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De-schooling Well-being: Toward a Learning-Oriented Definition 被引量:1
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作者 Santiago Rincòn-Gallardo 《ECNU Review of Education》 2020年第3期452-469,共18页
Purpose:(1)Critique conventional schooling as detrimental to student well-being and learning.(2)Articulate an alternative that is more conducive to learning and well-being in classrooms,schools,and educational systems... Purpose:(1)Critique conventional schooling as detrimental to student well-being and learning.(2)Articulate an alternative that is more conducive to learning and well-being in classrooms,schools,and educational systems.Design/Approach/Methods:I review the historical functions of compulsory schooling,the main critiques to conventional schooling developed over the past century,emerging knowledge on the neuroscience of learning and well-being,and cases of large-scale pedagogical transformation from the Global South.Findings:I argue that conventional schooling is detrimental to well-being,that deep learning is a precursor of well-being,and that compulsory schooling is not designed to cultivate it.Well-being has to be de-schooled so that students thrive in schools:The grammar of schooling has to be replaced with the language of learning.This requires deep and widespread cultural change,and some movements of pedagogical renewal from the Global South offer important lessons on how to accomplish this.Originality/Value:Expanding the scope of existing debates about student well-being by questioning the assumption that compulsory schooling is inherently good and pointing out that unless the default culture of schooling is replaced with cultures of robust learning,student well-being efforts will simply reproduce the very problems they seek to solve. 展开更多
关键词 Cultural change educational change learning SCHOOLING student well-being
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