Mar 10, 2014
Why Independent Thinkers Are Repugnant to Religious Zealots and Rick Santorum
Posted on Feb 22, 2012
By Henry A. Giroux, Truthout
Education as a critical moral and political project always represents a commitment to the future and it remains the task of educators to make sure that the future points the way to a more socially just world, a world in which the discourses of critique and possibility in conjunction with the values of reason, freedom and equality function to alter, as part of a broader democratic project, the grounds upon which life is lived. This is hardly a prescription for political indoctrination, but it is a project that gives education its most valued purpose and meaning, which, in part, is “to encourage human agency, not mould it in the manner of Pygmalion.”(10) It is also a position that threatens right-wing private advocacy groups, neoconservative politicians and religious extremists because they recognize that such a pedagogical commitment goes to the very heart of what it means to address real inequalities of power at the social level, and to conceive of education as a project for democracy and critical citizenship while at the same time foregrounding a series of important and often ignored questions such as: “Why do we (as educators) do what we do the way we do it”? Whose interests does public education serve? How might it be possible to understand and engage the diverse contexts in which education takes place? In spite of the right-wing view that equates indoctrination with any suggestion of politics, critical pedagogy is not simply concerned with offering students new ways to think critically and act with authority as agents in the classroom; it is also concerned with providing students with the skills and knowledge necessary for them to expand their capacities both to question deep-seated assumptions and myths that legitimate the most archaic and disempowering social practices that structure every aspect of society and to take responsibility for intervening in the world they inhabit.
Education is not neutral, but that does not mean it is merely a form of indoctrination. On the contrary, as a practice that attempts to expand the capacities necessary for human agency and, hence, the possibilities for democracy itself, the public should nourish those pedagogical practices that promote “a concern with keeping the forever unexhausted and unfulfilled human potential open, fighting back all attempts to foreclose and pre-empt the further unraveling of human possibilities, prodding human society to go on questioning itself and preventing that questioning from ever stalling or being declared finished.”(11) In other words, critical pedagogy forges both critique and agency through a language of skepticism and possibility and a culture of openness, debate and engagement, all elements that are now at risk in the latest and most dangerous attack on public education.
The attack on public schooling and critical pedagogy is, in part, an attempt to deskill teachers and dismantle teacher authority. Teachers can make a claim to being fair, but not to being either neutral or impartial. Teacher authority can never be neutral, nor can it be assessed in terms that are narrowly ideological. It is always broadly political and interventionist in terms of the knowledge-effects it produces, the classroom experiences it organizes and the future it presupposes in the countless ways in which it addresses the world. Teacher authority at its best means taking a stand without standing still. It suggests that, as educators, we make a sincere effort to be self-reflective about the value-laden nature of our authority while taking on the fundamental task of educating students to take responsibility for the direction of society. Rather than shrink from our political responsibility as educators, we should embrace one of pedagogy’s most fundamental goals: to teach students to believe that democracy is desirable and possible. Connecting education to the possibility of a better world is not a prescription for indoctrination; rather, it marks the distinction between the academic as a technician and the teacher as a self-reflective educator who is more than the instrument of a safely approved and officially sanctioned worldview.
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