Educating for autonomy: Reading Rousseau and Freire toward a philosophy of unschooling
| Autor: | Kellie Rolstad, John E. Petrovic |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
media_common.quotation_subject
05 social sciences Neoliberalism 050301 education Democratic education 06 humanities and the arts 0603 philosophy ethics and religion Critical pedagogy Education Unschooling Reading (process) 060302 philosophy Pedagogy Sociology Philosophy of education Social science Citizenship education 0503 education Autonomy media_common |
| Zdroj: | Policy Futures in Education. 15:817-833 |
| ISSN: | 1478-2103 |
| DOI: | 10.1177/1478210316681204 |
| Popis: | In this paper, the authors provide an overview of the unschooling movement, highlighting the important philosophical differences, among other differences, between unschooling and homeschooling. They then argue that to the extent that traditional schooling is a project of massification—increasingly dominated by a neoliberal ethos in our contemporary times—as opposed to emancipation, unschooling should be seen as its antithesis, providing an option for parents seeking a truly democratic education. Building on the basic presumption of the importance of autonomy, the authors contend that unschooling provides important insights to democratic education. A model that radicalizes Rousseau through Freire is presented. Specifically, the authors note Rousseau’s injunction to choose between making a person or making a citizen, and then consider Rousseau’s notion of the general will in combination with Freire’s lesson that citizens must engage with the collective in critically transitive ways. Rousseau and Freire can be read together to present a philosophy of unschooling in schools necessary to education for democracy to overcome the massifying, neoliberal impulse of our time. |
| Databáze: | OpenAIRE |
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