u:robertogreco/b:ade7c2323e50/ The Ezra Klein Show: Two Acclaimed Writers on the Art of Revising Your Life on Apple Podcasts 2022-10-14T20:16:05+00:00 https://podcasts.apple.com/us/podcast/two-acclaimed-writers-on-the-art-of-revising-your-life/id1548604447?i=1000541215752 robertogreco kieselaymon tressiemcmillancottom 2021 unfinshed revision writing howwewrite writingeducation meager meagerness revisitation change self adiavictoria faith imaniperry dantéstewart colinkaepernick mississippi language english identity life living us discomfort vulnerability sacrifice slef-scrutiny blues race schooling schooliness love toughlove teaching howweteach form expertise texting facebook twitter editing editors citation history assessment weirdness copyright ownership https://pinboard.in/ https://pinboard.in/u:robertogreco/b:f4b9d6e102df/ ‘That’s enough!’ (But it wasn’t): The generative possibilities of attuning to what else a tantrum can do - Jayne Osgood, Victoria de Rijke, 2022 2022-09-19T02:01:45+00:00 https://journals.sagepub.com/doi/full/10.1177/20436106221117167 robertogreco jayneosgood victoriaderijke 2022 children childhood tantrums behavior anger messiness unschooling deschooling education pedagogy learning rage activism arts art childism anthropocene anthropocentrism capitalocene ageism resistance morethanhuman multispecies generative pluralism frustration feminism childood childhoodstudies toddlers society schools schooling schooliness lcproject adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:db38a03fd882/ Thinking time: Producing time and toddler’s time to think in ECEC - Anna R. Moxnes, Teresa K Aslanian, 2022 2022-09-19T01:58:23+00:00 https://journals.sagepub.com/doi/full/10.1177/20436106221117844 robertogreco annamoxnes teresasslanian 2022 toddlers unschooling deschooling howwethinking thinking time storying knowledge karenbarad donnaharaway lcproject ecec pedagogy education children childood childhoodstudies ageism childism society schools schooling schooliness adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:a8e4d44d3237/ Unruly edges: Toddler literacies of the Capitalocene - Abigail Hackett, 2022 2022-09-19T01:45:20+00:00 https://journals.sagepub.com/doi/full/10.1177/20436106221117575 robertogreco abigailhackett 2022 children childhood toddlers capitalocene anthropocene posthumanism morethanhuman legibility literacies multiliteracies emergent unschooling deschooling learning howwelearn exceptionalism language everyday slow small time donnaharaway mariakromidas commonworldsresearchcollective fikilenxumalo annatsing annalowenhaupttsing gillesdeleuze deleuze&guattari pedagogy education childood childhoodstudies ageism childism society schools schooling schooliness lcproject deleuze guattari félixguattari adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:fbb2576d95d6/ Clowns, fools and the more-than-Adult toddler - Charlotte Arculus, Christina MacRae, 2022 2022-09-19T01:34:33+00:00 https://journals.sagepub.com/doi/full/10.1177/20436106221117569 robertogreco children childhood toddlers morethanhuman multispecies posthumanism 2022 charlottearculus childism ageism becoming being waysofbeing waysofbecoming emergent adults clowns donaldtrump donnaharaway baglady feminism mariakromidas karenbarad annatsing sylviawynter annalowenhaupttsing gillesdeleuze deleuze&guattari tanubiswas mikhailbakhtin davidabram senses allthesenses unschooling deschooling lcproject pedagogy education childood childhoodstudies society schools schooling schooliness deleuze guattari félixguattari adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:5cf2879290b0/ CODA: Seismic knots of (un)knowing “toddler”(s) - Janice Kroeger, Julia Persky, Jayne Osgood, 2022 2022-09-19T01:28:52+00:00 https://journals.sagepub.com/doi/full/10.1177/20436106221117203 robertogreco 2020 children toddlers ageism capitalocene anthropocene anthropocentrism emergent capitalism culture anthropomorphism morethanhuman multispecies howwelearn learning behavior knowing waysofknowing situatedlearning palce situatedknowledge knowledge toddlerdom childhood pedagogy geography citizenship literacies multiliteracies language play janicekroeger juliapersky jayneosgood unknowing decolonization schools schooling schooliness unschooling deschooling education childood childhoodstudies childism society lcproject adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:8611f781c8c5/ Global Studies of Childhood - Volume 12, Number 3, Sep 01, 2022 2022-09-19T01:26:56+00:00 https://journals.sagepub.com/toc/GSC/current robertogreco children todders ageism capitalism 2022 mariakromidas behavior emergent donaldtrump tantrums childism childhood capitalocene anthropocene pedagogy education unschooling deschooling childood childhoodstudies toddlers society schools schooling schooliness adultsupremacy https://pinboard.in/ https://pinboard.in/u:robertogreco/b:18cee1f7cffd/ Self-Directed Learning & The Failure Of Conventional Schooling (Excerpt from LBW podcast interview) - YouTube 2022-09-16T15:15:06+00:00 https://www.youtube.com/watch?v=Ub50ec_ctiA robertogreco education schools schooling 2018 iancampbell patrickfarnsworth ap competition society hierarchy hierarchies self-directedlearning self-directed cooperation collaboration democracy play learning howwelearn unschooling deschooling anxiety children stress communities community schooliness care caring democraticschools https://pinboard.in/ https://pinboard.in/u:robertogreco/b:b9ea4fbde7c8/ When work becomes your religion, nothing else matters | University of California 2022-09-02T15:55:26+00:00 https://www.universityofcalifornia.edu/news/when-work-becomes-your-religion-nothing-else-matters robertogreco hellonearth 2022 siliconvalley work workwirship spirituality unschooling deschooling schooliness labor religion meaningmaking purpose cults carolynchen ethics capitalism capture extraction indoctrination commons worship devotion society privatization wellness yoga zen buddhism efficiency sacrifice surrender mindfulness passion authenticity faith missions zenbuddhism https://pinboard.in/ https://pinboard.in/u:robertogreco/b:9f692c683c11/ Isabel Rodríguez on Twitter: "I'll dare to say that children usually behave exactly as they should be behaving according to their age, circumstances and the treatment we give them, and that they do and learn exactly what they should be doing and learning 2022-05-08T22:54:34+00:00 https://twitter.com/ecomentario/status/1523064771335045120 robertogrecoSaying children’s frontal lobes are “underdeveloped” or that they are “lacking” in brain capacity is derogatory and adult centric. A child’s brain is exactly where it needs to be at any given moment in time. When talking about differences, choose more respectful language. And also, we must be careful with the distinctions we make between what is and is not age appropriate because they can be extremely prejudiced, arbitrary, and oppressive for both children and adults. Children should not be treated and educated according to the notion that they should reject and overcome being a child, and hence, what they are. Perhaps childhood is not a stage of "underdevelopment" human beings should overcome. Perhaps all attempts to define intelligence and maturity are problematic in and of themselves, as they cannot be made without also establishing problematic hierarchies, notions of progress, and ideas about who is fully human and who is not."]]> adultism children isabelrodríguez 2022 development humandevelopment childhood neuroscience underdevelopment maturity hierarchy oppression prejudice education unschooling deschooling schooliness schools https://pinboard.in/ https://pinboard.in/u:robertogreco/b:dfc5b1434403/ Why I Quit Teaching to Unschool | Leaving the Classroom on my Homeschool Journey || BlackDad - YouTube 2022-01-30T05:17:06+00:00 https://www.youtube.com/watch?v=QhSCXBkfjZw robertogreco education learning unschooling deschooling children 2021 teaching schools schooling schooliness compulsory howweteach grades grading differentiation inefficiency memorization memory individuality horacemann creativity prussia obedience compliance jwil blackdad https://pinboard.in/ https://pinboard.in/u:robertogreco/b:71580961c464/ The Homeschool Socialization Myth | How We Socialize Our Homeschooled Kids - YouTube 2022-01-30T05:08:06+00:00 https://www.youtube.com/watch?v=s4yyN1QzlCc robertogreco homeschool education schools schooling children socialization parenting schooliness compliance standardization bullying learning agesegregation play friendship multiage social informal informallearning authority authoritarianism relationships families horizontality intergenerational communication 2021 jwil blackdad https://pinboard.in/ https://pinboard.in/u:robertogreco/b:4ea75d15e311/ Education in Posthuman Times, Kay Sidebottom 2021-11-25T22:26:44+00:00 https://www.loom.com/share/91031bc729d442ceb8dec3a32da3da4f robertogrecoeducation learning posthumanism 2021 kaysidebottom schools curriculum schooling schoolhouse memory neuroscience unschooling deschooling bodies allthesenses learningloss schooliness psychology work labor teaching pedagogy computation howwelearn emotions motivation humans human humanism children childhood purpose multispecies morethanhuman situatedlearning architecture environment homes space consumerism nationalism nonhuman relations multiplicities robinwallkimmerer susannordstrom community cats academia language communication animals nature kinship compassion joy interconnected behaviorism socialconstructivism philosophy rhizomes reggioemilia theory gillesdeleuze félixguattari entanglement arts art decolonization indigeneity indigenous undercommons alinear care caring fugitivity knowledge difference deficit inclusion inclusivity process being neurodiversity interdisciplinary transdisciplinary affirmativeethics praxis socialjustice change presence deleuze guattari interconnectedness interconnectivity nonli https://pinboard.in/ https://pinboard.in/u:robertogreco/b:8f3df2fff08e/ Audrey Watters on the history of teaching machines in our schools and the misuse of ed tech today | Talk Out of School 2021-09-27T21:01:46+00:00 https://talk-out-of-school.simplecast.com/episodes/audrey-watters-on-the-history-of-teaching-machines-in-our-schools-and-the-misuse-of-ed-tech-today robertogreco audreywatters 2021 edtech education technology freedomschools bfskinner teachingmachines schools imperialism mechanization learning howwelearn howweteach history schooling schooliness capitalism economics danieltanner billgates industry children humanism kevinkelly whattechnologywants training standardization standardizedtesting gatesfoundation policy politics allengolston mariosavio personalization exploitation inevitability resistance business schooldistricts relationships social luddites luddism testproctoring privacy contracts data information datagathering surveillance surveillancecapitalism shoshanazuboff marketing corporations privatization investments branding equity inequality individualization individualism collectivism theranos elizabethholmes ethics experimentation consent society software faketilyoumakeit https://pinboard.in/ https://pinboard.in/u:robertogreco/b:aa1849f2c5b0/ Make Meaning <==> Make Money 2021-09-24T00:32:31+00:00 https://buttondown.email/designfiction/archive/make-meaning-make-money/ robertogreco julianbleecker 2021 braindead braindeadstuido unschooling usc creativity meaningmaking sensemaking education learning howwelearn colleges universities imagination teaching howweteach schooling schooliness mentoring mentorship altgdp alternative money understanding citizenkane film community feeling makingsense https://pinboard.in/ https://pinboard.in/u:robertogreco/b:6e2e7e033d85/ Ep. 33 - Blake Boles / Author, "Why Are You Still Sending Your Kids to School?" - YouTube 2021-08-18T19:38:00+00:00 https://www.youtube.com/watch?v=Po8-5Kdsf0c robertogreco mattbarnes 2021 education unschooling deschooling learning howwelearn self-directed self-directedlearning schooling schooliness catherinefraise michaelstrong children schools johntaylorgatto gracellewellyn alternative notbacktoschoolcamp parenting research sudburyvalleyschool sudburyschools control freedom autonomy purity partnership orthodoxy responsibility blackboles colleges universities collegeadmissions youth teens social isolation class economics society motivation intrinsicmotivation testing standardizedtesting standardization liminalspaces rules libraries coworking openstudioproject coercion compulsory choice https://pinboard.in/ https://pinboard.in/u:robertogreco/b:edc85aedecf4/ Ep. 30 - Tiersa McQueen, Unschooling Mom of Four, Proponent of Alternative Education - YouTube 2021-08-18T18:48:27+00:00 https://www.youtube.com/watch?v=PtekkKzrssA robertogreco tiersamcqueen 2021 unschooling deschooling parenting education learning mattbarnes catherinefraise schooling videogames freedom liberation families howwelearn learningallthetime self-directed self-directedlearning homeschool trust relationships socialization experience curiosity internet online web fear anxiety gender race boys interests work society lifelonglearning alc culture universality universalexperience covid-19 coronavirus pandemic add adhd oppositionaldefiancedisorder schooltoprisonpipeline schooltoworkpipeline schools control behavior responsibility canon collegeboard community bipoc akilahrichards johnholt testing grades grading schooliness agesegregation stigma ranking measurement https://pinboard.in/ https://pinboard.in/u:robertogreco/b:4c7b970127ed/ κακό παιδί on Twitter: “What Benjamin found in the child’s consciousness, badgered out of existence by bourgeois education and so crucial to redeem (albeit in new form), was precisely the unsevered connection between perception and action tha 2021-08-05T02:40:54+00:00 https://twitter.com/ChildFragments/status/1422565312231268355 robertogreco susanbuck-morse walterbenjamin children consciousness revolution adults handson creativity texture tactile socialization abstraction schooling schooliness unschooling https://pinboard.in/ https://pinboard.in/u:robertogreco/b:24f913e1f792/ What Do Human Beings Need?: Rethinking Technology and the Good Society - by L. M. Sacasas - The Convivial Society 2021-07-18T19:36:33+00:00 https://theconvivialsociety.substack.com/p/what-do-human-beings-need-rethinking robertogreco“The conditions for survival are necessary but not sufficient to ensure justice; people can survive in prison. The conditions for the just distribution of industrial outputs are necessary, but not sufficient to promote convivial production. People can be equally enslaved by their tools … A postindustrial society must and can be so constructed that no one person’s ability to express him- or herself in work will require as a condition the enforced labor or the enforced learning or the enforced consumption of another.” There’s a three-tiered framework here that will have a Janus function at this juncture in the essay. Illich argues that what he calls a convivial society—which we can think of simply as a distinctly Illichian way of speaking about a good society—involves not only equal access to commodities, however broadly we conceive of them, but something more. This “something more,” as we see in the paragraph just quoted, Illich ties very close to work, work that is free, creative, and meaningful. In this regard, Illich recalls Simone Weil, who, though approaching the matter from her own deeply religious perspective, believed that “all the problems of technology and economy should be formulated functionally by conceiving of the best possible condition for the worker.” It would be worth exploring how Weil and Illich each conceive of work as a condition of human flourishing (that work may already have been done, if so I’m presently unaware of it), but it enough for my purposes here to note that they both understand that a good society would furnish its citizens with more than just a steady stream of endless diversions.” … “Perhaps another more contemporary example can help clarify Borgmann’s distinctions as I understand them. We can imagine a society, without a great deal of effort, in which the elderly routinely find themselves isolated, lonely, and lacking a sense of purpose—in a word, uprooted in Weil’s sense. This society has developed robots and digital devices to care for the elderly and to keep them company. In a formally just society, all elderly citizens have the right to procure these consumer goods. In a substantively just society, all elderly citizens can afford to procure these goods or else they are supplied by the state.” … “I’ve assembled the work of these three writers because it seems to me that they are all circling around a similar set of concerns about human needs, work, technology, justice, and the good life. Their reflections make clear that these are interlocking realities, which must be considered together. They direct our attention to a more fundamental level of analysis, which we do well to take up. And they all saw the dangers of ordering society around technologically automated production and consumption and of uprooting human beings to enhance both. I’ve argued before in this newsletter and elsewhere that one of the salient features of digital culture is the rapid collapse of the ideals of neutrality and disinterested objectivity that have been central to the legitimacy of modern liberal institutions. While this collapse will continue to be attended by varying degrees of turmoil and conflict, it may also provide us with an opportunity to examine more carefully some of the assumptions that have informed the way we think about the nature of a good life. And I would suggest that we do well to start, as Simone Weil did, with a consideration of the full range of human needs, clarified by Ivan Illich’s searching critique of the needs engendered in us by industrial (and now digital) institutions, and oriented toward a more robust vision of a good society as Albert Borgmann urged us to imagine.” [also here: https://www.localfutures.org/rethinking-technology-and-the-good-society/ ]]]> ivanillich simoneweil lmsacasas 2020 conviviality needs humanism life living commoditization health healthcare institutions schools schooling unschooling deschooling humans hannaharendt loneliness alienation superfluousness rootedness uprootedness roots neediness economics society amazon amazonring safety technology production consumerism consumption capitalism anarchism convivialsociety albertborgmann slow small interdependence mutualaid specialization professionalization democracy liberalism modernity inequality work justice neutrality objectivity scottremer davidguaspari zacharyloeb matttierney ryancalo daniellcitron automation robhorning learning teaching howwelearn howweteach schooliness https://pinboard.in/ https://pinboard.in/u:robertogreco/b:fe259a9b4af9/ Ill With Want - by L. M. Sacasas - The Convivial Society 2021-07-18T01:26:26+00:00 https://theconvivialsociety.substack.com/p/ill-with-want robertogreco lmsacasas ivanillich slow small conviviality conservatism professionalization specialization consumption contentment economics society health education schools schooling shopping annehelenpetersen austerity consumerism capitalism transportation deskilling interdependence professionals vernacular environment wellbeing culture certainty need values institutionalization institutions climatechange degradation automation ai commodities materiality anxiety desperation loneliness 1970s bureaucracy realworld utopia thomasaquinas friendship kinship play playfulness grace joy joyfulness history past unschooling deschooling learning teaching howwelearn howweteach schooliness artificialintelligence well-being https://pinboard.in/ https://pinboard.in/u:robertogreco/b:a04965850393/ PROUD FLESH Inter/Views: Sylvia Wynter with Greg Thomas [proud-flesh-sylvia-wynter.pdf] 2020-12-20T23:43:38+00:00 https://ia802908.us.archive.org/25/items/proud-flesh-sylvia-wynter/proud-flesh-sylvia-wynter.pdf robertogreco sylviawynter carterwoodson achievementgap 2006 education unschooling deschooling race thebellcurve sociogeny consciousness blackness whitesupremacy frantzfanon intelligence claudesteele behavior attitude blackstudies psychology gender racism motivation de-motivation learning schools knowledge gregthomas canon liberation emancipation schooling schooliness measurement testing achievement bellcurve https://pinboard.in/ https://pinboard.in/u:robertogreco/b:75fb8f04e83a/ ‪Maria Kromidas‬ - ‪Google Scholar‬ 2020-12-15T07:28:16+00:00 https://scholar.google.com/citations?user=JBsSnc8AAAAJ&hl=en robertogreco childfragments anthropology education children learning schools schooling schooliness unschooling deschooling race multicultural multiculturalism cosmopolitanism urban urbanism ethnography childhood mariakromidas https://pinboard.in/ https://pinboard.in/u:robertogreco/b:39d46a50e683/ Learning hierarchy and displacing conviviality: time and subjectivity in the neoliberal kindergarten: Pedagogy, Culture & Society: Vol 0, No 0 2020-12-15T07:24:41+00:00 https://www.tandfonline.com/doi/full/10.1080/14681366.2020.1817972 robertogreco mariakromidas unschooling deschooling conviviality education learning hierarchy childfragments 2020 liberation neoliberalism schools schooliness teaching howweteach howwelearn children capitalism reading howweread kindergarten us curriculum pedagogy policy development relations relationships social socialrelations evaluation schooling childhood https://pinboard.in/ https://pinboard.in/u:robertogreco/b:777c0b697db3/ Towards the human, after the child of Man: Seeing the child differently in teacher education: Curriculum Inquiry: Vol 49, No 1 2020-12-15T07:16:15+00:00 https://www.tandfonline.com/doi/abs/10.1080/03626784.2018.1549924?forwardService=showFullText&tokenAccess=c6RMpefrBzJc2KcBtaAs&tokenDomain=eprints&doi=10.1080%2F03626784.2018.1549924&doi=10.1080%2F03626784.2018.1549924&doi=10.1080%2F03626784.2018.1549924&target=10.1080%2F03626784.2018.1549924&journalCode=rcui20 robertogreco mariakromidas childfragments 2019 sylviawynter poetics poeticsofbeing becominghuman developmentalpsychology psychology children education teachereducation teaching schools schooling measurement evaluation ranking hierarchy sorting achievementgap poverty poc bipoc humanism learning schooliness unschooling deschooling childhood https://pinboard.in/ https://pinboard.in/u:robertogreco/b:a7bacf1c8b0c/ Jennifer Ziegler on Twitter: "1/8 When I was a middle school ELA teacher, I was reprimanded for letting my students self select books &amp; for setting aside most of 1 day a week for silent sustained reading. My detractors used words like "rigor" &amp; "c 2020-12-03T00:26:22+00:00 https://twitter.com/zieglerjennifer/status/1333873616891613185 robertogreco reading howweread highbrow lowbrow teaching howweteach education libraries libararians schools schooling schooliness 2020 rigor canon literarymerit snobbery control discovery self-directed self-directedlearning choice hibrow https://pinboard.in/ https://pinboard.in/u:robertogreco/b:538598acab20/ Ep 194: Language for Unschooling - Raising Free People™ Network 2020-11-15T21:26:08+00:00 https://raisingfreepeople.com/194/ robertogreco akilahrichards 2020 unschooling deschooling school schooling schooliness learning parenting children howwelearn education awareness whiteness disruption autonomy self-directed self-directedlearning trust oppression liberation care caregiving schools https://pinboard.in/ https://pinboard.in/u:robertogreco/b:300469c13217/ Ep 193: Developing a Self-directed Mindset - Raising Free People™ Network 2020-11-08T21:14:05+00:00 https://raisingfreepeople.com/193/ robertogreco akilahrichards marleyrichards unschooling deschooling teens youth children 2020 education learning howwelearn oppression liberation schooliness schooling schools covid-19 coronavirus relationships efficiency cooperation leadership process responsibility money self-directed self-directedlearning parenting plants slow howwlearn emotions https://pinboard.in/ https://pinboard.in/u:robertogreco/b:186697e4f8e1/ Ep 191: Why & How We Unschool - Raising Free People Network, Fare of the Free Child 2020-10-22T23:50:53+00:00 https://raisingfreepeople.com/191/ robertogreco akilahrichards tiersamcqueen 2020 unschooling deschooling unlearning howwelearn whitesupremacy nytimes schooling parenting coronavirus covid-19 oppression liberation freedom children schools peace schooliness observation relationships power conflict dominance agilelearning math choices emotions conflictresolution learning community responsibility civics boundaries citizenship belonging interdependence mutualaid colonization coercion selfrespect chores feelings communication humans humanism understanding respect control families trust horizontality grace remembering memory undoing childhood intuition presence stillness empathy compassion humaneness self modeling martyrdom johnholt self-care https://pinboard.in/ https://pinboard.in/u:robertogreco/b:28d4cadc9ad2/ hogabinch on Twitter: ""Perhaps we should re-imagine schools... I'm not saying anything CRAZY just, is it really best for kids to sit in front of screens all day?" Do you know how irritating it is, how hard people work to ignore unschoolers? YES. YES THER 2020-10-11T18:27:37+00:00 https://twitter.com/kellyhogaboom/status/1314982833388023809 robertogreco kellyhogaboom unschooling schooling education schools 2020 erasure howwelearn schooliness https://pinboard.in/ https://pinboard.in/u:robertogreco/b:3a7aa72fec6f/ Mafalda y la escuela. 2020-10-03T22:36:17+00:00 https://proferogelio.blogspot.com/2020/10/mafalda-y-la-escuela.html robertogreco quino mafalda argentina education schools schooling learning howwelearn 2020 rogeliojavieralonsoruiz howwelearnin schooliness academics criticalthinking https://pinboard.in/ https://pinboard.in/u:robertogreco/b:fc16e96f73f1/ 4 Ways the Schoolish Mindset Hinders the Raising of Self-Driven Children | Untigering 2020-09-20T05:11:28+00:00 https://untigering.com/4-ways-the-schoolish-mindset-hinders-the-raising-of-self-driven-children/ robertogreco children autonomy trust unschooling deschooling self-directed self-directedlearning education schools schooliness competence connection relationships williamstixrud nedjohnson freedom control parenting rleatedness compulsory coercion power motivation incentives discipline rewards extrinsicmotivation intrinsicmotivation overjustification comparison conformity connections self-driven https://pinboard.in/ https://pinboard.in/u:robertogreco/b:eafc10a4ae1e/ Rick And Morty "School is not a good place for Smart people." - YouTube 2020-09-19T23:03:33+00:00 https://www.youtube.com/watch?v=I85zkLP7kls robertogrecorickandmorth school schooliness unschooling deschooling humor cartoons animation education learning howwelearn schools https://pinboard.in/ https://pinboard.in/u:robertogreco/b:316913c5f00c/ Is Trump a Fascist? What is Antifa? How Did We Get Here, Part I - YouTube 2020-09-19T22:25:51+00:00 https://www.youtube.com/watch?v=c4OGYc7cvKo robertogreco tobyrollo fascism parenting donaldtrump 2020 education children discipline familyvalues conservatism protest criticalthinking blackpantherparty blackpanthers angeladavis history school schooling curriculum unschooling deschooling learning freedom democracy families liberation germany babyboomers 1920s childwelfare spca elbridgethomasgerry childabuse maryellenwilson parentsrights childrensrights rights tv television sesamestreet fredrogers mrrogers danielgottlobmoritzschreber control childrearing strictness authority authoritarianism johannahaarer nazis nazism hitleryouth violence obedience hierarchy demagogues demagoguery 1939 wwii ww2 belonging order childhood theodoreadorno us erichfromm wilhelmreich psychology sociology herbertmarcuse bertramschaffner philippeariès lloyddemause alicemiller mortonschatzman katharinarutschky dorothywhipple madelinedixon benjaminspock 1940s 1950s 1930s 19060s 1970s 1980s ronaldreagan 1990s capitalism advertising blaiseryan summerhill asneill teaching alternative schoolines https://pinboard.in/ https://pinboard.in/u:robertogreco/b:b713d418ff44/ Imprisoned in the Global Classroom, by Ivan Illich and Etienneverne 2020-09-14T23:01:53+00:00 https://debate.uvm.edu/asnider/Ivan_Illich/Ivan%20Illich_%20Imprisoned%20Global%20Classroom.pdf robertogreco ivanillich etienneverne 1976 education schools schooling efficiency schooliness unschooling deschooling bureaucracy expense society teaching howweteach measurement lifelongeducation lifelonglearning howwelearn learning instruction industrialeducation work labor capitalism autonomy children compulsory compulsoryschooling facts law legislation management imperialism technocracy permanenteducation ethics economics policy politics educationism respectability inequality stratification inadequacy childhood adulthood medicine professionalization experts expertise professionalism pundits adulteducation institutions institutionalization youth conviviality housing productivity chiapas government governance regulation speed locomotion healthcare health transportation luddism technology cars power profits technosophs consumerism consumption sales modernization ecology efficacy environment growth gnp gdp insurance markets hospitals normalization homogeneity networks networkedlearning everyday participation participatory l https://pinboard.in/ https://pinboard.in/u:robertogreco/b:3ce46f9f1282/