De-schooling Well-being: Toward a Learning-Oriented Definition

作     者：Santiago Rincòn-Gallardo 

作者机构：Michael Fullan’s Consulting Team 

出 版 物：《ECNU Review of Education》 (华东师大教育评论（英文）)

年 卷 期：2020年第3卷第3期

页      面：452-469页

学科分类：0402[教育学-心理学(可授教育学、理学学位）] 0502[文学-外国语言文学] 050201[文学-英语语言文学] 0401[教育学-教育学] 05[文学] 

基　　金：The author(s) received no financial support for the research  authorship  and/or publication of this article. 

主　　题：Cultural change educational change learning schooling student well-being 

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.