文章基本信息

标题：De-schooling Well-being: Toward a Learning-Oriented Definition
本地全文：下载
作者：Santiago Rincón-Gallardo
期刊名称：ECNU Review of Education
印刷版ISSN：2096-5311
电子版ISSN：2632-1742
出版年度：2020
卷号：3
期号：3
页码：452-469
DOI：10.1177/2096531120935472
摘要：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.
关键词：Cultural change; educational change; learning; schooling; student well-being