Education Unchained
What it takes to Restore Schools and Learning
Nonfiction, Reference & Language, Law, Educational Law & Legislation, Education & Teaching, Student & Student Life, Educational Theory, Educational Reform
| Author: | Erik Lidstrom | ISBN: | 9781475822458 |
| Publisher: | Rowman & Littlefield Publishers | Publication: | October 19, 2015 |
| Imprint: | Rowman & Littlefield Publishers | Language: | English |
| Author: | Erik Lidstrom |
| ISBN: | 9781475822458 |
| Publisher: | Rowman & Littlefield Publishers |
| Publication: | October 19, 2015 |
| Imprint: | Rowman & Littlefield Publishers |
| Language: | English |
Are we going about education the wrong way? The somewhat shocking demonstration of this book is that "we" simply cannot reform "our" schools "together". We don't actually even know what schools or education really are. Education can only be improved the same way we improve and invent things in other walks of life, through unbridled, unchained trial and error.
Assembling a wealth of economic, psychological and historical evidence, Erik Lidström paints a coherent and deceptively simple picture of how we went wrong, of why we went wrong and what we can do about it. The disconcerting conclusion is that education must be set free, it must be returned to parents and to pupils. Government should have no, or hardly any role in the financing of education, in the setting of curricula or diploma, or in the supervision of schools and education.
At the same time, the book is filled with optimism. By doing things very differently, we can very quickly and almost painlessly restore education and learning to a level previously unheard of.
Are we going about education the wrong way? The somewhat shocking demonstration of this book is that "we" simply cannot reform "our" schools "together". We don't actually even know what schools or education really are. Education can only be improved the same way we improve and invent things in other walks of life, through unbridled, unchained trial and error.
Assembling a wealth of economic, psychological and historical evidence, Erik Lidström paints a coherent and deceptively simple picture of how we went wrong, of why we went wrong and what we can do about it. The disconcerting conclusion is that education must be set free, it must be returned to parents and to pupils. Government should have no, or hardly any role in the financing of education, in the setting of curricula or diploma, or in the supervision of schools and education.
At the same time, the book is filled with optimism. By doing things very differently, we can very quickly and almost painlessly restore education and learning to a level previously unheard of.
