IN DEFENCE OF THE SCHOOL A PUBLIC ISSUE JAN MASSCHELEIN MAARTEN SIMONS Translated from the Dutch by Jack McMartin Print your own book: bookbinding instructions on p. 150 E-ducation, Culture & Society Publishers, Leuven 2013 Jan Masschelein & Maarten Simons This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. This book may be reproduced, copied and distributed for non-commercial purposes, provided the book remains in its complete original form. First published in Dutch as Apologie van de school. Een publieke zaak. © 2012 ACCO, Leuven Translated by Jack McMartin Bookdesign and bookbinding instructions by Thomas J.J. Storme ISBN: 9789082069600 NUR: 847 CONTENTS INTRODUCTION 7 CHARGES, DEMANDS, POSITIONS 13 I. Alienation 15 II. Power consolidation and corruption 15 III. Demotivation of the youth 17 IV. Lack of effectiveness and employability 18 V. The demand for reform and the redundancy position 19 WHAT IS THE SCHOLASTIC? 25 VI. A matter of suspension 31 (or freeing, detaching, placing between brackets) VII. A matter of profanation 37 (or making something available, becoming a public or common good) VIII. A matter of attention and of world 42 (or opening up, creating interest, bringing to life, forming) IX. A matter of technology 49 (or practising, studying, discipline) X. A matter of equality 59 (or being able to begin, in-difference) XI. A matter of love 65 (or amateurism, passion, presence and mastery) XII. A matter of preparation 75 (or being in form, being well-trained, being welleducated, testing the limits) ;,,, $QG¿QDOO\DPDWWHURISHGDJRJLFDOUHVSRQVLELOLW\  (or exercising authority, bringing to life, bringing into the world) TAMING THE SCHOOL 89 XIV. Politicisation 93 XV. Pedagogisation 97 XVI. Naturalisation 98 XVII. Technologisation 103 XVIII. Psychologisation 106 XIX. Popularisation 107 TAMING THE TEACHER 111 XX. Professionalisation 117 XXI. Flexibilisation 123 EXPERIMENTUM SCHOLAE: THE EQUALITY OF BEGINNING 131 Allegory of the school (or the school as explained to our children) 143 Works cited and consulted 147 Picture credits 149 Bookbinding instructions

INTRODUCTION

Introduction | 9 Although the school has often stood as a symbol of progress and a better future, its origins are not without blemishes. Guilty of misdeeds from its inception in the Greek city-states, the school was a source of 'free time' – the most common translation of the Greek word scholè – that is, free time for study and practice afforded to people who had no claim to it according to the archaic order prevailing at the time. The school was thus a source of knowledge and experience made available as a 'common good'. It has been the school's good fortune throughout history to have HVFDSHGGH¿QLWLYHFHQVXUHE\MXGJHRUMXU\RUWRKDYHEHHQUREEHGRI its right to exist. Or rather, for a large part of history, efforts to chastise the school's transgressions were correctional: the school was something to be constantly improved and reformed. It was tolerated so long as it VXEMHFWHG LWVHOI WR SURJUDPPHV RI DGMXVWPHQW RU DSSOLHG LWVHOI LQ WKH VHUYLFHRIDVHWRI¿[HGUHOLJLRXVDQGSROLWLFDOLGHDOVDQGUHDG\PDGH SURMHFWVQDWLRQEXLOGLQJFLYLOLVLQJPLVVLRQV%HJLQQLQJLQWKHVHFRQG half of the twentieth century, however, the school's very existence was called into question. 'Radical deschoolers' – Ivan Illich is perhaps the PRVW UHQRZQHGDPRQJ WKHP±PDGH LQÀXHQWLDOSOHDV WRGLVSDWFK WKH school swiftly, arguing that the roots of evil lay in scholastic education itself and that the school is criminal in its institutional logic. Embedded in the school, says Illich, is the false idea that one actually needs the school as an institution to truly learn. We learn much more and much better outside of school, he insists. But in today's era of lifelong learning and (electronic) learning environments, perhaps one is allowing the school to die a quiet death. One anticipates the school's disappearance on the grounds of its redundancy as a painfully outdated institution. The school, so the reasoning goes, no longer belongs to this day and age and must be thoroughly reformed. Every argument offered in defence of the school is discarded a priori as ineffective, redundant or mere conservative chatter. We resolutely refuse to endorse the condemnation of the school. On the contrary, we advocate for its acquittal. We believe that it is precisely today – at a time when many condemn the school as PDODGMXVWHGWRPRGHUQUHDOLW\DQGRWKHUVHYHQVHHPWRZDQWWRDEDQGRQ it altogether – that what the school is and does becomes clear. We also In defence of the school10 | hope to make clear that many of the allegations against the school are motivated by an age-old fear and even hatred toward one of its radical but essential characteristics: that the school provides 'free time' and transforms knowledge and skills into 'common goods', and therefore has the potential to give everyone, regardless of background, natural talent or aptitude, the time and space to leave their known environment, rise above themselves and renew (and thus change in unpredictable ways) the world. The scholastic years are a source of fear for all who seek to perpetuate the old world or for those who have a clear idea of how a new or future world might look. This is particularly true of those ZKRZDQW WRXVH WKH\RXQJHUJHQHUDWLRQWRNHHSWKHROGZRUOGDÀRDW or to bring a new world into existence. Such people leave nothing to chance: the school, the teaching staff, the curriculum and through them the young generation must be tamed to suit their purposes. Put differently, conservatives and progressives alike assume a certain air of MXVWL¿HGVXVSLFLRQWRZDUGVFKRODVWLFHGXFDWLRQDQGHGXFDWRUV±WKH\DUH presumed guilty until proven otherwise. In our defence of the school, we do not go along with this kind of extortion. We will not defend the school against allegations that arise out of faulty expectations based on a fearful and mistrusting denial of what the school is really about: a society that provides time and space to renew itself, thus offering itself up in all its vulnerability. The danger of putting forward this argument today is, of course, that it is so hopelessly late in arriving. The rationale will sound like a swan song – or worse, a conservative plan to restore the past in the future. Our formulation is quite simple in this regard: the school is a historical invention, and can therefore disappear. But this also means that the school can be reinvented, and that is precisely what we see as our challenge and, as we will hopefully make clear, RXUUHVSRQVLELOLW\WRGD\5HLQYHQWLQJWKHVFKRROFRPHVGRZQWR¿QGLQJ concrete ways in today's world to provide 'free time' and to gather young people around a 'common thing', that is, something appearing in the world that is made available to a new generation. For us, the future of the school is a public issue – or rather, with this apologia, we want to make it a public issue. For that reason, we do not assume the voice of specialised lawyers, but rather that of concerned spokesmen. In the Introduction | 11 coming pages, we will endeavour to explain why and how we might go DERXWUHLQYHQWLQJWKHVFKRRO%XW¿UVWOHWXVEULHÀ\DGGUHVVVRPHRIWKH charges, demands and positions the school faces today.

CHARGES, DEMANDS, POSITIONS

Charges, demands, positions | 15 I. Alienation Alienation is a recurring accusation levelled against the school. This accusation has existed and continues to exist in several variants. 6XEMHFWV WDXJKW LQVFKRRODUHQRWμZRUOGO\¶HQRXJK6XEMHFWPDWWHU LV μDUWL¿FLDO¶7KH VFKRRO GRHV QRW SUHSDUH LWV SXSLOV IRU μUHDO OLIH¶ )RU VRPHWKLVPHDQVWKDWWKHVFKRROGRHVQRWWDNHVXI¿FLHQWDFFRXQWRIWKH real needs of the labour market. For others, it means that the school puts too much emphasis on the connection between the school and the labour market or between the school and the demands of the higher education system. These preoccupations, so critics say, render the school unable to provide young people with a broad, general education that prepares them for life as an adult. The focus on the scholastic curriculum in no way allows for an actual connection with the world as experienced by students. The school thus not only closes itself off to society, but it also closes itself off to the needs of young people. Trapped in its own sense of self-righteousness, the school is accused of being an island that does nothing (and can do nothing) but alienate young people from themselves or from their social surroundings. While moderates believe that the school itself is capable of change and thus call for more openness and pragmatism, radical voices insist that this alienation and disconnectedness is characteristic of every form of school education. They thus advocate for the end of the school. In any case, all of these critics start from the premise that education and learning must have clear and visible connections with the world as experienced by young people and with society as a whole. We will argue, however, that the school must suspend or decouple certain ties with students' family and social environment on the one hand and with society on the other in order to present the world to students in an interesting and engaging way. II. Power consolidation and corruption Critics also charge the school with being guilty of various forms of In defence of the school16 | corruption. The school, they say, abuses its power both openly and clandestinely in order to further other interests. Despite the scholastic narrative of equal opportunities for all, they say, the school facilitates subtle mechanisms that reproduce social inequality. There is no equal access and no equal treatment, and even if there were, discrimination continues to exist in the larger society and in the labour market. The school reproduces this inequality regardless of the professionalism and HGXFDWLRQDOREMHFWLYLW\WKDWLWFODLPV±DQGVRPHZRXOGVD\WKDWWKLVLV precisely why the school is able to reproduce inequality. The charge is quite simple: the school is at the service of capital, and all the rest is P\WKRUOLHVRIQHFHVVLW\SHUSHWUDWHG¿UVWDQGIRUHPRVWLQWKHVHUYLFH of economic capital. Knowledge is an economic good and there is a hierarchy of forms of knowledge that the school reproduces without all too much hesitation. But the school can also serve cultural capital: the school reproduces the polite, unpretentious, hardworking, forwardthinking and part-time pious citizen. Whether referring to business, the church or any other elite grouping, the allegation is: the school can be co-opted by those who stand to gain from the status quo, be it the maintenance of the so-called 'natural', righteous or simply least harmful order. Some critics go even further: the school's capitulation to corruption is no accident and, as such, the school is an invention of power down to the very last detail. The division of students into classes, the system of examination and especially the curriculum and the various courses of study and educational approaches – all of this is a means or a tool to perpetuate power. What makes the school perverse, according to the accusers, is that it stubbornly continues to believe in its DXWRQRP\IUHHGRPDQGQHXWUDOSHGDJRJLFDOSRZHURIMXGJHPHQWZKLFK VXSSRVHGO\VHUYHVWRJXDUDQWHHHTXDORSSRUWXQLWLHVRUMXVWLI\XQHTXDO treatment. We do not deny this corruption, but we argue that the everpresent attempts at co-option and corruption occur precisely to tame the distinct and radical potential that is unique to the scholastic itself. From its inception in the Greek city states, school time has been time in which 'capital' (knowledge, skills, culture) is expropriated, released as a 'common good' for public use, thus existing independent of talent, ability or income. And this radical expropriation or 'making public' is GLI¿FXOWWRWROHUDWHIRUDOOZKRVHHNWRSURWHFWproperty. This may be the Introduction | 17 cultural elite or the older generation, which treats society as its property and thus assumes possession of young people's future. III. Demotivation of the youth A third indictment: the demotivation of the youth. The variants are numerous. Young people do not like going to school. Learning is no fun. Learning is painful. On the whole, teachers are boring and are a drain on students' enthusiasm and lust for life. The so-called popular teachers do not actually teach students anything. And the rare, inspiring teachers DFWXDOO\DI¿UPWKHVFKRRO¶VVKRUWFRPLQJVWKH\DUHLQVSLULQJSUHFLVHO\ because they succeed in transforming the classroom or the school into a challenging learning environment. The moderates will argue that it is high time to prioritise well-being at school. The goal, they say, is WR¿QGWKHULJKWEDODQFHEHWZHHQZRUNDQGSOD\DQGWKHLGHDOLVDQG remains 'playful learning'. Boredom is deadly. It is time to do away with unengaging lessons and dull teachers. Students, so goes the current motto, should always be able to see what they learned and why, and what the value of that knowledge is. The students who ask 'why do we need to know this?' are posing a legitimate question and, in this day and age, a reaction beginning with 'Because later, when you're all grown up...' is inappropriate and even negligent. Besides entertainment value, so say the accusers, what motivates young people is information about the utility of what they are learning coupled with the ability to make their own choices about what they learn. But the school, they say, falls short in this. It deprives young people of these opportunities. The school, it is argued, is essentially conservative: it is about the teacher as a representative of the older generation, the curriculum as the crystallised expectations of society, and teaching itself as the favoured activity of the teaching staff. The school is thus the standard bearer of stagnation. Hence the oft-repeated argument: if the school is to have a future, it must devote itself to creating a learning environment that SODFHVWKHWDOHQWVFKRLFHVDQGFRDFKLQJQHHGVRIWKHOHDUQHU¿UVW7KH VFKRRORI WKHIXWXUHPXVWHPEUDFHPRELOLW\DQGÀH[LELOLW\XQOHVVRI course, it wants to end up as an exhibit in an education museum. Yet we In defence of the school18 | will argue that the school is not about well-being, and that speaking in terms of (de-)motivation is the unfortunate symptom of a school gone mad that confuses attention with therapy and generating interest with satisfying needs. IV. Lack of effectiveness and employability And then there is the economic tribunal's indictment: the school shows a lack of effectiveness DQG KDV JUHDW GLI¿FXOW\ ZLWK employability. Schools simply cannot transcend the era of bureaucracy; it is not about RXWFRPHV DQG VSHFL¿F REMHFWLYHV EXW UDWKHU DERXW UXOHV SURFHGXUHV and implementation plans. If one does not hide behind the iron hand of a desk, the professionalism of the teaching staff – and preferably the image of the educator/Sun King perched at the front of his or her classroom – continues to provide the alibi for schools to avoid reorganising themselves. Or better still, it provides the excuse to simply ignore the organisational aspects of the school altogether. Schools are blind to their output, and to the targeted organisation and coordination of their activities. Hence the accusers' diagnosis: some schools, despite RYHUZKHOPLQJ VFLHQWL¿F HYLGHQFH IDLO WR DFNQRZOHGJH WKDW WKHUH DUH differences in added value between schools, that this added value is in the schools' own hands, that school management and school organisation are crucial to actualising it, and, especially, that doing so LVWKHLUGXW\WRZDUGVRFLHW\7KHJULPFRQFOXVLRQVRFLHW\VKRXOGMXVWDV well, and without a second thought, let these schools disappear. What output do schools produce? Learning outcomes, of course. And possibly other things that one decides to produce at school, such as well-being. The so-called responsible school allows itself to be MXGJHGRQWKHDGGHGYDOXHLWSURGXFHVDQGXOWLPDWHO\RQWKHH[WHQWWR which it makes young people employable. Emphasis must rest squarely on the production of learning outcomes – preferably competencies – that students can apply in a work environment, but also in a social, cultural and political environment. The accusers harbour dreams of the responsible teacher willing to base his or her own value on the DGGHGYDOXHWKDWKHRUVKHSURGXFHV%XWLWUHPDLQVGLI¿FXOW WRYRLFH Introduction | 19 some of these dreams in public – for now. Which virtues, according to the accusers, do schools and teachers lack? An eye for effectiveness DFKLHYLQJWKHJRDOHI¿FLHQF\DFKLHYLQJWKHJRDOTXLFNO\DQGDWDORZ cost) and performance (achieving progressively more with progressively less). It is clear-cut for the radical accusers: all too often, a statement OLNHμZHDUHDVFKRROQRWDEXVLQHVV¶VLPSO\UHÀHFWVDODFNRIEXVLQHVV sense and entrepreneurial spirit. Indeed, when seen from a business perspective, there is no fundamental problem with the school. But if a QRQVFKRODVWLFRUJDQLVDWLRQRIOHDUQLQJWUDMHFWRULHVZHUHWRVXFFHHGLQ achieving better learning outcomes and higher employability levels in DPRUHHI¿FLHQWDQGHIIHFWLYHZD\WKHQRIFRXUVHDEXVLQHVVGHFLVLRQ would have to be made, possibly resulting in the disappearance of the school. To this, we will answer that a statement such as 'the school is not a business' expresses a different responsibility: a responsibility – even love – for the young generation as a new generation. V. The demand for reform and the redundancy position In light of the charges levelled against the school, it is not surprising that many have raised the question of whether or not to radically reform it. The list of reforms is long: the school must become more studentcentred, strive to develop talent, be more responsive to the labour market and the social environment so as to motivate students, attend to students' well-being, offer evidence-based education, which is more effective and can contribute to equal opportunities in a real way, etc. Such demands are being made from the perspective that the meaning of the school ultimately comes down to optimising (individual) learning performance. At the same time, we also observe that more and more people want to reinstate the school. These 're-schooling' movements primarily take on a restorative attitude and seek to reinstall the 'classical' or 'traditional' school. However, both movements – the reformers and the restorers – see the school primarily as functional and both are concerned with the school as an agent that contributes to a certain purpose (stimulating learning, developing talent, restoring achievement-based learning, mastering skills, passing on values, etc.). They focus exclusively on In defence of the school20 | the characteristics of this agent from the perspective of its intended purpose or pre-formulated expectations. They certainly do not think twice about what makes a school a school. They entertain the question of the school's purpose and functionality, but they ignore the question of what constitutes the quintessential school: what, in itself, does the school do and what purpose does it serve? These very questions will form the basis of our defence. Before we move on, however, we must EULHÀ\WDNHQRWHRIWZRUHFHQWGHYHORSPHQWVWKDWFRQVWLWXWHDUHDUJXDUG action in the discussion over the school. These two developments, each in their own way, address the redundancy of the school. 7KH ¿UVW GHYHORSPHQW FRQFHUQV WKH LQWURGXFWLRQ RI QHZ TXDOL¿FDWLRQ VWUXFWXUHV DV JXLGLQJ SULQFLSOHV IRU WKH RUJDQLVDWLRQ RI education in an era of lifelong and lifewide learning. When learning is reduced to the production of learning outcomes; when the production of learning outcomes simply becomes a different description for the conversion of potential into competences; when there are numerous formal and informal learning pathways and learning environments that make this process of production possible – what then is the role of the school? One possible answer might be: the school confers a quality seal; it is an institution of recognition and validation. Put differently, LW FRQIHUV D SURRI RI TXDOL¿FDWLRQ FHUWLI\LQJ OHDUQLQJ RXWFRPHV DQG acquired competencies. It is the government that imparts the school WKLV DXWKRULW\ DQG OHJLWLPLVHV WKLV TXDOL¿FDWLRQ IXQFWLRQ ,Q HVVHQFH then, the role of the school here is limited to the naked, social function that sociologists of education pointed out long ago: it delivers 'valid' GLSORPDV%XWLVUHGXFLQJWKHVFKRROWRLWVTXDOL¿FDWLRQIXQFWLRQDFWXDOO\ any different from saying that the school is redundant unless it produces VRPHDGGHGYDOXH"7KH(XURSHDQ4XDOL¿FDWLRQV)UDPHZRUN±ZKLFK makes it possible to scale all learning outcomes according to eight TXDOL¿FDWLRQ OHYHOV ± VHHPV WR JLYH WKDW LPSUHVVLRQ 7KLV (XURSHDQ framework radically decouples learning outcomes from the so-called learning process and the learning context. It unequivocally conveys the message that scholastic education has no monopoly on learning and therefore has no monopoly on qualifying the outcomes of learning pathways. It is the learning outcomes or competencies that count, not where or how one has acquired them. This radically severs the Introduction | 21 LQVWLWXWLRQDOTXDOL¿FDWLRQSRZHURIVFKRODVWLFHGXFDWLRQ$FFRUGLQJWR this logic, any attempt by schools to continue asserting their institutional identity is no more than an expression of brute power politics exerted to perpetuate a kind of monopoly or to secure a market advantage. The )OHPLVKTXDOL¿FDWLRQVIUDPHZRUN±ZKLFKLVPRGHOOHGRQWKH(XURSHDQ framework – does not (yet) go this far and makes a distinction between VRFDOOHG HGXFDWLRQDO TXDOL¿FDWLRQV DQG SURIHVVLRQDO TXDOL¿FDWLRQV $ SURIHVVLRQDO TXDOL¿FDWLRQ LV D FRPSOHWH DQG VFDOHG SDFNDJH RI competences required for the practicing of a given profession (to be acquired through education, but also elsewhere), while an educational TXDOL¿FDWLRQ UHIHUV WR D FRPSOHWH SDFNDJH RI FRPSHWHQFHV OHDUQLQJ outcomes) for participation in society or for going on to further studies (only to be acquired through education at government-recognised institutions). In this way, one might say, the institutional education OREE\ KDV KLW WKH EDOO RXW RI WKH SDUN FHUWDLQ TXDOL¿FDWLRQV UHPDLQ linked to learning within an institution and scholastic education retains LWVTXDOL¿FDWLRQIXQFWLRQ7KHTXHVWLRQLVZKHWKHUWKLVLVVXVWDLQDEOHDQG QRWMXVWDVZHHWHQHUWRPDNHWKHZLGHUV\VWHPHDVLHUWRGLJHVW7KHWUDGH RIILVWKDWVFKRROVPXVWVLJQRQWRDXQLIRUPFODVVL¿FDWLRQIUDPHZRUN IURPWKHEHJLQQLQJ±ZLWKWKHVDPHμFXUUHQF\¶DQGμFHQWUDOTXDOL¿FDWLRQ bank' – for education, the professional world and many other (formal and informal) learning environments. If scaled learning outcomes form WKHEDVLVIRUTXDOL¿FDWLRQVDQGWKHVFKRROIRUPXODWHVLWVREMHFWLYHVLQ terms of learning outcomes, on what basis can the school still claim that 'going to school' has anything more to contribute? The school is reduced to one learning environment and provider of learning pathways among many others, and thus must demonstrate its value in relation to those other learning environments and pathways. The next step in this logic: the school is dispensable until it proves itself otherwise. Before we turn to our defence of the school, it is necessary to EULHÀ\GLVFXVV\HWDQRWKHUYDULDQWRI WKHDOOHJDWLRQ WKDW WKHVFKRRO LV redundant: The school, where learning is bound to time and space, is no longer needed in the digital era of virtual learning environments. A revolution fuelled mainly by new information and communication technologies is at hand, we read. These technologies make it possible to focus learning squarely on the individual learner. Learning becomes In defence of the school22 | perfectly suited to changing individual needs, say supporters. The learning process gains increased support through ongoing evaluation and monitoring. The act of learning itself becomes fun. Learning can take place anytime and anywhere. This means that the class as a communication technology that brings with it passivity, boredom, and constant letdowns (and the classroom as the core unit of the school in which a teacher brings together a group of students who are dependent RQKLPRUKHU IRU D¿[HG DPRXQWRI WLPH LV UHQGHUHGREVROHWH7KH classroom, so goes the argument, was best suited for a pre-digital age. Pre-digital society was relatively stable, and therefore had stable requirements of what one needed to know and be capable of doing. In this society, the school, and especially the classroom – so long as LWERZHGVXI¿FLHQWO\WRDXWKRULW\±KDGDVHOIHYLGHQWUROH%XWWRGD\ so it is said, other expectations have arisen. The school and classical education have become redundant: the entire concept of curriculum and FODVVL¿FDWLRQEDVHGRQDJHLVDSURGXFWRIRXWGDWHGZD\VRIGLVWULEXWLQJ knowledge and expertise. The school as a whole is determined by SULPLWLYH WHFKQRORJLHVRI WKHSDVW7KHDUWL¿FLDO OHDUQLQJWKDWZHFDOO school, so it is said, was only ever needed to teach children the things they could not otherwise learn in their natural (learning) environment. When this need disappears, so too will the institution of the school: learning becomes once again a 'natural' event, where the only thing that matters is the distinction between 'rich' and 'poor' learning environments. Adieu school! High time, then, to present the counter-argument. It will come as no surprise that we do not give in to the extortion that would have us couch our evidence in terms of added value, learning outcomes and HGXFDWLRQDOTXDOL¿FDWLRQV:HZDQW WR WU\ WR LGHQWLI\ZKDWPDNHVD school a school and, in doing so, we also want to pinpoint why the school has value in and of itself and why it deserves to be preserved. Introduction |

WHAT IS THE SCHOLASTIC?

What is the scholastic? | 27 ıȤȠȜȒVFKROq IUHHWLPHUHVWGHOD\VWXG\GLVFXVVLRQFODVV VFKRROVFKRROKRXVH ,W PD\ DW ¿UVW VRXQG VWUDQJH WR LQTXLUH LQWR WKH VFKRODVWLF ,V LW QRW obvious that the school is the educational institution invented by society to introduce children (in)to the world? And is it not evident that the school attempts to equip children with the knowledge and ability peculiar to an occupation, culture or society? This equipping happens LQDVSHFL¿FZD\ LQDJURXSZLWKWHDFKHUV LQIURQWRI WKHFODVVURRP and based on discipline and obedience. The school thus as the place ZKHUH\RXQJSHRSOHDFFRUGLQJWRDVSHFL¿FPHWKRGDUHSURYLGHGZLWK HYHU\WKLQJWKH\PXVWOHDUQWR¿QGWKHLUSODFHLQVRFLHW\,VLWQRWREYLRXV that learning is what takes place at school? That it is an initiation into knowledge and skills and a socialisation of young people in the culture of a society? Is this initiation and socialisation not in one way or another present in all peoples and all cultures? And is not the school simply the most economical collective form to achieve this, which becomes necessary when society reaches a certain level of complexity? These, in any case, are common and widespread perceptions of what the school is and does. In contrasting this view, it is important WR SRLQW RXW WKDW WKH VFKRRO LV D VSHFL¿F SROLWLFDO LQYHQWLRQ RI WKH Greek polis and that the Greek school emerged as an encroachment on the privilege of aristocratic and military elites in ancient Greece. In the Greek school, it was no longer one's origin, race or 'nature' that MXVWL¿HGRQH¶VEHORQJLQJWRWKHFODVVRIWKHJRRGDQGZLVH*RRGQHVV and wisdom were detached from one's origin, race and nature. The Greek school rendered inoperative the archaic connection linking one's personal markers (race, nature, origin, etc.) to the list of acceptable corresponding occupations (working the land, engaging in trade and commerce, studying and practicing). Of course, from the very beginning there were several operations to restore connections and SULYLOHJHV WR VDIHJXDUGKLHUDUFKLHV DQG FODVVL¿FDWLRQV EXW WKHPDMRU and for us important act that 'makes school' is about the suspension of a so-called natural unequal order. In other words, the school provided In defence of the school28 | free time, that is, non-productive time, to those who by their birth and their place in society (their 'position') had no rightful claim to it. Or, put differently still, what the school did was to establish a time and space that was in a sense detached from the time and space of both society (Greek: polis) and the household (Greek: oikos). It was also an egalitarian time and therefore the invention of the school can be described as the democratisation of free time.1 Precisely because of that democratisation and equalisation, the privileged elite treated the school with great contempt and hostility. For the elite, or for those who were content to allow the unequal organisation of society to continue under the auspices of the natural order of things, this democratisation of free time was a thorn in the side. Hence, not only do the roots of the school lie in Greek antiquity, but so too does a kind of hatred directed at the school. Or at least the continual impulse to tame the school, that is, to restrict its potentially innovative and even revolutionary character. Put differently: even today, there seem to be attempts to stalemate the school as 'free time' between the family unit on the one hand and society and government on the other. For instance, many say that the school as an institution should be an extension of the family, that is, it should provide a second 'upbringing environment' supplementary to that provided by the family. Another variant of the taming of the school has it that the school must be functional for society, be meritocratic in its selection processes and thus bolster the labour market and deliver good citizens. What often happened and continues to happen – and we will return to this shortly – is that the quintessentially scholastic often gets expelled from school altogether. Indeed, we can read the long history of the school as a history of continually renewed efforts to rob the school of its scholastic character, that is, as attempts to 'de-school' the school – which go much further back in time than the self-proclaimed deschoolers of the 1970's 1. In this context it is interesting to note that Isocrates, who has played an important role in this invention, is said to have offered "the gift of time" to the art of rhetoric that was enclosed in SROLWLFDO DQG MXULGLFDO SUDFWLFHV 3$ZD\ IURP WKH FRXUWURRP DQG RXWVLGH WKH JHQHUDO DVVHPEO\ rhetoric was no longer constrained by a sense of urgency and, in the absence of that constraint, did QRWKDYHWRVDFUL¿FHLWVDUWLVWLFLQWHJULW\WRWKHFRQWLQJHQWGHPDQGVRIDFOLHQW¶VLQWHUHVWV 7DNLV Poulakos (1997). Speaking for the Polis. Isocrates' Rhetorical Education. Columbia: University of South Carolina Press, p.70. What is the scholastic? | 29 might realise. These attacks against the school derive from an impulse to make the free time provided by the school once again productive and thus to halt the school's democratising and equalising function. What we want to emphasise is that these tamed versions of the school (that is, the school as extended family, or the productive, aristocratic or meritocratic school) should not be confused with what being 'in school' and 'at school' is really about: free time. What we often call 'school' today is in fact (fully or partially) de-schooled school. Thus, we want to UHVHUYHWKHQRWLRQRIWKHVFKRROIRUWKHLQYHQWLRQRIDVSHFL¿FIRUPRI IUHHRUQRQSURGXFWLYHXQGH¿QHGWLPHWRZKLFKRQHGRHVQRWRWKHUZLVH have access outside the school. Time outside – at home, in the labour market – was and is often and in different ways, 'occupied'. We do not take free time to imply a kind of relaxation time in the way that it is often understood today. Indeed, relaxation time is itself transformed into productive time and becomes the raw material for its own economic sphere. Thus, relaxation is very often seen as useful in the sense that it replenishes our energy or allows us to undertake activities that lead to the acquisition of additional competencies. The leisure industry is, indicatively, one of the most important economic sectors. The school, on the other hand, arises as the concrete materialisation and spatialisation of time that literally separates or lifts schoolchildren out of the (unequal) social and economic order (the order of the family, but also the order of society as a whole) and into the luxury of an egalitarian time. It was the Greek school that gave concrete shape to this kind of time. This means that this – and not, for instance, knowledge transfer or talent development – is the form of free time through which schoolchildren could be lifted out of their social position. It is precisely the scholastic form that allows young people to disconnect from the busy time of the household or of the oikos (the oiko-nomy) and the city/state or polis (poli-tics). The school provides the format (i.e. the particular composition of time, space and matter that makes up the scholastic) for time-made-free, and those who dwell within it literally transcend the social (economic and political) order and its associated (unequal) positions. And it is this format of free time that constitutes the common link between the school of the free Athenians and the motley collection of scholastic institutions (colleges, In defence of the school30 | secondary schools, grammar schools, technical schools, vocational schools, etc.) of our time. In what follows, we will not discuss the rich history of the format of the school in its entirety, but will instead dwell on some of its features and their functioning. Our ambition however is not to sketch out the ideal school, but an attempt to make explicit what makes a school a school, and hence different from other learning (or socialisation, initiation) environments. And again, the aim is not to safeguard an old institution, but to articulate a touchstone for a school of the future. What is the scholastic? | 31 VI. A matter of suspension (or freeing, detaching, placing between brackets) 7KHDODUPJRHVRIIWKHFORFNVWDUWVWLFNLQJ$TXLFNERZORIFHUHDO backpack in hand. The time between now and the toll of the school EHOO LV ¿OOHG SXOOLQJ WKH GRRU VKXW UXQQLQJ WR WKH EXV VWRS MXVW LQ WLPH VDUGLQHG WRJHWKHU FRXQWLQJ WKH VWRSV JHW RII WKH TXLHW EHIRUH WKHVWRUPEXPS LQWR IULHQGVDQGVORZ WRDZDONDPLQXWH WRVSDUH7KHVFKRRODVDWKUHVKROGWRDQHZZRUOG+HUHZHGRQ¶W UXQWKURXJKWKHKDOOV3HDFHDQGTXLHWIRUDZKLOH7KHFODVVURRPLV QRWDTXLHWSODFHLW¶VDSODFHWKDWEHFRPHVTXLHWLVWROGWREHTXLHW 7KHEHOO UHPLQGVXVRI WKDWDQG WKHVKULOOYRLFHRI0U6PLWK WKH PDWKWHDFKHUFRPHVWRWKHUHVFXHIRUWKHRQHVZLWKDVKRUWPHPRU\ :KLFKLVDOORIXV+HEHJLQVKLV OHVVRQZLWKDVLOO\DQHFGRWH WKH way he always does. Today it's about some mathematical genius. As if he wants to dull the shock that awaits us on the board in the form of a cubic function. Honestly – trick or not – it works. I let myself ZDGHLQWRKLVPDWKHPDWLFDOXQLYHUVHOLNHDVWUDQJHULQDZRUOGRI VWUDQJHUVZKREHJWREHNQRZQ$VHFRQGHTXDWLRQRQWKHERDUG$Q exercise. We are given the time to do it ourselves. Someone lets out a VLJKHYHU\RQHVWDUWVWLPH¶VXSVRPHRQHGDUHVWRDVNIRUPRUHWLPH KHJLYHVXVPRUHWLPH,¶P¿QLVKHG,ORRNDURXQGDQGZRQGHULI0U 6PLWKSOD\VWHDFKHUDWKRPHWRR+LVSRRUNLGVKLVSRRUZLIH'R \RXWKLQNKHDOVRKDVDUHDOMRE"7LPH¶VXS :KDW GRHV WKH ¿UVW GD\ RI VFKRRO FDOO WR PLQG" 3DUHQWV UHOXFWDQWO\ taking their children to school, sticking around that extra minute to make sure all is well, letting go. Young ones leaving the family nest. There is a threshold and that threshold is often seen today as the cause of an almost traumatic experience. Hence the plea to keep it as low as possible. But is it not so that this threshold is precisely what makes letting go possible; is it not what allows young people to enter into another world in which they can stop being 'son' or 'daughter'? How else can they leave the family, the household? Very simply, this means that the school gives people the chance (temporarily, for a short while) In defence of the school32 | to leave their past and family background behind and to become a VWXGHQWMXVWOLNHHYHU\RQHHOVH7DNHIRUH[DPSOHWKHKRVSLWDOVFKRRO ZKLFKSURYLGHVFKLOGUHQUHVSLWHEULHÀ\WKRXJKLWPD\EHIURPWKHUROH of the sick patient. As the teachers at these schools attest, these schools 'work' up to the very last day, even for terminally ill patients. These schools are transformative: "Out there, they are the patient; in here they are the student. Let's let the 'being-sick' part stay out there."2 What the school does is to make time in which the needs and routines that occupy children's daily life – in this case, a disease – can be left behind. $VLPLODUVXVSHQVLRQDSSOLHVWRERWKWKHWHDFKHUDQGWKHVXEMHFW matter. Teaching, as it were, is not a serious profession. The teacher is situated partially outside society, or rather, the teacher is someone who works in a non-productive, or at least not immediately productive world. Many of the usual things required of professionals – with regard to productivity, accountability and, of course, holiday – do not apply to the teacher. One could say that being a teacher implies from the outset a kind of exemptedness or immunity. Teachers do not work to the rhythm of the productive world. Equally, the knowledge and skills learned in school do have a clear link to the world – they derive from it, but they do not coincide with it. Once knowledge and skills are brought LQWRWKHVFKRROFXUULFXOXPWKH\EHFRPHVXEMHFWPDWWHUDQGLQDZD\ become detached from everyday application. Of course, applications of knowledge and skills can themselves be addressed in a school setting, EXWRQO\DIWHUEHLQJSUHVHQWHGDVVXEMHFWPDWWHU7KDWNQRZOHGJHDQG those skills are thus liberated, that is, detached from the conventional, VRFLHWDO XVHV DVVLJQHG DV DSSURSULDWH IRU WKHP ,Q WKLV VHQVH VXEMHFW matter always consists of self-detached knowledge and skills. Or put differently: the material dealt with in a school is no longer in the hands of one particular societal group or generation and there is no talk of appropriation; the material has been removed – liberated – from regular circulation. 7KHVH H[DPSOHV EULQJ XV WR D ¿UVW DVSHFW RI WKH VFKRODVWLF that the making of a school implies suspension. When suspension 2. 'Voortdoen met het normale, dat geeft deze kinderen kracht' ['To continue with the normal, that is what gives these children strenght'] , De Morgen, 10 September 2011, p.6 (translated by J. oMcMartin). What is the scholastic? | 33 RFFXUV WKH UHTXLUHPHQWV WDVNV DQG UROHV WKDW JRYHUQ VSHFL¿F SODFHV and spaces such as the family, the workplace, the sports club, the pub and the hospital no longer apply. This does not imply a breaking down of these aspects, however. Suspension as we understand it here means (temporarily) rendering something inoperative, or in other words, taking it out of production, releasing it, lifting it from its normal context. It is an act of de-privatisation, that is, de-appropriation. At school, time is not dedicated to production, investment, functionality or relaxation. On the contrary, these kinds of time are relinquished. Generally speaking, we can say that scholastic time is time made free and is not productive time. This is not to say that the suspension described above is actually operative in education today. Rather, the opposite appears to be true. Take, for example, the continual tendency to pin pupils to their social and cultural backgrounds or the push to shape teachers into the mould of a 'real professional' responsive to the demands of productivity and LQWHQWRQPDNLQJVXEMHFWPDWWHUPRUHHFRQRPLFDOO\UHOHYDQW$VZH will discuss later, these trends may stem from a fear of suspension and can be seen as an attempt to tame scholastic time. We think that the very concrete format of the school can play an important role in the possibility of lifting the weight of the social order – suspension – in the interest of making free time7KHVSHFL¿F form of classrooms and playgrounds presents, at the very least, the possibility of literally becoming separated from the time and space of the household, the society or the labour market and the laws presiding therein. This can be achieved not only through the built form of the classroom (the presence of a desk, the chalkboard, the arrangement of workbenches in such a way as to facilitate tactile interaction, etc.) but also through all sorts of methods and tools. And of course, the teacher plays an important role as well. In this regard, Daniel Pennac, in his book School Blues, is particularly instructive. He emphasises this suspension by saying that the teacher (at least if he or she is successfully 'working' a classroom) draws students into the present tense, that is, into the here-and-now.3 3. Daniel Pennac (2010). School Blues (S. Ardizzone, trans.).London: MacLehose Press. In defence of the school34 | School Blues is a literary work in which Pennac tells of his endless PLVDGYHQWXUHVDVDGLVHQFKDQWHGXQPRWLYDWHGDQGDOWRJHWKHUGLI¿FXOW student. This is followed up by an account of his (successful) career as a French teacher in the schools of the French suburbs, where he continually encountered the kind of students he once was himself. His account contains very precise observations about the ability of the school and the teacher to 'liberate' students, that is, to allow students WRGHWDFK IURP WKHSDVW ZKLFKZHLJKV WKHPGRZQDQGGH¿QHV WKHP in terms of their [lack of] ability/talents) and from the future (which is either non-existent or predestined) and therefore to temporarily decouple their 'effect'. The school and the teacher allow young people WR UHÀHFW XSRQ WKHPVHOYHV GHWDFKHG IURP WKH FRQWH[W EDFNJURXQG intelligence, talents, etc.) that connects them to a particular place (a special learning pathway, a class for remedial students, etc.). Pennac expresses this by saying that the teacher must ensure that "an alarm goes off" every lesson. This alarm must succeed in snapping students out of what he calls "illusory thinking", that is, thinking that "imprisons them in fairy tales" and plants thoughts of incompetence in students' minds: 'I can't do anything', 'it'll all amount to nothing', 'why even try?'. This alarm also dispels inverse fairy tales: 'I have to do this', 'this is how it is supposed to be', 'that's my talent', 'this suits me' ... "Perhaps this is what teaching is all about: dispensing with illusory thinking, ensuring that each lesson is a wake-up call. Of course, I realise that this kind of declaration might seem exasperating to teachers lumbered with the toughest classes in the banlieues. And yes, these formulas may indeed appear trite from a considered sociological, political, economic, familial or cultural point of view... Still, illusory thinking plays a role which shouldn't be underestimated when it comes to the dunce's tenacity for staying buried at the bottom of his own existence. And it has always been that way, whatever his social background."4 "Our 'bad students', the ones slated not to become anything, never 4. Daniel Pennac, pp. 142-143. What is the scholastic? | 35 come to school alone. What walks into the classroom is an onion: several layers of school blues – fear, worry, bitterness, anger, dissatisfaction, furious renunciation – wrapped round a shameful past, an ominous present, a future condemned. Look, here they come, their bodies in the process of becoming and their families in their rucksacks. The lesson can't really begin until the burden has been laid down and the onion peeled. It's hard to explain, but MXVWRQHORRNLVRIWHQHQRXJKDNLQGUHPDUNDFOHDUVWHDG\ZRUG from a considerate grown-up, to dissolve those blues, lighten those minds and settle those kids comfortably into the present indicative. 1DWXUDOO\WKHEHQH¿WVDUHWHPSRUDU\WKHRQLRQZLOOOD\HULWVHOIEDFN together outside the classroom, and we'll have to start all over again tomorrow. But that's what teaching is all about: starting over again and again until we reach the critical moment when the teacher can disappear."5 Thus, the school is the time and space where students can let go of all kinds of sociological, economic, familial and culture-related rules and expectations. In other words, giving form to the school – making school – has to do with a kind of suspension of the weight of these rules. A suspension, for instance, of the rules that dictate or explain why someone – and his or her whole family or group – falls on a certain rung of the social ladder. Or of the rule that says that children from housing SURMHFWVRUIURPRWKHUHQYLURQPHQWVKDYHQRLQWHUHVWLQPDWKHPDWLFV or that students in vocational education are put off by painting, or that sons of industrialists would rather not study cooking. What we want to emphasise is that it is through this suspension that children can appear as students, adults as teachers and socially important knowledge and VNLOOVDVVXEMHFWPDWWHUDWVFKRRO,WLVWKLVVXVSHQVLRQDQGWKLVmaking of free time that instils the scholastic with equality from the outset. This does not mean that we see the school as an organisation that ensures that everyone achieves the same knowledge and skills once the process is complete, or that they acquire all the knowledge and skills they will need. The school creates equality precisely insofar as it makes free 5. Daniel Pennac, pp. 50-51 (italics added). In defence of the school36 | time, that is to say, insofar as it succeeds in temporarily suspending or deferring the past and the future, thus creating a breach in linear time. Linear time is the time of cause and effect: 'You are this, so you have to do that', 'you can do this, so you go here', 'you will need this later in OLIHVRWKLVLVWKHULJKWFKRLFHDQGWKDWLVWKHDSSURSULDWHVXEMHFWPDWWHU¶ Breaking through this time and logic comes down to this: the school draws young people into the present tense ("the present indicative" in Pennac's words) and frees them both of the potential burden of their past and of the potential pressure of a mapped-out (or already lost) intended future. School as a matter of suspension not only implies the temporary interruption of (past and future) time, but also the removal of expectations, requirements, roles and duties connected to a given space RXWVLGHWKHVFKRRO,QWKLVVHQVHVFKRODVWLFVSDFHLVRSHQDQGXQ¿[HG Scholastic space does not refer to a place of passage or transition (from past to present), nor to a space of initiation or socialisation (from the household to society). Rather, we must see the school as a sort of pure medium or middle. The school is a means without an end and a vehicle without a determined destination. Think of a swimmer attempting to cross a wide river.6 It may seem as if he is simply swimming from one bank to another (that is, from the land of ignorance to the land of knowledge). But that would mean that the river itself means nothing, that it would be a kind of medium without dimension, an empty space, OLNHÀ\LQJWKURXJKWKHDLU(YHQWXDOO\WKHVZLPPHUZLOORIFRXUVHDUULYH at the opposite bank, but more important is the space between the banks – the middle, a place that takes in all directions. This kind of 'middle ground' has no orientation or destination but makes all orientations and directions possible. Perhaps the school is another word for this middle ground where teachers draw young people into the present. 6. Michel Serres (1997). The Troubadour of Knowledge (S.F. Glaser & W. Paulson, trans.). Ann Arbor: The University of Michigan Press. What is the scholastic? | 37 VII. A matter of profanation (or making something available, becoming a public or common good) Engines and half-dismantled cars are displayed as if in a museum. %XW WKLV LVQRFDUPXVHXP LW LVDZRUNVKRSDQDWHOLHU$ VRUWRI JDUDJHEXWZLWKRXWWKHWURXEOHVRPHDQGLPSDWLHQWFXVWRPHUV7KHVH SDUWVKDYHQRRZQHUWKH\DUHMXVWWKHUHIRUHYHU\RQH7KH\DUHQRW the latest models and engines – but it's the essence that counts. $VVHPEO\ DQG GLVDVVHPEO\ LQ LWV SXUHVW IRUP 0DLQWHQDQFH DQG VPDOOUHSDLUVWRR:HGRQRWWDONDERXWWKHSULFH1RWQRZQRWKHUH 7KLQJVPXVWEHGRQHULJKWZLWKDQH\HIRUGHWDLONQRZKRZWRRDQG SOHQW\RILQVLJKW1RWPHFKDQLFDOLQVLJKWEXWLQVLJKWLQWRPHFKDQLFV And electronics. Only the stripped-down engine seems to be able WR JLYH WKDW LQVLJKW OLNH D QXGHPRGHO DURXQGZKLFK WKH WHDFKHU JDWKHUVKLVVWXGHQWV$VLIWKHWKLQJORQJVWREHVWXGLHGDGPLUHGEXW DOVRFDUHIXOO\GLVDVVHPEOHGDQGFDUHIXOO\UHVWRUHG1RWVRPXFKWKH WHDFKHUEXWWKDWHQJLQHUHTXLUHVVNLOODQGLWLVDVLIWKHHQJLQHVRQ GLVSOD\KDYHVDFUL¿FHGWKHPVHOYHVIRUWKHSHUIHFWLQJRIWKRVHVNLOOV 7KH\PDNHWLPHJLYHWLPH±DQGWKHWHDFKHUHQVXUHVWKDWVWXGHQWV XVH LW7RSUDFWLFHZLWKH\HVKDQGVDQGPLQG$VNLOOHGKDQGDQ H[SHULHQFHGH\HDIRFXVHGPLQG±PHFKDQLFVLVLQWKHWRXFK-XVW ULJKWEXW OXFNLO\QRWTXLWH%HFDXVH WKHQ WKHUHZRXOGEHQRPRUH WLPHIRUVWXG\DQGSUDFWLFHDQGWKXVQRWLPHIRUPLVWDNHVDQGQHZ insights. A simple example: the chalkboard, the desk. Of course, for many the chalkboard and the desk are the quintessential artefacts of classical education: weapons for the disciplining of young people, architecture at the service of pure knowledge transfer, symbols of the authoritarian teacher. No doubt they often functioned that way. But do they not also say something about the quintessential school? The chalkboard that opens up the world to students, and students who literally sit down beside it. Or the teacher who, with his voice, gestures and presence, FRQMXUHV VRPHWKLQJ IURP WKHZRUOG LQ WKH FODVVURRP6RPHWKLQJQRW In defence of the school38 | only informative but also enlivening, brought across in such a way that a student cannot help but look and listen. These are the rather rare but always magical moments when students and teachers are carried away E\WKHVXEMHFWPDWWHUZKLFKVLPSO\LQEHLQJVDLGVHHPVWRWDNHRQD YRLFHRILWVRZQ7KLVPHDQV¿UVWO\WKDWVRFLHW\LVLQVRPHZD\NHSW outside – the classroom door shuts and the teacher calls for silence and attention.7 But secondly, something is allowed inside: a diagram on the board, a book on the desk, words read aloud. Students are drawn from their world and made to enter a new one. Thus, on one side of the coin there is a suspension, that is, a rendering inoperable, a liberation. On the other, there is a positive movement: the school as present tense and middle ground, a place and time for possibilities and freedom. For this, we would like to introduce the term profanation.8 A profane time and place, but also profane things, refer to something that is detached from regular use, no longer sacred or RFFXSLHG E\ D VSHFL¿FPHDQLQJ DQG VR VRPHWKLQJ LQ WKHZRUOG WKDW LVERWKDFFHVVLEOHWRDOODQGVXEMHFWWRUHDSSURSULDWLQJPHDQLQJ,WLV VRPHWKLQJLQWKLVJHQHUDOQRQUHOLJLRXVVHQVHWKDWKDVEHHQGH¿OHG or expropriated; in other words, something that has become public. Knowledge, for example, but also skills that have a particular function LQVRFLHW\DUHPDGHIUHHDQGDYDLODEOHIRUSXEOLFXVH6XEMHFWPDWWHU has precisely this profane character; knowledge and skills are actively suspended from the ways in which the older generation went about SXWWLQJWKHPWRXVHLQSURGXFWLYHWLPHEXWWKLVVXEMHFWPDWWHUKDVnot yet been appropriated by the representatives of the younger generation. Important here is that it is precisely these public things – which, being public, are thus available for free and novel use – that provide the young generation with the opportunity to experience themselves as a new generation. The typical scholastic experience – the experience that is made possible by the school – is exactly that confrontation with public things made available for free and novel use. It is, as it were, 7. Cornelissen, G. (2010). The public role of teaching: To keep the door closed. In M. Simons & J. Masschelein (eds.), 5DQFLqUH3XEOLF(GXFDWLRQDQGWKH7DPLQJRI'HPRFUDF\ (pp 15-30). Oxford: Wiley-Blackwell. 8. We make an 'educational' use of that notion as elaborated 'philosophically' by Agamben: Giorgio Agamben (2007). Profanations (J. Fort, trans.). New York: Zone Books. What is the scholastic? | 39 the mathematical proof taken from the world and written out on the chalkboard for all to see. Or the textbook on the desk. That chalkboard RUGHVNLVQRW¿UVWDQGIRUHPRVWDQLQVWUXPHQWIRUGLVFLSOLQLQJ\RXQJ people, as the usual criticism has it. It is something that makes it possible for things to come into themselves, detached and freed from their regular use, and thus made publicly available. For this reason, the school always means knowledge for the sake of knowledge, and this we call study. The language of mathematics comes to stand on its own – its social embeddedness is suspended – and, through this, it becomes D VXEMHFWRI VWXG\/LNHZLVHZHFDQFDOO VNLOOV IRU WKH VDNHRI VNLOOV practice. In this case, school is the time and place for study and practice – scholastic activities that can take on meaning and value in themselves. But this does not mean that school, as a sort of ivory tower or island, refers to a time or place outside society. What is dealt with in school is rooted in society, in the everyday, but transformed by the simple and profound acts of (temporary) suspension and profanation. We focus on mathematics for the sake of mathematics, on language for the sake of language, on cooking for the sake of cooking, on woodworking for the sake of the woodworking. This is how you calculate an average, this is KRZ\RXFRQMXJDWHLQ(QJOLVKWKLVLVKRZ\RXPDNHVRXSRUDGRRU%XW all of this happens separately from an immediately-to-be-achieved goal. Examples of immediate goals would be: that average has to give this FXVWRPHUDQRYHUYLHZRIWKHSURMHFWHGLQWHUHVW\RXXVHGJUDPPDWLFDOO\ correct English to formulate a complaint letter to your landlord; this soup needs to be delivered to Table 7; that door needs to be installed at the house on Baldwin Street. Aspects of these things can certainly be brought up in class, but then as an exercise and study. In each case, the 'economy' is what is (actively) suspended from the skills, knowledge, UHDVRQLQJDQGREMHFWLYHVWKDWSHQHWUDWHLWLQμQRUPDO¶WLPH It is important to underline, as Pennac also continually indicates, that the making of scholastic time (free time) is accompanied by the fact that at school there is always something on the table. As Pennac says, the school is not about meeting individual needs; that falls outside the VXEMHFWPDWWHU5DWKHU LW LV DERXW IROORZLQJ DORQJGXULQJ WKH OHVVRQ dealing with something, being present for something. We must limit RXUVHOYHV VD\V 3HQQDF WR WKH VXEMHFWPDWWHU DQG WR WKH UXOHV RI WKH In defence of the school40 | JDPHLPSRVHGXSRQXVE\SUDFWLFLQJWKHVXEMHFWPDWWHU LWVHOI ,Q WKLV way, something from society is brought into play or made into play. This comes back in one of the Latin words for school, ludus, which also means 'game' or 'play'. In a sense, the school is indeed the playground of society. What the school does is to bring something into play or to make something into play. That does not mean that the school is not serious or has no rules. Quite the contrary. It means that its seriousness and rules are no longer derived from the social order and the weight of its laws, but rather from something from the world itself – a text, a PDWKHPDWLFDOH[SUHVVLRQRUDQDFWLRQVXFKDV¿OLQJRUVDZLQJ±DQGWKLV something is, in one way or another, valuable. Consequently, studying DWH[WFDOOVIRUFHUWDLQUXOHVRI WKHJDPHDQGGLVFLSOLQH MXVWDV LV WKH case for those engaged in writing or woodworking. Important here is that precisely by turning something into play, it is simultaneously being offered up for free and novel use. It is being unhanded and placed on the table. That is to say, something (a text, an action) is being offered up and VLPXOWDQHRXVO\EHFRPHVVHSDUDWHGIURPLWVIXQFWLRQDQGVLJQL¿FDQFHLQ WKHVRFLDORUGHUVRPHWKLQJ WKDWDSSHDUV LQDQGRI LWVHOIDVDQREMHFW of study or practice, regardless of its appropriate use (in the home or LQVRFLHW\RXWVLGHWKHVFKRRO:KHQVRPHWKLQJEHFRPHVDQREMHFWRI study or practice, it means that it demands our attention; it invites us to explore it and engage it, regardless of how it can be put to use. That school is the playground of society is perhaps most evident in those places where something from the world of work is included without any immediate relationship to production. This we see, for instance, in technical and vocational education: working on an engine, carpentering a window frame. This is valuable, but not directly a function of productive life: the car need not be delivered; the window need not be sold. The school is the place where work is 'not real'. This means that it is transformed into an exercise that, like a game, is carried out for its own sake, but still requires discipline. Of course, today – where hyper-realistic learning spaces are the norm and competency-oriented education is hailed as the new direction for the school – what happens at school is often criticised as 'not real' or 'not realistic'. And this is often followed up with the additional criticism that one learns a trade better outside the school. What we need, so they say, What is the scholastic? | 41 are not students but apprentices. Learning a trade must share a direct and immediate relationship with real-world production of the trade's intended use. For us, however, there is a substantial difference between students and apprentices – the scholastic form does something, and through it, practice and study is made possible. The school is not a training ground for apprentices, but the place where something – such as a text, an engine, a particular carpentry method – actually becomes separated from its proper use and thus also becomes separated from the function and meaning linking that something to the household or to society. It is this bringing into play, this WXUQLQJVRPHWKLQJLQWRVXEMHFW matterWKDWLVQHHGHGLQRUGHUWRGHOYHLQWRVRPHWKLQJDVDQREMHFWRI practice and study. Shortly, we will show that turning something into play, that is, detaching something from its appropriate use, is precisely the precondition for understanding the school as initial situation; a situation in which children or young people can literally begin something new. First, however, we would like to say a few words about the way in which profanation and suspension open up the world, and this through attention and interest rather than motivation. In defence of the school42 | VIII. A matter of attention and of world (or opening up, creating interest, bringing to life, forming) She had seen those animals often. She knew some of them by QDPH7KHFDWDQGWKHGRJRIFRXUVH– they run around at home. She knows birds too. She could distinguish a sparrow from a tit and a blackbird from a crow. And of course all the farm animals. But she QHYHUJDYHLWDVHFRQGWKRXJKW7KDW¶VMXVWKRZLWZDV(YHU\RQHKHU age knew these things. It was common sense. Until that moment. $OHVVRQZLWKQRWKLQJEXWSULQWV1RSLFWXUHVQRPRYLHV%HDXWLIXO SULQWVWKDWWXUQHGWKHFODVVURRPLQWRD]RRH[FHSWZLWKRXWWKHFDJHV and bars. And the voice of the teacher who commanded our attention because she let the prints speak. Birds got a beak and the beak a VKDSHDQGWKHVKDSHVSRNHDERXWWKHIRRGEXJHDWHUVVHHGHDWHUV ¿VKHDWHUV6KHZDVGUDZQLQWRWKHDQLPDONLQJGRPLWDOOEHFDPH real. What once seemed obvious became strange and alluring. 7KH ELUGV EHJDQ WR VSHDN DJDLQ DQG VKH FRXOG VXGGHQO\ VSHDN about them in a new way. That some birds migrate and others stay SXW7KDWDNLZLLVDELUGDÀLJKWOHVVELUGIURP1HZ=HDODQG7KDW birds can go extinct. She was introduced to the dodo. And this in a FODVVURRPZLWKWKHGRRUFORVHGVLWWLQJDWKHUGHVN$ZRUOGVKHGLG not know. A world she had never paid much attention to. A world WKDWDSSHDUHGDVLIIURPQRWKLQJFRQMXUHGE\PDJLFDOSULQWVDQGDQ HQFKDQWLQJYRLFH6KHGLGQRWNQRZZKDWVXUSULVHGKHUPRVW WKLV new world that had been revealed to her or the growing interest that VKHGLVFRYHUHGLQKHUVHOI ,WGLGQ¶WPDWWHU:DONLQJKRPHWKDWGD\ something had changed. She had changed. The school is repeatedly charged with being too far removed from the world. That it fails to deal with what is important in society; that it busies itself with outdated or sterile knowledge and skills; that teachers DUHWRRSUHRFFXSLHGZLWKGHWDLOVDQGDFDGHPLFMDUJRQ,QUHVSRQVHZH want to argue that profanation and suspension make it possible to open up the world at school and that it is indeed the world (and not individual learning needs or talents) that is being unlocked. Of course, critics have What is the scholastic? | 43 a different understanding of what 'the world' is. For them, the world is a place of applicability, usability, relevance, concreteness, competence and yield. They assume that 'society', 'culture' or 'the labour market' are (and must be) the ultimate touchstones of this world. We dare to DUJXHWKDWWKHVHHQWLWLHVDUHPRUHWKDQDQ\WKLQJ¿FWLRQDO'RZHUHDOO\ know what is expected by 'society' (much less the so-called 'rapidly changing society') or what is truly useful? Are not the fashionable OLVWVRIFRPSHWHQFLHV MXVWFKLPHUDVWKDWKDYHORVWHYHU\FRQFUHWHOLQN to reality? Is the insistence upon practical relevance and usefulness not deeply pretentious, misleading and even deceitful toward young people? This is not to say that competencies and practices in society or in the labour market count for nothing. But even if they form the operating instructions or orientation points, the school does something else. The school is not separate from society but it is unique in that it is the site of quintessential scholastic suspension and profanation through which the world is opened up. In 1LJKW 7UDLQ WR /LVERQ, a philosophical novel by Pascal Mercier, the teacher and protagonist, Gregory, recalls his own Greek WHDFKHU:KDWKHZULWHVDSSOLHVMXVWDVZHOOWRDWHDFKHURIODQJXDJHVDV it does to a teacher of mathematics, geography or woodworking: "The afternoon began with Greek. It was the Rector who taught them (...). He had the most beautiful Greek handwriting you could imagine; he drew the letters ceremonially, and the loops especially – as in Omega or Theta, or when pulled the Eta down – were the purest calligraphy. He loved Greek. But he loved it in the wrong way; thought Gregorius at the back of the classroom. His way of loving it was a conceited way. It wasn't by celebrating the words. If it had been that –Gregorius would have liked it. But when this man ZURWHRXWWKHPRVWGLI¿FXOWYHUEIRUPVKHFHOHEUDWHGQRWWKHwords, but rather himself as one who knew them. The words thus became ornaments to him, he adorned himself with them, they turned into something like the polka-dotted bow tie he wore year in, year out. 7KH\ÀRZHGIURPKLVZULWLQJKDQGZLWKWKHVLJQHWULQJDVLIWKH\WRR ZHUHDNLQGRIVLJQHWULQJDFRQFHLWHGMHZHODQGMXVWDVVXSHUÀXRXV" And so, the Greek words really stopped being Greek words. It In defence of the school44 | was as if the gold dust from the signet ring corroded their Greek essence that was revealed only to those who loved it for its own sake. Poetry for the Rector was like an exquisite piece of furniture, D¿QHZLQHRUDQHOHJDQWHYHQLQJJRZQ*UHJRULXVKDGWKHIHHOLQJ that the Rector robbed him of the verses of Aeschylus and Sophocles with this smugness. He seemed to know nothing of Greek theater. Or rather, he knew everything about it, was often in Greece, guided educational tours there and came back with a suntan. But he didn't understand anything about it – even if Gregorius couldn't have said what he meant by that" 9 This passage is particularly expressive for a number of reasons, and we will return to it elsewhere. Here, it is important to clearly indicate what precisely happens at school when it 'works' as a school and what LVORVWDVDUHVXOWRIWKHVHO¿VKQHVVDQGDUURJDQFHRIWKHUHFWRULQWKH example. This is ex negativo deduced from the example: something becomes real and comes to exist in and of itself. Greek words become real Greek words. And although that means they cannot immediately be seen in function of their utility, it does not mean that they are VXSHUÀXRXVOLNH3FRQFHLWHGMHZHOV 7KH\FRPHWRH[LVWLQWKHPVHOYHV they do nothing (that is, nothing in particular), but are, in themselves, important. Language becomes real language and language becomes ODQJXDJH LQ LWVHOI MXVW DV LQ RWKHU OHVVRQVZRRG EHFRPHV UHDOZRRG and numbers real numbers. These somethings begin to become part of our world in a real sense, they begin generating interest and begin to 'form' us (in the sense of the Dutch concept of vorming). The example also makes clear that this formative event not only has to do with the classroom and the teacher, but also with love (an idea to which we will return). We thus understand formation not as a kind of auxiliary activity of the school; as something that occurs outside the actual VXEMHFWVDQGWKDWKDVWRGRZLWKWKHYDOXHVRIRQHRUDQRWKHUHGXFDWLRQDO SURMHFW5DWKHUIRUPDWLRQKDVWRGRZLWKWKHRULHQWDWLRQRIVWXGHQWVWR WKHZRUOGDVLWLVPDGHWRH[LVWLQWKHVXEMHFWRULQWKHVXEMHFWPDWWHU 9. Pascal Mercier (2007). 1LJKW7UDLQWR/LVERQ (B. Harshav, trans.). London: Atlantic Books, pp. 39-40. What is the scholastic? | 45 and this orientation primarily has to do with attention and interest for the world and, likewise, attention and interest for the self in relation to that world. Pennac, thinking back on his own teachers, tries to articulate what goes on during lessons: "All I know is that the three of them had a passion for communicating WKHLU VXEMHFWV$UPHGZLWK WKDWSDVVLRQ WKH\ WUDFNHGPHGRZQ LQ the pit of my despondency and didn't give up until I had both feet SODQWHG¿UPO\LQWKHLUOHVVRQVZKLFKSURYHGWREHWKHDQWHFKDPEHUV of my life. (...) That gesture of saving a drowning person, that grip KDXOLQJ\RXXSGHVSLWH\RXUVXLFLGDOÀDLOLQJWKHUDZOLIHDI¿UPLQJ LPDJHRI DKDQGKROGLQJ¿UPO\RQ WR D MDFNHW FROODU LVZKDW¿UVW brings to mind when I think of them. In their presence – in their VXEMHFWV±,JDYHELUWKWRP\VHOIDPHZKRZDVDPDWKHPDWLFLDQD me who was an historian, a me who was a philosopher, a me who, in the space of an hour, forgot myself a bit, tucked myself between brackets, got rid of the me who, before encountering these teachers, had stopped me from feeling I was really there."10 Here, the (in this case despondent) 'I' is suspended into confrontation with the world (lifted up, put in brackets), which allows for a new 'I' in relation to that world to take shape and form. This transformation is ZKDWZHZDQWWRUHIHUWRDVIRUPDWLRQ7KLVQHZμ,¶LV¿UVWDQGIRUHPRVW an I of experience, attention and exposure to something. However, we must be careful to distinguish formation from learning. Or, put another way, formation is typical for learning in school. Learning involves the strengthening or expanding of the existing I, for example, through the accumulation of skills or the expanding of one's knowledge base. Learning in this sense implies an extension of one's own lifeworld, adding something. The learning process remains introverted – a reinforcement or extension of the ego, and therefore a development of identity. In formation, however, this I and one's life-world are brought into constant play from the outset. Formation thus involves constantly going outside of oneself or transcending oneself going beyond one's 10. Daniel Pennac, pp. 224-225. In defence of the school46 | own life-world by means of practice and study. It is an extroverted movement, the step following an identity crisis.11 The I does not add to previously acquired knowledge here, and this is precisely because the I actually is in the process of being formed. The I of the student is thus being suspended, decoupled: it is a bracketed or profane I and one that FDQEHIRUPHGWKDWLVFDQEHJLYHQDVSHFL¿FIRUPRUVKDSH We want to emphasise once again that this makes it possible for the school, insofar as it succeeds in doing so, to open up the world to the student. This literally means that something (Greek words, a piece of woodwork, etc.) is made part of our world and (in)forms the world. It informs our world in a dual sense: it forms part of the world (which we can then share) and informs, that is, shares something with, the existing world (and in this way adds something to the world and widens it). When something becomes part of the world, it does not mean that LW EHFRPHV DQ REMHFW RI NQRZOHGJH VRPHWKLQJ ZH NQRZ DERXW WKH world), which is somehow added to our knowledge base, but rather that it becomes part of the world in/by which we are immediately involved, interested, intrigued, and thereby also something that becomes an interesse (something that is not our property but that is shared between us). :HFRXOGVD\WKDWLWLVQRORQJHUDQLQDQLPDWHμREMHFW¶EXWDOLYLQJ 'thing'. 7KLV LV OLWHUDOO\ZKDWZH VHH KDSSHQLQJ LQ WKH ¿OPThe Son by the brothers Dardenne. We are confronted with a teacher at work, Olivier, a very 'ordinary' teacher that is more or less the opposite of the teacher described above by Gregorius. He succeeds in sparking an interest for woodworking in one of his utterly 'beaten' and troubled students (a youth offender convicted of murder who comes to learn an 'occupation' in the hopes of someday being able to return to society). We see how wood becomes real wood for this student and not simply something with which to make cabinets or chairs or to use for fuel in the ¿UHSODFHRUIRUWKDWPDWWHUVRPHWKLQJWKDWOHDGVKLPWRDQRFFXSDWLRQ that 'will get him somewhere' (even if this turns out to be the case). As before, the wood here becomes detached from its proper place; it becomes actual wood, in itself, and therefore becomes in a strong sense  3HWHU 6ORWHUGLMN You must change your life. (W. Hoban, trans.). Cambridge: Polity Press, pp. 187-188. What is the scholastic? | 47 part of the world of this student. It begins to belong to his world, to what interests him and occupies him. It is something that begins to form him, brings about changes in him, changes the way his life and the world really appear to him and allows him to begin anew 'with' the world. Opening up the world not only means coming to know the world, but also refers to the manner in which the closed-in world – that is, the determined way in which the world is to be understood and used, or the way it actually is used – is opened up and the world itself is made open and free and thus shared and shareable, something interesting or potentially interesting: a thing of study and practice. There remains one very important point. Insofar as the scholastic is concerned with opening up the world, attention – and not so much motivation – is of crucial importance. School is the time and place where we take special care and interest in things, or in other words, school focuses our attention on something. The school (with its teacher, school discipline, and architecture) instils the new generation with an attentiveness toward the world: things start to speak (to us). The school makes one attentive and ensures that things – detached from private uses and positions – become 'real'. They do something, they are actLYH,QWKLVVHQVHLW LVQRWDERXWDUHVRXUFHSURGXFWRUREMHFWIRU use as part of a certain economy. It is about the magical moment when something outside of ourselves makes us think, invites us to think or makes us scratch our heads. In that magic moment, something suddenly stops being a tool or a resource and becomes a real thing, a thing that makes us think but also makes us study and practice. It is an event in the strong sense of the word, or, as Pennac again aptly recounts: 37KH\ZHUHDUWLVWVDWFRQYH\LQJWKHLUVXEMHFWV7KHLU OHVVRQVZHUH feats of communication, of course, but also of knowledge mastered to the point where it almost passed for spontaneous creation. Their ease transformed each lesson into an event to be remembered. As if Miss Gi were resuscitating history, Mr. Bal rediscovering mathematics and Socrates speaking through Mr S.! They gave us lessons that were as memorable as the theorem, the peace treaty or WKHEDVLFFRQFHSWWKDWFRQVWLWXWHGWKHLUVXEMHFWRQDQ\SDUWLFXODUGD\ In defence of the school48 | Their teaching created events."12 One might formulate this 'event' as something that makes us think, arouses our interest, makes something real and meaningful; a matter that matters. A mathematical proof, a novel, a virus, a chromosome, a block of wood or an engine – all of these things are made meaningful and interesting. This is the magical event of the school, the movere – the real movement – which is not to be traced back to an individual decision, choice or motivation. While motivation is a kind of personal, mental affair, interest is always something outside of ourselves, something that touches us and moves us to study, think and practice. It takes us outside of ourselves. The school becomes a time/space of the inter-esse – of that which is shared between us, the world in itself. At that moment, VWXGHQWVDUHQRWLQGLYLGXDOVZLWKVSHFL¿FQHHGVZKRFKRVHZKHUHWKH\ want to invest their time and energy; they are exposed to the world and invited to take an interest in it; a moment in which true commun-ication is possible. Without a world, there is no interest and no attention. 12. Daniel Pennac, pp. 225-226. What is the scholastic? | 49 IX. A matter of technology (or practising, studying, discipline) I often had to drag myself to my desk. Homework and other tasks ZHUH MXVW VLWWLQJ WKHUH ZDLWLQJ IRU PH DOZD\V LPSDWLHQW DOZD\V WKHVRXUFHRIDFRQVWDQWVWUXJJOH,WULHGWRIRUFHP\VHOIDQGZKHQ QHFHVVDU\ HQWLFH P\VHOI WR VWXG\ E\ FRQMXULQJ KHOO RU SURPLVLQJ myself heaven. But these inner dialogues didn't always work. I knew my own weaknesses too well. I knew which distraction could tempt PH:KDWSHUVXDGHGPHWRVWXG\WRSUDFWLFHWRJHWWKLQJVVWDUWHG"7R EHKRQHVWQRWKLQJDQGQRERG\,W¶VDVWUDQJHFRPPDQG\RXPXVW VWXG\ \RXPXVW QRW RQO\ take on the task but you must also take yourself to task. It was not some command from my parents or teacher that brought me to see the importance of a diploma. Their warnings ZHUHDWEHVWDQDIWHUWKRXJKWQDJJLQJ,QHYHUIRXQGDQH[SODQDWLRQ IRU WKLV FRPPDQG1RWHYHQ ODWHUDVD VWXGHQWRISKLORVRSK\7KH UHTXLUHPHQWWRVWXG\DQGSUDFWLFHLVQRWDK\SRWKHWLFDOLPSHUDWLYH – it is not linked to conditions or purposes. But it is also not a FDWHJRULFDOLPSHUDWLYH±LWLVQRWDUHTXLUHPHQWGHULYHGIURPDSXUH ZDQW$ZLOG WKRXJKW SHUKDSVP\ EOLQG VSRW LV WKH EOLQG VSRW RI the whole of philosophy. A philosophy by and for adults. What if WKH VFKRRO EULQJV WLPH DQG WKH ZRUOG WR OLIH JHQHUDWHV FXULRVLW\ and makes the experience of taking one's life into one's own hands SRVVLEOHLQVWLOVWKHGULYHWRDFKLHYHVRPHWKLQJ",WLVDERXWWKHELUWK of the pedagogical consciousness and the pedagogical imperative. A SHUVRQWKDWFDQEHFRPHLQWHUHVWHGWKDWKDVWRVWXG\DQGSUDFWLFHWR KRQHDQGVKDSHKLPRUKHUVHOIμ'R\RXUEHVW¶μNHHSLWXS¶μZDWFK FORVHO\¶μSD\DWWHQWLRQ¶μJLYHLWDWU\¶μEHJLQ¶±WKHVHDUHWKHVPDOO gestures of a great philosophy of the school. And where does love for WKHVFKRROFRPHIURP"3HUKDSVZHVKRXOGH[SODLQRXUIRUJHWWLQJRI DQGSHUKDSVHYHQKDWUHGIRUWKHVFKRRO¿UVW There is no curiosity and interest without the world – but this also means that curiosity and interest must be rendered possibleMXVWDVWKHZRUOG must be rendered as such, that is, presented. At this point, we enter the In defence of the school50 | technical dimension of the school (which exists parallel to the role of the WHDFKHUWREHGLVFXVVHGODWHU6FKRRODQGWHFKQRORJ\PD\DW¿UVWDSSHDU to be a strange combination. Indeed, from a humanistic perspective, it is often assumed that technology is primarily of concern to the productive world and the mastering of nature and man. Self-actualisation, it is argued, takes place in the sphere of culture, of words and meanings, of content, of fundamental knowledge. Technology, on the other hand, belongs to the sphere of making and manufacturing, of the applicable, of instrumental logic. From a humanist perspective, technology is something that should be kept outside the school or, at least, something that must be carefully approached in terms of a means that enables the VRFDOOHGZHOOIRUPHGSHUVRQWRUHDFKIRUKLVRUKHUKXPDQHHQGV¿UVW the acquiring of basic understanding and knowledge, and second, the translation of this into concrete techniques and applications. But giving form to the school, that is, stimulating interest by carefully creating and presenting the world, is inconceivable without technology. Here we are thinking very simply of the chalkboard, chalk, pen, paper, book, but also of the desk and the chair. The architecture and spatial arrangement of the school and the classroom are also relevant. These are not tools or environments that can be freely used or that are used according to one's intentions. The student or the teacher does not automatically assume total control over them. Rather, there is always an inverse element at work: these instruments and spaces assert control over the student and teacher. In a way, the class expels the immediate environment and makes it possible for something from the world to be present. Sitting down at a desk is not only a physical state; it also calms and focuses attention: a place to sit and be at ease. The FKDONERDUG LV QRW RQO\ D VXUIDFH RQZKLFK VXEMHFWPDWWHU DSSHDUV LQ written form. Often the chalkboard keeps the teacher grounded. Step by step, a world is made to unfold before the eyes of the students. Writing out course outlines is a classic chalkboard activity. Outlines from previous lessons bring our minds back to the moment of their making – and they are typically hard to decipher for students who missed the lesson itself. These instruments are thus – for the time being – part of what we would like to call scholastic technology. But they do not stand on their own. Their working strength hangs together with an approach, a What is the scholastic? | 51 method of application and concrete acts. Here we can speak of teaching methods and, more particularly, methods that both generate interest and open up the world or present it. Many of these teaching methods still stick in our minds as archetypes (algebra problem set, dictations, essays, class presentations, etc.).This is perhaps because these methods have such a strong scholastic character – and they are only effective as part of a scholastic technology. Here again it is useful to bring in Daniel Pennac: "So, dictation's reactionary? It's certainly ineffective if sloppily handled by a teacher interested only in deducting marks in order WRDUULYHDW D¿QDO VFRUH « ,¶YHDOZD\V WKRXJKWRIGLFWDWLRQDV a head-on encounter with language. Language as sound, as story, as reasoning; language as it writes and constructs itself, meaning DV FODUL¿HG WKURXJKPHWLFXORXV FRUUHFWLRQ%HFDXVH WKH RQO\ JRDO in correcting dictation is to access the text's precise meaning, the grammar's spirit, the words' richness. If the mark is meant to measure something, it is surely the distance covered by the interested SDUWLHVRQWKLVMRXUQH\WRZDUGVXQGHUVWDQGLQJ«+RZHYHUJUHDW my childhood terror when dictation loomed – and God knows my teachers administered it like wealthy raiders besieging a town's SRRUHVWTXDUWHU±,ZDVDOZD\VFXULRXVDERXWWKDW¿UVWUHDGLQJ(YHU\ dictation begins with a mystery: what's about to be read to me? Some dictations from my childhood were so beautiful that they carried on dissolving inside me like a pear drop long after I'd received my ignominious mark."13 Dictation, as Pennac describes it, aptly calls out two particular aspects of scholastic technology. A dictation is an event in which the world is communicated – "a head-on encounter with language" – and one that stimulates interest. A dictation is also something of a game. The text is removed from its common use and offered up to the act of writing as such, that is, to the exercise and study of language as a whole. In this sense, there is always something at stake: language is put into play 13. Daniel Pennac, p. 113-115. In defence of the school52 | and so too are the students. They occupy an initial situation – "on this MRXUQH\WRZDUGVXQGHUVWDQGLQJ  Just like any other teaching method, dictation makes explicit the place of the teacher as mediator connecting the student and the world. This encounter enables the student to leave his or her immediate life-world and enter the world of free time. In this sense, a teaching method must constantly be connected to the life-world of young people, but precisely in order to remove them from their world of experience. The rules for a dictation are clear; everyone knows what it is and how it goes. A dictation is a dictation. It is a pure teaching method. But the 'effectiveness' of scholastic teaching methods lies especially in the small – often very small – details that spark young people's curiosity, proclaim the existence of new worlds and entice students into giving themselves over to initiating something (that is, practicing and studying). This minutiae implies that curiosity can rapidly turn to insecurity, that students can refuse to play the game and that the encounter with the world can be elusive. In such a situation, the encounter with a dictation is experienced by students as a public proclamation of their incompetence or ignorance. A scholastic teaching method does not centre its focus on the incompetence or ignorance of the student. If it were to do this, a dictation would become another form of test or quiz and would place students in a position of guilt and incompetence until they prove otherwise. First and foremost, the scholastic teaching method makes the experience of doing and learning – the experience of 'I want to be able to do that or know that' – possible, ideally awakening a new dedication to practice or study. One could also FDOOWKLVμVHOIFRQ¿GHQFH¶DQGμEHOLHILQRQHVHOI¶EXWZLWKWKHLPSRUWDQW addendum that, in school, this trust or faith always involves something (from the world). The experience is consequently a starting-point experience – an experience of being able to do something. Of course, self-doubt can set in once this experience of having been able to do something has been achieved. There is also the temptation to resign oneself to incompetence on the basis of previous failed attempts. But D VXFFHVVIXO WHDFKLQJ PHWKRG MXVW DV D VXFFHVVIXO GLFWDWLRQ HQWDLOV the severing of this link with the past (and its negative experiences of What is the scholastic? | 53 inability and ignorance), thus allowing practice to begin. This positive, scholastic experience can be described as the experience of 'not not being able to do something'. The dictation and every other teaching method reminds young people precisely of this in so far as they make or actualise school. The risk that an emancipatory initial experience will devolve into a surrender to incompetence exists in all scholastic techniques: time, space and material are organised to make the startingpoint experience and the event of encountering possible. They enable the experience of being engaged in interesting practice and study but they do not fabricate it. The proper application of a technique does not guarantee that students will automatically give themselves over to practice and study. The register of scholastic technology is in this sense more magical than it is mechanical, more of an alchemic kind than of a chemical chain reaction.14 But that does not mean that all of this is MXVW DPDWWHU RI EOLQG IDLWK RUZDLWDQGVHH ,WPHDQV WKDW VFKRODVWLF technologies are experimental in nature, always to be improved by trial and error, over and over again. Teaching, studying and practising are a work. Finding form and forming oneself takes effort and patience. There are numerous other examples of teaching methods. Take the class presentation on an assigned or chosen theme. Not only is the moment itself important, but so too is the preparation process; it is an exercise in selection and public speaking, but also in studying and writing. Students often turn something from their own world (a hobby, IRU LQVWDQFH LQWR WKHLU FKRVHQREMHFWRI VWXG\7KH\DVVXPH WKH UROH of the teacher – but not entirely. Attentively watching the victim at the front of the room, fellow students are transformed into an audience of sitting teachers – but not entirely: it remains a game in which students themselves and something from the world are brought into play. This is also true of essay writing – is there any other term with a more scholastic connotation? Here, too, we can speak of the "head-on encounter with language", which at the same time is also a head-on encounter with one's own (writing) abilities. It is an exercise and therefore it is still partly about doing for the sake of doing. Once young people leave 14. Isabelle Stengers (2005). The Cosmopolitical Proposal. In: Latour, B. & P. Weibel (Eds) (2005), 0DNLQJ7KLQJV3XEOLF$WPRVSKHUHVRI'HPRFUDF\ (p. 994-1003) London/Cambridge/ Karlsruhe: MIT Press/ZKM. In defence of the school54 | school, they no longer have to write school essays. They do, however, have to be able to write in a wide variety of styles and on a wide variety RIVXEMHFWV%XWDW VFKRROZULWLQJ LV WREHSUDFWLFHGDQG WKHHVVD\ LV SRVVLEO\WKHIRUHPRVWVLJQL¿HUIRUWKLVWRWDOH[HUFLVH,QWHJUDWHGWHVWV in more technical and vocational-oriented programmes are additional examples of scholastic technology. Here, of course, the application, design and making of concrete things take precedence. But technical and vocational students are also placed in that initial situation that allows them to begin with something. They give form to something while at the same time forming themselves. The productive world is set at a distance so that design, development, creation, invention and presentation become important in themselves. It is primarily an exercise in testing one's own abilities and knowledge; a scholastic technology where trying is central. Assignments, prompts and problem sets are yet another typically scholastic form of teaching method. Assignments DUHRIWHQSUHVHQWHGDV WKH LGHDOZD\WRPDNHVXEMHFWPDWWHU WDQJLEOH demonstrate its applicability and thus cement it as the last step to actual, UHDOOLIH DSSOLFDWLRQ%XW WKHLU VFKRODVWLF IXQFWLRQH[HUWV DQ LQÀXHQFH on something else. Assignments bring the world into the classroom but they also leave it out. They offer recognisability but at the same time they focus attention on something. And this is precisely why they are exercises. In completing assignments – and therefore in confronting VRPHWKLQJFRQFUHWH±VWXGHQWVDUH¿UVWDQGIRUHPRVWFRQIURQWHGZLWK themselves. The emphasis is not on solving concrete societal problems – and the pressure and expectations that come with them. On the contrary, when the boundary between scholastic assignments and concrete social problems fades, assignments are no longer exercises. At that moment, students are suddenly addressed as experts and assignments, prompts, problem sets, hypothetical questions, etc., lose their scholastic function. They no longer place students in the position to try and to practice. Or formulated more sharply: at school, there are no problems, only questions. There are also less obvious scholastic technologies. Consider memorisation, for example. Or reciting a poem, copying a text. Mental arithmetic and multiplication tables are other examples. From the perspective of applicability, these activities are pointless. It is, of What is the scholastic? | 55 course, possible to defend them by pointing to their handiness and HI¿FLHQF\PHQWDODULWKPHWLFLVKDQG\DQGHI¿FLHQWEHFDXVH\RXUEUDLQ is always at your disposal and you need not reach immediately for WKHFDOFXODWRU%XW LQ VHHNLQJRXW WKH VLJQL¿FDQFHRI WKHVH VFKRODVWLF technologies, it may be wise to look in another direction. Perhaps they KDYHDFKLHÀ\formativeVLJQL¿FDQFHSDUWLFXODUO\LIZHWDNHIRUPDWLRQ to mean 'forming oneself'. They then become examples of a sort of scholastic gymnastics. Human beings practice and study by means of these technologies – all of which had a long history and a prominent place in antiquity. They are basic techniques for the experienced and cultivated person endeavouring to achieve and maintain a certain OHYHORIPHQWDOVWUHQJWKMXVWDVWHFKQLTXHVLQSK\VLFDOHGXFDWLRQKRQH the body in motion.15 We can speak here of 'techniques of the self' because the students themselves – not the teacher – utilise them to place themselves in an initial situation.16,QWKH¿QDODQDO\VLVWKHVLJQL¿FDQFH of these techniques does not lie in some ultimate end – they are in a VHQVHμHQGOHVV¶7KHLUVLJQL¿FDQFHOLHVSUHFLVHO\LQWKHYHU\H[SHULHQFH of being able to begin, which is repeated anew, again and again. In short, it is the experience of restarting so typical of the act of memorisation. It is through this repetitive motion that the self of the student takes form; the spoken and written word, but also numbers become incorporated LQWKHVWXGHQW7KHSHUVRQEHFRPHVSUDFWLVHGFXOWLYDWHGSUR¿FLHQWLQ mental arithmetic. And of course, when formed in this way, he or she is not immediately employable for the carrying out of a single, very VSHFL¿FWDVNRUMREEXWUDWKHULVSUHSDUHGLQIRUP&DOOLQJLQWRTXHVWLRQ the usefulness of the technologies described here also entails calling into question the value of preparation and free time. $ ¿QDO VFKRODVWLF WHFKQLTXH ZH ZLOO GLVFXVV KHUH LV WKH exam. Can we conceive of the school without the exam? Probably not. But perhaps the reason for this is not to be found in the exam's TXDOL¿FDWLRQIXQFWLRQ7KLVTXDOL¿FDWLRQIXQFWLRQLVDSSURSULDWHGWRWKH 15. See also: Joris Vlieghe (2010). 'HPRFUDF\RUWKHÀHVK$UHVHDUFKLQWRWKHPHDQLQJRISXEOLF education from the stand point of human Embodiment. Doctoral dissertation KU Leuven. 16. For a history of these techniques (even if their formative and pedagogical meanings are not emphasised as much as their ethical meaning), see: Michel Foucault (2001). /¶KHUPpQHXWLTXH GX VXMHW 3DULV*DOOLPDUG DQG3HWHU6ORWHUGLMN You must change your life (W. Hoban, trans.).Cambridge: Polity Press. In defence of the school56 | school by the government in the name of society: accredited diplomas DQGTXDOL¿FDWLRQFHUWL¿FDWHVRUJDQLVHWKHÀRZRIVWXGHQWVLQWRKLJKHU HGXFDWLRQDQGWKHMREPDUNHW2UVFKRROLVVXHGFHUWL¿FDWHVIXQFWLRQDV proof of the relevance of the collective time graduates spend in school, ZKLFKLQWXUQUHDI¿UPVWKHLPSRUWDQFHRIWKLVWLPH1RULVWKHUHDVRQ to be found in the exam's normalising function. It is true that teachers collect information about each student on the basis of test results. This is mostly used to indicate the mean or the average level of standardised knowledge, which then triggers statements about the low-, averageand high-performing student and eventually 'normalising' (once test results drawn from an extended period of time from multiple exams become equated with a single, 'comprehensive' test result) statements about the underperforming, average and accelerated student. From the perspective of scholastic technologies, the exam has at least one other VLJQL¿FDQFHH[DPSUHSDUDWLRQ([DPSUHSDUDWLRQLVFHQWUDODQGLWLVWKH effort rather than the result that counts. The (lead-up to an) exam often creates a period of being freed (from other tasks) and a space in which VWXGHQWVFDQDSSO\WKHPVHOYHVWRWKHVXEMHFWPDWWHULQDFRQFHQWUDWHG way. In this intensive period of study and practice, preparation as such is what is on the line. The exam is thus a pedagogical tool for exerting pressure. The purpose of the exam is not to drive young people to despair or to celebrate students' ignorance, let alone to pit one wellprepared student against another for the sake of ranking them. The exam provides the pressure necessary to study and practice. There is an HYDOXDWLRQRIFRXUVHEXWLWLVRIWHQRQO\RIWRNHQVLJQL¿FDQFH1RWWKDW the exam is unimportant for the teacher, let alone for the pupil. Quite the contrary. It is about the valuation of the test to which the student has submitted him or herself and bringing that test to a conclusion. It is important to reiterate that an exam is not a (one-time) test of one or DQRWKHUQDWXUDOWDOHQW$QHYDOXDWLRQLVQRW¿QDORUUDWKHUWKHSRVVLELOLW\ of a re-examination is always present, and, with it, a belief in starting over and trying again. Is a school conceivable without the ritual of the exam? There are most probably also other possible pressure-exerting pedagogic means and other ways of rounding off a scholastic career with a gesture of achievement. A concept we have not yet mentioned in this defence of What is the scholastic? | 57 scholastic technology is discipline. This too is a term that is not so warmly received in education circles today. Together with terms like authority, discipline belongs to a pedagogical terminology that we would prefer to put behind us. We seem to immediately link discipline to oppression, VXEMXJDWLRQ UHSUHVVLRQ FRQWURO DQG VXUYHLOODQFH FRPSOLDQFH DQG obedience. Despite this, we want to re-appropriate the term by – XQVXUSULVLQJO\±DVVLJQLQJLWDSRVLWLYHVFKRODVWLFVLJQL¿FDQFHDQGRQH that expresses a fundamental component of scholastic technologies. Practice and study are impossible without some form of discipline, that is, without following or abiding by a number of rules. School rules are not life rules (for living the good life) and they are not political rules (standards or laws for the order(ing) of society). And in this way they are not designed to initiate young people into a group or society by PHDQVRIVXEPLVVLRQ%\VFKRROUXOHVZHPHDQWKHUXOHVVSHFL¿FWRD given teaching method, such as dictation, but also the rules laid down by the teacher – whether explicit or implied – aimed at keeping students engaged in class. They are not rules for the sake of rules, and thus do not exact submission and obedience for the sake of obedience. These school rules serve to make it possible to present the world in an engaging way: they attempt to focus attention, minimise distraction, and maintain (or, when necessary, avoid) silence. They are also the small personal rules that guide students during study and practice. How could we write or read without these rules and forms of discipline? We therefore want to reserve the term 'discipline' for the following of or abiding to rules that help students reach that initial situation in which they can begin or maintain study and practice. Put differently, leaving one's own lifeworld and rising above oneself requires a sustained effort facilitated by sticking to the rules. In this sense, a scholastic technology and the rules attached to it are what make it possible for young people to become 'disciples'. This is discipline as scholastic technology – although it is clear that society and politics have gradually become interested in using this technology to subdue and tame their citizens. Scholastic technologies, as we have described above, are by no means tools that, when used correctly, produce well-formed young SHRSOH OLNH ¿QLVKHG SURGXFWV RII DQ DVVHPEO\ OLQH 7KH\ DUH QRW technologies deployed by the old generation to manipulate the young In defence of the school58 | generation, although that danger certainly still exists – conservative and progressive reformers alike have amassed a large arsenal of scholastic technologies to serve their political imaginings. Scholastic technologies are techniques that engage young people on the one hand and present the world on the other; that is, they focus attention on something. It is only in this manner that the school is able to generate interest and thus make 'formation' possible. A scholastic technology is geared toward PDNLQJ IUHH WLPH SRVVLEOH 0RUH VSHFL¿FDOO\ LW LV D WHFKQLTXH WKDW enables the 'being able' itself or that makes the 'I can do this/I am able' experience possible. In this sense, it is not a technique that man applies to nature in order to manipulate nature. It is an artful technique invented E\PDQWREHDSSOLHGWRPDQLQRUGHUWRDOORZPDQWRH[HUWLQÀXHQFH upon himself, shape himself and come into his own form, as it were. In this context, there is also a need for scholastic technology: a theory of techniques with the unique potential to induce attention and interest and present or open up the world. What is the scholastic? | 59 X. A matter of equality (or being able to begin, in-difference) He knows them all. The statistics and the newspaper articles. Immigrants who have fallen behind even before they set foot in a school. Children of single parents – it's still a risk. The mother's GLSORPD :DWFK RXW 6RFLRHFRQRPLF VWDWXV WKH DFURQ\P 6(6 VSHDNV IRU LWVHOI WRGD\+H NQRZV WKDW WKHVH DUH FRUUHODWLRQV QRW causal relationships. They are chances and averages. He also knows WKDWQHZVSDSHUVDUHTXLFNWREODPHDQGQDPHQDPHV+HNQRZVWKH QXPEHUV%XWKHGRHVQ¶WUHFRJQLVHKLVVWXGHQWVLQWKHP0D\EHKH ZRXOGLIKHUHDOO\WULHGRULI LWDOOEHFRPHVWRRPXFKWREHDU WRR H[KDXVWLQJRULIKHUHPRYHVKLPVHOIIURPWKHUROHRIWKHWHDFKHU±DQG stops being himself. Stevie's having trouble in class – one of those VWXGHQWVZLWKDEDGKRPHVLWXDWLRQ1DRPL¶VPDNLQJWURXEOHVKH¶V ELGLQJKHUWLPH±ZDLWLQJXQWLOVKHFDQJHWRXWDQG¿QGDMREMXVWDV KHUEURWKHUVDQGVLVWHUVKHUFRXVLQVDQGKHUSDUHQWVGLGDWKHUDJH +HUJUDQGSDUHQWVWRR$QGWKHQWKHUHLV$PLUWKHVPDUW0RURFFDQ – the exception that proves the rule. But if he allows himself to be his ZHOOSUHSDUHGVHOIKHGRHVQ¶WWKLQNLQWHUPVRIVWDWLVWLFVKHGRHVQ¶W OHWKLPVHOIJHWFDXJKWXSLQWKHUXOHVSDWWHUQVDQGLQGLFDWRUV+HLV annoyed by the bird's eye view that insists on averaging his students DQGKLPVHOIKLVZRUN LQWRDVWDWLVWLF,WEUHDNVKLVFRQFHQWUDWLRQ $V LIVRPHRQH LV ORRNLQJRYHUKLVVKRXOGHU IRUFLQJKLPWRVHHKLV VWXGHQWVDQGKLVZRUNIURPDQRWKHUSHUVSHFWLYH$ZRUOGRISXSSHWV social and other capital that frivolously accumulates upon itself DQGPHUFLOHVVO\UHSURGXFHVLQHTXDOLW\,QWKHFODVVURRPGXULQJWKH OHVVRQWKDWZRUOGGRHVQRWH[LVW1DwYH%XWKHOLNHVWRWKLQNRILWWKDW way. He can't help himself. Students deserve to be addressed by name. +HVWD\V WUXH WRKLVEHOLHI WKDWEHLQJ LQWHUHVWHG LVQRW LQQDWHDQG talent and intelligence cannot be assumed as starting points. These TXDOLWLHVWHQGWRVKRZWKHPVHOYHVRQO\ODWHU$VIDUDVKH¶VFRQFHUQHG it is about to be there for everyone and no one in particular. And that PHDQVKHVRPHWLPHVKDVWRPDNHVXUHWKDW6WHYLH1DRPLHYHQ$PLU keep their minds on the lesson. But the lesson is not about them. It's In defence of the school60 | DERXWWKHVXEMHFWFDOOLQJWKLQJVWRDWWHQWLRQJLYLQJDWDVWHLQVLVWLQJ RQ VWXG\ DQG SUDFWLFH DURXVLQJ LQWHUHVW ,Q KLV ZRUOG WKHUH DUH DOVRGLIIHUHQFHVVWXG\DQGSUDFWLFHUHTXLUHHIIRUWDIWHUDOO7KHVH GLIIHUHQFHVKDYHDQDPH6WHYLH1DRPLDQG$PLU:KHQ LWFRPHV WRSURYLGLQJQHZRSSRUWXQLWLHVKHFOLQJVWRKLVQDLYHW\DJDLQVWWKH VXSSRVHGEHWWHU MXGJHPHQWRIRWKHUV7KLV LV UHTXLUHGRIKLPE\ KLVVXEMHFWPDWWHUDQGKLVVWXGHQWV(TXDORSSRUWXQLWLHVDQGVRFLDO HTXDOLW\±WKHVHWKLQJVDUHEH\RQGKLVSRZHU+HLVQRWDSXSSHWHHU That the school temporarily deactivates ordinary time also means WKDWLWSOD\VDVSHFL¿FUROHLQWKHPDWWHURIVRFLDOLQHTXDOLW\,QWKLV respect, perhaps no other insight into the school has attracted more VFLHQWL¿F VFUXWLQ\ WKDQ WKH RIWUHSHDWHG FODLP WKDW WKH VFKRRO GRHV nothing more than perpetuate – and perhaps even strengthen – existing social inequalities. Indeed, since the 1960s, study after study has been published 'proving' that the school reproduces existing social LQHTXDOLWLHVDQGHYHQFUHDWHVQHZRQHV,QWKLVVHQVHLWEHFRPHVGLI¿FXOW to refute the accusation of corruption and power consolidation. In our view, this is a misrepresentation; the claim that the school reproduces social inequalities perverts and misunderstands the concept of the school as such. Indeed, there is perhaps no human invention more adept at creating equality than the school. It is exactly in (re)cognising this that the dream of social mobility, social progress and emancipation – which, in all cultures and contexts, has been rooted in the school since its invention – is nourished. (Re)cognising this function also explains our enduring fascination for the countless movies made since the birth of cinema that portray the school and particularly the teacher as agents capable of helping students escape their life-world and their (seemingly predestined) place and position in the social order. It is perhaps no FRLQFLGHQFHWKDWWKHVH¿OPVDUHQHDUO\DVSRSXODUDVORYHVWRULHV,QD sense, as we will soon see, they actually are love stories. Indeed, (re) cognising this effect explains, simultaneously and conversely, much of the suspicion and even hatred directed towards the school. If the school can have such an effect, then it is also capable of thwarting and disrupting the plans that (grand)fathers and (grand)mothers have PDGHIRUWKHLUJUDQGVRQVDQGJUDQGGDXJKWHUVMXVWDVLWFDQLQKLELW What is the scholastic? | 61 and threaten the plans religious leaders and politicians (whether they be social innovators or conservatives, statesmen or revolutionaries) have for their citizens or followers. Actually, the school always already succeeds in this, despite the best efforts of fathers, mothers, religious leaders, statesmen and revolutionaries to stand in its way by using the school for their own purposes and ideals. The school, in this sense, always has to do with the experience of potentiality. The elements that 'make' the school – suspension, profanation, the world, attention, discipline, technique – are connected (or certainly can be connected) to the experience of ability and possibility. Pennac was referring to this when he said that the teacher must try to bring students into "the present indicative tense" in order to free them from the weight of sociological and other dynamics that otherwise push them down into a psyche of worthlessness. Bringing them into the present tense or calling their attention to the point can bring about a situation in which this weight is suspended, creating an experience of ability or readiness in students and allowing the teacher to assume that everyone 'has the ability to...'. In other words, scholastic space arises as the VSDFHSDUH[FHOOHQFHLQZKLFKHTXDOLW\IRUDOOLVYHUL¿HG7KLVHTXDOLW\ thus becomes the starting point, an assumption that time and again LVYHUL¿HG7KHHTXDOLW\RIHDFKVWXGHQWLVQRWDVFLHQWL¿FSRVLWLRQRU a proven fact but a practical starting point that holds that 'everyone is capable' and thus that there are no grounds or reasons to deprive someone of the experience of ability, that is, the experience of 'being able to'.17 This experience not only means that someone can detach from his or her normal position (children become students/school children), but also that something can be detached from its normal use (material EHFRPHV VXEMHFWPDWWHU WKDW LV VWXG\PDWHULDO RU SUDFWLFHPDWHULDO Pennac describes the latter quite effectively. He shows that the teacher who 'makes' the school does so via a double manoeuvre: she (the teacher) says 'this is important, and I see it as my duty or responsibility to present it to you', but precisely by presenting – by making something present – she is also saying, 'and I cannot and will not tell you how to use it later on (in society)'. She frees material for use and it is precisely 17. Jacques Rancière (1991). 7KH,JQRUDQW6FKRROPDVWHU)LYHOHVVRQVLQLQWHOOHFWXDOHPDQFLSDWLRQ (K. Ross, trans. and introduction). Stanford, CA: Stanford University Press. In defence of the school62 | this freeing that makes things public, present, presented, shared. As we already indicated, the school is thus a place that makes something LQWRDQREMHFWRIVWXG\NQRZOHGJHIRUWKHVDNHRINQRZOHGJHDQGDQ REMHFWRISUDFWLFH DELOLW\ IRU WKHVDNHRIDELOLW\6WXG\DQGSUDFWLFH DUHDFWLYLWLHVWKDWQRORQJHUVHUYHDPHDQVWRDQHQGRU¿QDOSXUSRVH but rather make new connections possible precisely because they are removed from it. This situation in which something is separated from its supposed purpose and made open to new connections is, in so many words, the initial situation we discussed previously. It is a situation in which one experiences the ability and possibility to speak (in a new, novel way that makes new links between words and things), to act, to see, etc. 7RGD\DQLQFUHDVLQJO\IDUUHDFKLQJGHWHFWLRQDQGFODVVL¿FDWLRQ apparatus has been developed in the name of securing a future for our children (and ourselves). This apparatus turns children and young SHRSOH LQWR REMHFWV RI FODVVL¿FDWLRQ DQG LQWHUYHQWLRQ DQG ORFN WKHP into their so-called individuality and mutual differences (their typical aptitude, their unique talent, their particular level of development, their limitations, their brain condition, etc.). Using the uniqueness of and mutual differences between children and young people as a starting point presumes, in one way or another, an actual inequality in ability. However, the school and the teacher that aim to keep students' minds on the lesson start from the assumption that all students have equal ability. In this assumption, the school and the teacher bring something to the table – something that becomes a 'public good' and, consequently, places everyone in an equal initial situation and provides everyone the chance to begin. For the school and the teacher, the equality of the student is a SUDFWLFDOK\SRWKHVLV±LWLVQRWDVFLHQWL¿FFHUWDLQW\±ZKLFKRQHVWULYHV WRYHULI\ZKLOHWHDFKLQJ1DWXUDOO\LQFDUU\LQJRXWWKLVYHUL¿FDWLRQWKH teacher can and will take the individual student, his or her situation and questions into consideration. But this attention to differences belongs to the realm of teaching itself and is separate from the construction of an education system based on so-called factual or natural differences and inequalities. This does not mean that there can be no differentiation within the school. What is problematic is a differentiation imposed by society What is the scholastic? | 63 XSRQWKHVFKRROLQWKHQDPHRIDQDWXUDORURWKHUQHFHVVLW\6SHFL¿FWR IRUPVRIVFKRODVWLFGLIIHUHQWLDWLRQLVWKDWWKH\DUHDOZD\VRIDQDUWL¿FLDO character. They are scholastic conventions, not societal diktats. They are not absolute and do not predetermine students' position and opportunities. Consider the example of the most common and in some ways the most 'natural' basis for differentiation: age. This is pre-eminently a matter of convention. Naturally, it is tempting to legitimise this convention in terms of a biological and cognitive development process – the maturity – of young people. But nature does not follow the human calendar, and more importantly, the purely conventional character of the age criterion becomes clear when considering how it stands in the way of WKHRSSRUWXQLWLHVRI WKH VWXGHQW7KH DUWL¿FLDO FKDUDFWHURI VFKRODVWLF distinctions is perhaps most evident in the familiar and gripping stories DERXWWKHVFKRROWKHVWRU\RIWKHGLI¿FXOWVWXGHQWVZKRSHUVHYHUHDQG succeed against all odds and advice; the story of the teacher whose single comment profoundly touches a student and keeps him or her coming to school; the student who suddenly becomes interested and rises above KLPVHOI)URPDVWDWLVWLFDOYLHZWKHVHDUHWKHQRQVLJQL¿FDQWRXWOLHUV But the reason why they still continue to appeal to us is because these stories express the uniqueness of the school itself. We are shaken to our senses, and we suddenly see that what we once took to be an unshakable IDFWRUDQDWXUDOJLYHQZDVLQIDFWSUHMXGLFH,WUHPLQGVXVDOOWKDWFULWHULD FODVVL¿FDWLRQVDQGGLIIHUHQWLDWLRQVDUHFRQYHQWLRQV±FRQYHQWLRQVWKDW we must continually dare to call into question. In other words, we must evaluate and perhaps redesign the way the school functions using these VLJQL¿FDQWμVXFFHVVVWRU\¶HYHQWVDVDEDFNGURSLQOLJKWRIWKHPLVLW EHVWWRVWLFNWRFHUWDLQW\SHVRIH[SHUWLVHDQGFODVVL¿FDWLRQV"$QGWKLV in contrast to the tendency to consider success stories as statistically LQVLJQL¿FDQWFDVHVWKDWOHJLWLPLVHWKHH[LVWLQJVWUXFWXUHDQGFRQYHQWLRQV We submit that the school has a duty to continue to believe in the potential of the next generation: each student, regardless of background or natural talent, has the ability to become interested in something and develop himself in a meaningful way. What happens at school in this respect is always 'unnatural' or 'unlikely'. The school goes against the 'laws of gravity' (e.g. the 'natural law' that says students from a given VRFLRHFRQRPLFVWDWXVKDYHQRLQWHUHVWLQDJLYHQVXEMHFWRUWKLQJDQG In defence of the school64 | UHIXVHV WR OHJLWLPLVHGLIIHUHQFHVEDVHGRQVWXGHQWV¶VSHFL¿FμJUDYLW\¶ Not because the school, in its naivety, denies the existence of gravity, but because the school is something of a vacuum in which young people and students are given time to practice and develop. And the 'success VWRULHV¶ UHWROG LQFRXQWOHVV¿OPVDERXWVFKRROV WHDFKHUVDQGVWXGHQWV continue to speak to us because they remind us all of the meaning of the school. It is a meaning related to the practical hypothesis of equality as part of the workings of the school. What is the scholastic? | 65 XI. A matter of love (or amateurism, passion, presence and mastery) μ0H" ,¶P D WHDFKHU¶ $QG WKHQ VLOHQFH , NQRZ ZKDW WKDW VLOHQFH PHDQVJHQHURXVKROLGD\VMREVHFXULW\EXWPRQRWRQ\DQLGHDOMRE IRU SHRSOHZLWK FKLOGUHQ$GPLUDWLRQ WRR <RX KDYH WR NHHS DW LW VFKRROGD\DIWHUVFKRROGD\±DQGZLWKWRGD\¶V\RXWKWKDW¶VVD\LQJ VRPHWKLQJ %XW , DOVR VHQVH LQFRPSUHKHQVLRQ ZKR YROXQWDULO\ UHWXUQV WR WKDW FXUVHG SODFH DIWHU HLJKWHHQ \HDUV RI VFKRROLQJ knowing that you will be taking up the role of someone that you as DVWXGHQWGLGQ¶WDOZD\V±WRSXWLWOLJKWO\±ORRNXSWR":KDW,NQRZ now – and it's a realisation that is immune to the customary subtle DQGQRWVRVXEWOHFRPPHQWV±LVWKDWWKLVLVDMREXQOLNHDQ\RWKHU ,ORYHP\SURIHVVLRQP\VWXGHQWV6RPHWLPHVLWLVWRRPXFKIRUPH 2IFRXUVHLWLV$WWKRVHPRPHQWV,VRPHWLPHVWKLQNLIWKH\ZRXOG RQO\SD\PHSHUKRXURUSD\GRXEOHIRURYHUWLPHWULSOHIRUZHHNHQG ZRUN%XWWKDWWKRXJKWLVDOZD\VLPPHGLDWHO\IROORZHGE\WKLVRQH, GRQ¶WGRLWIRUWKHPRQH\2EYLRXVO\+RZFRXOG,",GZHOOLQDSODFH ZKHUHWKHFRPPXQLW\OHDYHVLWVFKLOGUHQEHKLQGJLYLQJPHWLPHWRGR interesting things with them while their parents are being productive DWKRPHRUDWZRUN7KH¿UVWGD\RIVFKRROLW¶VQRWRQO\DVSHFLDOGD\ for children and young people but also for us teachers. The day never IDLOVWRIDVFLQDWHPHLWWULJJHUVVRPHWKLQJVHHPVWREULQJHYHU\RQH together. It is a sort of celebration with speeches and promises of DOO NLQGV DQG H[FLWLQJ WRR WKLQJV DUH KDSSHQLQJ QHYHU HQWLUHO\ under control. I am fully aware that these parents are entrusting me ZLWKWKHLUFKLOGUHQVRFLHW\WUXVWVWKDW,DPJRRGWHDFKHU%XW,DOVR realise that this is a fragile trust. Perhaps that explains the craving IRUVHFXULW\TXDOLW\JXDUDQWHHVVWULFWDFFRXQWDELOLW\WKHREVHVVLYH LPSXOVHIRULQQRYDWLRQWKHVWDQGDUGVDQGWKHPHDVXUDEOHMRESUR¿OHV – the professionalisation of the teacher as a drug against breaches RIWUXVWDSLOOWRSUHYHQWWKHDQ[LHW\DWWDFNVRIDFRPSHWLWLYHVRFLHW\ that insists on the maximal exploitation of talents. I realise that there is no such thing as blind trust. But I also know that measures LQVSLUHGRXW RI GLVWUXVW VXVSLFLRQRU IHDUZKHWKHURUQRW WKH\EH In defence of the school66 | ZUDSSHGLQWKHUKHWRULFRISURIHVVLRQDOLVPDQGTXDOLW\DUHDVXUH ¿UHZD\WRFXUHPHRIP\ORYH School as a form of free time is made and must be made. We have already pointed out that this form is created through the establishment of thresholds and rules: by scholastic time (the bell) and scholastic discipline, by closing doors but also by chalkboards, desks, books, classrooms, etc. They help enable the opening up and sharing of the world one must experience in order to 'be able to begin'. But as many RIWKHHDUOLHUH[DPSOHVVKRZDQLPSRUWDQWUROHLVVHWDVLGHIRUWKH¿JXUH of the teacher. Today, the teacher is evidently considered an expert, that LVVRPHRQHZKRVHH[SHUWLVHLVEDVHGRQVFLHQWL¿FNQRZOHGJHDQGRU someone who acts methodically and competently. And this undoubtedly plays an important role. But to us, there is more to the story. To tease RXWZKDWWKDWFRXOGEHOHWXV¿UVWUHWXUQWR3HQQDF7KHIROORZLQJLVD FRQYHUVDWLRQEHWZHHQDWHDFKHUDQGDVRFDOOHGμGLI¿FXOWVWXGHQW¶ 'Methods aren't what's missing here; in fact methods are all we've got. You spend your time hiding behind methods when deep down \RX NQRZSHUIHFWO\ZHOO WKDW QRPHWKRG LV VXI¿FLHQW1RZKDW¶V missing is something else.' 'What?' 'I can't say it.' 'Why?' 'It's a rude word.' 'Worse than empathy?' 'No comparison. A word you absolutely can't say in a primary school, a O\FpH, a university or anywhere like that.' 'Tell us?' 'No, really, I can't...' 'Oh, go on!' 'I'm telling you, I can't. If you use this word when talking about education, you'll be lynched.' '...' '...' '...' What is the scholastic? | 67 'It's love.'18 For the teacher, knowledge and methodology are important but so too are love and caring.19 As the example given earlier by Gregorius makes very clear, it is important to clarify precisely what is meant by 'love'. His Greek teacher was obviously extremely knowledgeable, knew everything there was to know about Greek, was very experienced and well prepared, travelled often to Greece and had beautiful penmanship. Moreover, he spoke of his love for Greek words. But in his case, it was really about self-love; it was all about him and this is what deprived the Greek words of their realness. On the other hand, the love that comes LQWRSOD\LQμPDNLQJVFKRRO¶ LVGHVFULEHGDVμORYHIRU WKHVXEMHFWIRU the cause (or for the world)' and 'love for the students'. But as the example of Olivier in The Son makes very clear, we need not idealise or dramatise this love. The love we are speaking of here is expressed not in a spectacular way but in a rather ordinary one: in small, commonplace gestures, in certain ways of speaking and listening. In other words, expressed in consciously provocative terms, we might say that making school rests in part on the amateurism of the teacher. Could it be that the teacher is never fully a professional, is at least partly an amateur (someone who does it out of love)? A teacher is VRPHRQHZKRORYHVKHUVXEMHFWRUVXEMHFWPDWWHUZKRFDUHVDERXWLWDQG SD\VDWWHQWLRQWRLW%HVLGHμORYHIRUWKHVXEMHFW¶DQGPD\EHEHFDXVHRI it, she also teaches out of love for the student. As an amateur, the teacher is not only knowledgeable about something, she also cares about and is actively engaged in it. She is not only knowledgeable in mathematics EXW SDVVLRQDWH DERXW WKH VXEMHFW LQVSLUHG E\ KHU ZRUN DQG E\ WKH material. This is an enthusiasm that shows itself in the small actions or precise gestures, expressions of her knowledge, but also expressions of KHUFRQFHUQIRUWKHMREDWKDQGDQGIRUKHUSODFHLQLW7KLVHQWKXVLDVP OLWHUDOO\KDVWKHDELOLW\WRJLYHDYRLFHWRWKHREMHFWRIVWXG\RUSUDFWLFH be it mathematics, language, wood, or prints. In this way, she succeeds LQEULQJLQJVWXGHQWVLQWRFRQWDFWZLWKWKHVXEMHFWPDWWHUDQGDOORZVWKHP 18. Daniel Pennac, pp. 257-258. 19. Ilse Geerinck (2011). 7KH7HDFKHUDVD3XEOLF)LJXUH7KUHH3RUWUDLWV. Doctoral dissertation, KU Leuven. In defence of the school68 | to lose track of time; that is, she manages to take them out of ordinary time and bring them to a point in the present where their attention is demanded – a presence in the present, you might say. This enthusiasm, WKLVDVVXPLQJRIDVSHFL¿FUHODWLRQWRWKHVXEMHFWPDWWHULVFRQQHFWHG WR WKH IDFW WKDW WKH VXEMHFWPDWWHU LVPDGH IUHHEHFRPHV UHOHDVHG LV VHSDUDWHGIURPLWVLQWHQGHGXVHDQGFDQWKXVEHFRPHDQREMHFWRIVWXG\ or exercise, both for the teacher and the student. As Gregorius pointed out, this is how words actually become words. Various things converge WRJHWKHULQWKHORYHIRUWKHVXEMHFWUHVSHFWDWWHQWLRQGHYRWLRQSDVVLRQ. Love shows itself in a kind of respect and attention for the 'nature of the matter' or for the material the teacher is engaging. Wood, as it were, FDOOVRQLWVFUDIWHUWREHZRUNHGLQDFHUWDLQZD\MXVWDVWKHWHDFKHUFDOOV the attention of his students to language and mathematics. This respect DQGDWWHQWLRQ IRU WKHVXEMHFWPDWWHUDOVR LPSOLHVGHYRWLRQ2QHJLYHV oneself over to the wood in a certain way, or to the English language, RU WRPDWKHPDWLFV RU WR DQRWKHU IRUPRI VXEMHFWPDWWHU0RUHRYHU D form of passion accompanies that relationship of respect, attention and devotion. The amateur teacher is inspired in some way, or rather – to formulate it explicitly in a passive form – she is inspired byKHUVXEMHFW RUE\WKHVXEMHFWPDWWHU How do we recognise the amateur teacher? Simply put, this is revealed through the extent to which a person is present in what she does and in the way she demonstrates who she is and what she stands for through her words and actions. This is what one might call a teacher's mastery. While knowledge and competence guarantees a kind of expertise, it is presence, care and devotion that give expression to the mastery of the teacher. She embodiesWKHVXEMHFWPDWWHULQDFHUWDLQZD\ and has presence in the classroom. "If I want their full attention, I've got to help them settle into P\ OHVVRQ+RZ WR GR WKLV" ,W¶V VRPHWKLQJ \RX OHDUQ RQ WKH MRE mainly, over many years. But one thing is certain: for my students to be present, I have to be present, for the whole class and for each LQGLYLGXDOLQLWDQG,KDYHWREHSUHVHQWIRUP\VXEMHFWPDWWHUWRR SK\VLFDOO\LQWHOOHFWXDOO\DQGPHQWDOO\GXULQJWKH¿IW\¿YHPLQXWHV What is the scholastic? | 69 that my lesson will last."20 "You can immediately tell if a teacher fully inhabits his classroom. 6WXGHQWV VHQVH LW IURP WKH ¿UVW PLQXWH RI WKH VFKRRO \HDU LW¶V VRPHWKLQJZH¶YHDOOH[SHULHQFHGWKHWHDFKHUKDVMXVWZDONHGLQKH is fully present, this is clear from the way he looks at his students, the way he greets them, the way he sits down, the way he takes ownership of his desk. He hasn't spread himself too thin, fearful of the students' reactions; his body language is open; from the word go, he's on the case; he is present, he can distinguish every single face, for him the class exists."21 "Oh, the painful memory of lessons when I wasn't there. How I IHOWP\VWXGHQWVGULIWLQJDZD\ÀRDWLQJRIIDV, WULHGWRJDWKHUP\ strength. That feeling of losing my class... I'm not here, they're not here, we've come unhitched. And yet, the hour passes. I play the part of the person giving a lesson, they play the part of listeners."22 You can also recognise the amateur teacher by his pursuit of perfection. Perfectionism here does not refer to some pathological mindset. It is the perfectionism of the English teacher who demands respect for and careful attention to the language. Things have to be correct. Perhaps the amateur teacher can also be recognised by the manner in which she prepares. She not only prepares her lesson but also herself. She is someone who charges herself up and works on her attentiveness, concentration and devotion so that she can stand embodied and inspired at the front of her class. This preparation in itself does not guarantee a successful lesson, but it is necessary to one. It is about being equipped, OLWHUDOO\DQG¿JXUDWLYHO\DQGDERXW WKHVPDOODQGZKHQVHHQ IURPD distance, often silly customs and habits – yes, even rituals – that teachers observe before entering the classroom; the little things that inspire and bring one into the moment. How does the amateur teacher relate to her students? It is precisely the mastery and interested, inspired engagement on the part 20. Daniel Pennac, p. 105. 21. Daniel Pennac, pp. 106-107. 22. Daniel Pennac, p. 105. In defence of the school70 | of the masterful teacher that enables her to inspire and engage students. Indeed, like a child, the student does not want someone who is (only) interested in him/her, but rather somebody who is interested in other things and so can generate interest in those things. Peter Handke recounts how he absolutely hated going to school in his younger years and was usually totally uninterested in what the teacher had to say. His attention was captured only in those moments when the teacher began to speak as if he had forgotten the students – when he was speaking to no one in particular – carried away by his words. He was not absent in these moments but incredibly present in what he said, and this enabled his students to take interest.23 Perhaps Handke is speaking here of the DPDWHXUWHDFKHUZKRVKRZVORYHIRUKLVVXEMHFWRUVXEMHFWPDWWHUDQGLQ LWORYHIRUKLVVWXGHQWV,QWKDWPRPHQWWKHORYHIRUKLVVXEMHFWDQGWKH love for his students were inextricably intertwined. Put differently: for the teacher, the formative aspect of love-infused teaching is the shinning shadow of her mastery. Formation is not a secondary responsibility; it is not an additional task or competency. Rather, it is part and parcel RIHDFK OHVVRQDQG LV FDOOHGXSRQ LQ WKHFRXUVHRI HYHU\ VXEMHFW DQG type of content. It is the possibility of interest, attention, and therefore, formation that is offered up over and over again in each masterly lesson, and it is not the result of some sort of intention – e.g. 'and now I will DWWHQG WR IRUPDWLRQ LQVWHDG RI VLPSO\ VXEMHFWUHODWHG NQRZOHGJH DQG skills'. In this sense, the amateur teacher knows full well that 'love IRUWKHVXEMHFW¶FDQQRWEHWDXJKW7KHWHDFKHUFDQDVNKHUVWXGHQWVWR practice, to prepare themselves, to attempt to get engaged. She can give instructions, set down rules, require study, practice, perseverance and dedication of her students. And in this sense we can also speak of a kind of discipline. Discipline that enables something to come about and that brings both teacher and student into the present, closing the classroom door for a while to make this temporality possible. "You're right, my colleagues have got me pegged as a character out of the nineteenth century! They think I pay lip service to respect, that 23. Peter Handke (2002). 'HU%LOGYHUOXVWRGHU'XUFKGLH6LHUUDGH*UHGRV. Frankfurt am Main: Suhrkamp, p.102. What is the scholastic? | 71 the kids queuing up, standing behind their chairs, all that business, LVMXVWQRVWDOJLDIRUWKHROGGD\V,W¶VWUXHDOLWWOHSROLWHQHVVQHYHU hurts, but as it happens this is about something else. By giving my students a chance to settle down quietly, they're able to come to land properly in my lesson, to begin from a calm place. As for me, I get to scan their faces, note who's absent, see how cliques are forming or splitting up; in short, I get to take the class's temperature."24 Many examples in Pennac's book make it clear that individual needs do QRWWDNHFHQWUHVWDJHWKLVKHVD\VIDOOVRXWVLGHRIWKHVXEMHFWPDWWHU Teachers restrain themselves to the material, scholastic techniques and WKHUXOHVRIWKHJDPHLPSRVHGE\WKHSUDFWLFHDQGVWXG\RIWKHVXEMHFW matter. These rules of the game form the core of scholastic discipline. For the loving teacher, that discipline is not an empty shell or a suit of armour that protects her against an 'impossible' new generation. They DUHWKHUXOHVWKDWÀRZIRUWKIURPKHUORYHIRU WKHVXEMHFWDQGIRU WKH students, and therefore are constantly borne in mind, embodied in her actions and speech and necessary for making her lesson possible, and for giving students the opportunity to be present and attentive. Once they take on a life of their own, detached from the teacher, these rules do indeed become 'nineteenth century-like': they lose their strength, the need for new rules arises in order to break loose from the old ones, and so on. When this happens, scholastic discipline transforms into a system of reprimands and rewards, or – in a more contemporary form – classroom management based on incentives and contracts. The discipline that makes practice and study possible and that is shown by WKHORYLQJWHDFKHUDQGKHUVXEMHFWLVRIDGLIIHUHQWRUGHU It is on the basis of scholastic techniques and scholastic discipline that interest and attentiveness are made possible and that the actions of the loving teacher can be seen in terms of equality. Restricting oneself to the discipline required for practice and study – and thus not allowing oneself to get sidetracked by individual needs – actually means that the teacher, time and again and perhaps often against her EHWWHU MXGJPHQWJLYHV VWXGHQWV± LQFOXGLQJ WKH VRFDOOHG μLPSRVVLEOH students' – a new chance. 24. Daniel Pennac, pp. 111-112. In defence of the school72 | "Not that they were any more interested in me than the others, no, they treated all students alike, good and bad; they simply knew how to rekindle the desire for learning. They supported our efforts step by step, celebrated our progress, weren't impatient with our slowwittedness, never took our failures personally, and ensured that the rigorous demands they made of us were matched by the quality, consistency and generosity of their own work."25 3,WZDVQ¶WMXVWWKHLUNQRZOHGJHWKDWWKHVHWHDFKHUVVKDUHGZLWKXVLW was the desire for knowledge itself. And what they communicated to me was a taste for passing it on. So we turned up to their lessons with hunger in our bellies. I wouldn't say that we felt liked by them, but we did feel well regarded (not 'disrespected', as the youth of today would put it), a regard even apparent in the way they marked our homework, where their annotations were intended exclusively for the individual concerned."26 The focus is on everyone and no one in particular. And this does not mean that individual questions and needs are not taken into account or are neglected, but it does mean that they cannot be the starting point IRUWKHORYLQJWHDFKHU7KHVWDUWLQJSRLQWLVWKHORYHIRUWKHVXEMHFWIRU WKHVXEMHFWPDWWHUDQGIRUWKHVWXGHQWVDORYHWKDWH[SUHVVHVLWVHOILQ the opening up and sharing of the world. On this basis, he or she can do nothing but assume equality, that is, act from the assumption that everyone is capable of attentiveness, interest, practice and study. Thus, she does not start from the assumption that certain individuals differ IURPWKHRXWVHWDQGVKHVHHVLQH[DPUHVXOWVQRREMHFWLYHHYLGHQFHWR FRQ¿UPWKLVDVVXPSWLRQHJμFDQ¶W\RXVHHKHFDQ¶WGRLWKHGRHVQ¶W KDYH LW LQ KLP¶ /RYH IRU WKH VXEMHFW DQG IRU KHU VWXGHQWV GRHV QRW DOORZIRUVXFKDUHVLJQDWLRQMXVWDVWKHORYLQJWHDFKHUGRHVQRWDOORZ students to hide behind the stories of failure or ineptitude they tell about themselves or others tell about them. In short, the amateur teacher loves KHUVXEMHFWDQGEHOLHYHVWKDWHYHU\RQHWLPHDQGDJDLQVKRXOGEHJLYHQ 25. Daniel Pennac, p. 224. 26. Daniel Pennac, pp. 226-227. What is the scholastic? | 73 WKHFKDQFHWRHQJDJHWKHPVHOYHVLQWKHVXEMHFWPDWWHUVKHORYHV And how do students respond to the loving, masterful teacher? Here we want to call out an often-neglected aspect of the school: typical for the scholastic is that it involves more than one student. Individual education, or focusing exclusively on so-called individual learning pathways, is not a form of scholastic education. This is because, as Quintilianus wrote centuries ago, the teacher cannot express herself with as much strength, skill and inspiration to an audience of one as she can to a group. The reason for this is simple but profound: it is only by addressing the group that the teacher is forced, as it were, to be attentive to everyone and no one in particular. The teacher talks to a group of students and, in doing so, speaks to each one individually; she speaks to no one in particular and thus to everyone. A purely individual relationship is not possible, or is constantly interrupted, and the teacher is obliged to speak and act publicly. These are the rules of the game; it is the scholastic discipline imposed by the group on the teacher, and it ensures that whatever she brings to the table becomes a common good. And that also means that the typical scholastic experience on the part of students – the experience of 'being able to...' – is a shared experience from the outset. It is the experience of belonging to a new generation in relation to something – always for the students – from the old world.27 This something thus generates interest, calls for attention and attentiveness, and makes 'formation' possible. A community of students is a unique community; it is a community of people who have nothing (yet) in common, but by confronting what is brought to the table, its members can experience what it means to share something and activate their ability to renew the world. Of course there are differences between students, be it clothing, religion, gender, background or culture. But in the classroom, by concentrating on what is brought to the table, those differences are (temporarily) suspended and a community LVIRUPHGRQWKHEDVLVRIMRLQWLQYROYHPHQW7KHVFKRODVWLFFRPPXQLW\ is in that sense a profane (i.e. secular) community. Common referents WKDWGH¿QHWKHFRPPXQLW\VXFKDV LGHQWLW\KLVWRU\FXOWXUHHWFDUH rendered inoperative – but not destroyed – and appear as a common 27. Hannah Arendt (1961). The Crisis in Education, in H. Arendt, %HWZHHQ3DVWDQG)XWXUH(LJKW Exercises in Political Thought (pp. 170-193). New York: Penguin In defence of the school74 | good, thereby making them open and available for new uses and new meanings in study and practice. This is why we wish to emphasise that the school should not, in whatever guise, be put to the service of FRPPXQLW\EXLOGLQJLQSROLWLFDOSURMHFWVRIFXOWLYDWLRQRUVRFLDOLVDWLRQ The scholastic model contributes to community building in itself and is the time and place where the very experience of community is at stake. $QGWKLVEULQJVXVWRWKHTXHVWLRQRIWKHVRFDOOHGVRFLDOVLJQL¿FDQFHRI the school. What is the scholastic? | 75 XII. A matter of preparation (or being in form, being well-trained, being well-educated, testing the limits) 7KH PLVVLRQ RI WKH VFKRRO" ,W¶V D VWUDQJH TXHVWLRQ IRU D &(2 +RQHVWO\D&(2FDQ¶WIXOO\DQVZHULW2IFRXUVH,FRXOGOLVWWKHWKLQJV my staff should know and be able to do and design a curriculum based on it. But that would mean that every company should open its RZQVFKRRO$QGQRWMXVWHYHU\FRPSDQ\EXWHYHU\JURXSLQVRFLHW\ 7KDWLQWXUQZRXOGEHPLVXQGHUVWDQGLQJWKHSODFHRIWKHVFKRROLQ VRFLHW\7HDFKLQJVSHFL¿FFRPSHWHQFLHV±WKDWLVRXUUHVSRQVLELOLW\ LW¶VDPDWWHURIWUDLQLQJRUVLPSO\RIOHDUQLQJRQWKHMRE$QG,¶OOEH KRQHVWZKDWP\EXVLQHVVQHHGVDQGZKRP\EXVLQHVVQHHGVFKDQJHV VRIDVWWKDW,ZRXOGEHGHFHLYLQJ\RXQJSHRSOHE\LQVLVWLQJWKDWVSHFL¿F competencies be taught in school. By the time they complete their HGXFDWLRQDOOWKRVHFRPSHWHQFLHVZLOOEHMXVWDERXWEHZRUWKOHVV,I \RXDVNPHZKDWWKHPLVVLRQRIWKHVFKRROLV\RX¶UHDGGUHVVLQJPH QRWDVD&(2EXWDVDPHPEHURIWKLVVRFLHW\DVDFLWL]HQ$QGLI, ORRNDWP\FRPSDQ\IURPWKHVWDQGSRLQWRIDFLWL]HQ±DQGUHDOO\LI I look at the entire business world and what lies beyond it – I must VD\ZKDW , ORRN IRU DUH \RXQJ SHRSOHZKR HPERG\ D QXPEHU RI NH\FRPSHWHQFLHV\HVEXWSULPDULO\\RXQJSHRSOHZLWKDSUDFWLFHG hand who are studious and really interested in one thing or another. 1REREEOHKHDGVZKRNQRZLWDOOEXWDOVRQRZHOOEDODQFHGKHDGV ZKRODFNFRPSHWHQFLHV3HRSOHRIWKHZRUOGZHOOURXQGHGSHRSOH SHRSOHZKRDUHHQJDJHGLQVRPHWKLQJ0D\EHD&(2KDVVRPHWKLQJ useful to say about scholastic education precisely because I am very well aware that the school does not exist to serve my company. It is WKHVFKRROWKDWSODFHVDUHVSRQVLELOLW\RQPHWRDGGP\YRLFHWRWKH conversation about what we as a society think young people should be engaging themselves in. :KDWLVWKHSXUSRVHRIWKHVFKRRO":HRIWHQVSHDNLQWHUPVRIREMHFWLYHV DQGIXQFWLRQVZKHQLWFRPHV WRFKDUDFWHULVLQJ WKHVLJQL¿FDQFHRI WKH school. But in doing so, we are referring to something that lies outside In defence of the school76 | the school, such as society, culture, employment or higher education. The school imagined here serves to provide a general education that enables one to participate independently and critically in society. Or it serves to prepare young people for the work world or for further studies in higher education. Preferably, the school does all these things simultaneously. There is obviously a lot to be said for this formulation, and, in general, we support it. The problem, however, is that it runs the risk of glossing over the question of what the school itself actually does. The task of the school imagined, explicitly or implicitly, by such a characterisation is to deliver people who are perfectly and immediately 'employable' – ready to hit the ground running – in society, the labour market or higher HGXFDWLRQ$OORIWKLVLVPRUHWKDQMXVWWDON7KHVXFFHVVRIFRPSHWHQF\ based education initiatives (and perhaps the discourse on learning and learning to learn itself) could be explained by this implicit promise of employability. Indeed, competencies are explicitly intended to link up with the needs and demands of the labour market (e.g. professional competencies) or society (e.g. civic competencies). The cornerstone of so-called competency developing education is the linkage between education and the expected 'capacity to act' in the work world or in the wider society. It follows that actors from these two realms should have a say in identifying desirable competencies. These tend to be knowledge, skills and attitudes that can be effectively and concretely put to use. 'Employability', it would seem, is the word around which the discourse and thinking about the school is oriented today. And this applies not only to students but also to teachers and administrators as well. One must consider whether a great illusion is being created and perpetuated here based on the false premise that it is actually possible to realise an effective link between scholastic knowledge and skills on the one hand and the labour market and society on the other. The massive disillusionment of both graduates and 'demand side' seems to lend this question some serious weight. For us, this illusion constitutes no grounds to call for an even more radical reform of the school (which would actually result in its dismantling), but rather, and alternatively, forms the fundamental starting point for elaborating a more precise meaning for the school. For us, the problem is that this emphasis on employability or, in other words, on maximising education's productive What is the scholastic? | 77 potential, actually hollows out the form of the scholastic. At the least, it presents an ambiguous message: on the one hand, something is brought to the table (knowledge, skills), but it is never actually unhanded, relinquished. The accompanying message is, after all: this is important to know, but you have to go about it this and that way, and it must lead to this and that competency, otherwise you will never become a VXFFHVVIXOPHPEHURIVRFLHW\RU¿QGDSODFHLQWKHODERXUPDUNHW7KH opportunity or experience of renewing the world (the experience of interest and 'being able to') is no longer there, or, put another way, it disappears once the stringent needs of a demanding society and labour PDUNHWDUHLQYRNHG(GXFDWLRQWKXVEHFRPHVDIRUPRIVSHFL¿FWUDLQLQJ learning, or learning to learn and not a matter of formation. Formation – as a kind of self-shaping or 'coming into form' – is actually about preparation. This can certainly take the form of preparation for very concrete things in higher education or in the labour market, but that is not the primary concern of the school. Rather, it is preparation itself that is important. It is about study and practice, and to really qualify as study or practice, the orientation toward productivity, HI¿FLHQF\RUHPSOR\DELOLW\PXVWDWOHDVWWHPSRUDULO\EHSODFHGEHWZHHQ brackets or neutralised. The school, we might say, is preparation for the sake of preparation. This scholastic preparation means that young people 'come into their form', and that means that they are skilfully adept and well educated. This adeptness and literacy is not empty, it is not a formal competency; rather, it always takes on form in relation to somethingWKDWLVWRVXEMHFWPDWWHU Hence, if we are to take the scholastic model seriously, we QHHGQRWDVNZKDW WKHIXQFWLRQRUVLJQL¿FDQFHRI WKHVFKRROLV WRWKH FRPPXQLW\ EXW RQ WKH FRQWUDU\ ZKDW VLJQL¿FDQFH WKH VRFLHW\ FDQ have for the school. And this comes down to asking ourselves what ZH¿QGLPSRUWDQWLQVRFLHW\DQGKRZWREULQJWKHVHWKLQJVμLQWRSOD\¶ at school. It is not about keeping society (or the labour market) outside the school or about making the school into a kind of island in order to SURWHFWDJDLQVWSHUQLFLRXVLQÀXHQFHV,QDVHQVHWKHVFKRROVKRXOGHUV society with the duty of determining what can and should qualify as VXEMHFWPDWWHUVXLWDEOHIRUSUDFWLFHVWXG\DQGSUHSDUDWLRQE\WKH\RXQJ JHQHUDWLRQ7KLVPHDQV WKDW WKH VFKRRO FRPSHOV VRFLHW\ WR UHÀHFW RQ In defence of the school78 | itself in a certain way. That is, that the society takes responsibility, as it were, for identifying representatives of the things that are important in that society. These representatives are exempted from the ordinary productive world. They simply enter the school as teachers and help the school make free time possible. In that sense, there is nothing wrong with (professional) competencies in themselves. The trouble comes when we PDNH WKHP WKH IXQGDPHQWDOREMHFWLYHRI WKH VFKRRO±DV LVRIWHQ WKH case – and when they start functioning as learning outcomes that must be produced as output; in short, when learning (competencies) takes the place of study and practice. In so far as (professional) competencies dictate what is important in today's world, the challenge really lies in WKHVHDUFK IRU VXLWDEOHVXEMHFWPDWWHU6XEMHFWPDWWHU LVZKDW LVGHDOW ZLWKDWVFKRRO±DQGQRWSUR¿OHVDQGFRPSHWHQFLHV We have used the distinction between learning and study/ exercise several times already and have pointed out that the school is not about learning. This may sound very strange or seem far-fetched. It seems obvious to think of the school as a place and time for learning. Current thinking about education today tends to reiterate the notion that school is for learning, not education; that learning is active, not passive; that the learner must be the point of focus and that the 'school' is actually equivalent to a – preferably rich – 'learning environment'. 1HYHUWKHOHVVLIZHSDXVHWRWKLQNDERXWWKLVIRUDPRPHQWLWTXLFNO\ becomes clear that equating the school with a learning environment deprives us of the view of the typical scholastic. After all, learning is something experienced by everyone, everywhere and at all times (and even by things such as organisations or society itself; think of the learning organisation, the learning society, etc.). And of course, we have known for a long time that many things can be learned better and faster outside of school. Speaking and understanding one's mother tongue – perhaps one of the more important things that we learn in our lives – is a prime example of this. Thus, saying that school is for learning says nothing about what makes a school a school. At the same time, this does not mean that one does not learn at school, but it does mean that scholastic learning is a particular kind of learning, namely, OHDUQLQJZLWKRXWDQLPPHGLDWH¿QDOLW\7KLVLVQRWWRVD\WKDWWKHVFKRRO is about learning how to learn either. It is about learning something What is the scholastic? | 79 (mathematics, English, woodworking, cooking, etc.), but that something stands alone. At school, the goal is to focus on something from close up and in detail, to engage something and to dig deeper into it. In other words, it is about practicing and studying something. As the dictionary suggests, studying is a form of learning in which one does not know in advance what one can or will learn; it is an open event that has no 'function'. It is an open-ended event that can only occur if there is no end purpose to it and no established external functionality. In this sense, 'formation' through study and practice is not functional. It is knowledge for the sake of knowledge and skills for the sake of skills, without a VSHFL¿FRULHQWDWLRQRUDVHWGHVWLQDWLRQ&RQVHTXHQWO\WKHμH[SHULHQFH RIVFKRRO¶DVZHKDYHLQGLFDWHGLVLQWKH¿UVWSODFHQRWDQH[SHULHQFH of 'having to', but of 'being able to', perhaps even of pure ability and, PRUH VSHFL¿FDOO\ RI DQ DELOLW\ WKDW LV VHDUFKLQJ IRU LWV RULHQWDWLRQ or destination. Conversely, this means that the school also implies a certain freedom that can be likened to abandon: the condition of having QR¿[HGGHVWLQDWLRQDQGWKHUHIRUHRSHQWRDQHZGHVWLQDWLRQ7KHIUHH time of the school can thus be described as time without destination. That solitude, openness or indeterminacy is aptly expressed in the following excerpt from a novel by Marguerite Duras about a boy who does not want to go to school: "The mother: 'You see how he is, sir.' The teacher: 'I see.' The teacher smiles. The teacher: 'So, you refuse to learn, young man?' Ernesto studies the teacher at length before answering. Oh, Ernesto and his charms. Ernesto: 'No, that's not it, sir. I refuse to go to school.' The teacher: 'Why?' (UQHVWRμ/HW¶VMXVWVD\WKDWLW¶VSRLQWOHVV¶ The teacher: 'What's pointless?' Ernesto: 'Going to school (pause). There's no reason to (pause). Kids are abandoned at school. Moms drop their kids off at school to teach them that they've been abandoned. So they can be rid of their kids for the rest of their lives.' In defence of the school80 | Silence. The teacher: 'You, Ernesto, you didn't need school to learn...' Ernesto: 'Of course I did, sir. That's where it all became clear to me. At home, I believed in the litanies of my idiot mother. Only after going to school did I realise the truth.' The teacher: 'What truth ...?' Ernesto: 'That God does not exist.' Long and deep silence."28 When Ernesto is confronted with the truth "that God does not exist", we take that to mean that he has come to the realisation that there is no ¿[HGQDWXUDOGHVWLQDWLRQRU¿QDOLW\%XWWKDWGRHVQRWPHDQWKDW WKH school has no meaning. Quite to the contrary. What the school makes possible is 'forming' through study and practice, but this forming does not derive from any preconceived notion of a 'well-formed person'. It is precisely an open event of pure preparation, that is, preparation without a pre-determined purpose other than to be prepared and 'in form', or, in a more traditional sense, to attain a well-educated, purely skilled (or practiced) maturity. Being prepared must therefore be distinguished from being competent and from the claims of employability that are associated with it. In this respect, it is not surprising that the most basic function of the school is to impart 'basic knowledge' and 'basic skills' such as reading, writing, arithmetic, drawing but also cooking, carpentry, physical education, etc. These are the exercises and study that prepare us and help us to 'come into form'. 7KHUHLVRQH¿QDOHOHPHQWZHVKRXOGPHQWLRQLQFRQQHFWLRQZLWKWKLV scholastic preparation, namely, the action of testing the limits: 3<RXVDWRQWKHEHQFKDQG\RXJDYHVRPHRQHDQXGJH±MXVWWRVHH what he'd do. And then a push on his shoulder, a knock on his head – did you get one in return? You took something from someone, yanked it right out of his hands; not because you held a grudge DJDLQVWWKHJX\EXWMXVWEHFDXVHMXVWWRWU\LW$QGLI\RXZHUHWKH 28. Marguerite Duras (1990). =RPHUUHJHQ [Summer Rain]. Amsterdam: Van Gennep, pp.59-60 (Cited text translated by J. McMartin). What is the scholastic? | 81 target of an attack like that, you immediately began to scream – to see what would happen. Or: your neighbour had his head turned to RQHVLGH\RXJUDEEHGDPDUNHUKHOGLWMXVWULJKWDQGZDLWHGXQWLO he turned his head back and got himself a stripe on the cheek. You threw someone's pen or ruler on ground over and over until you got a slap; then you stopped – for a while anyway, until your victim thought your mind had moved on to other things – and then you started up all over again. Sometimes things weren't even aimed at a classmate: somebody chewed up a piece of paper and spit the little wet wad against the ceiling where it stuck for weeks. It was a matter of testing the limits. First with each other and later with the teachers. (...) The school was a large and extravagantly arranged social laboratory where one could experiment to the heart's content – it was the ideal terrain for exploring the changes we had undergone in the last few years."29 Of course, school is not the only place that such testing of the limits occurs. Today, it has perhaps partly spilled over into social media, which means that social media have in that respect taken on an element of the scholastic. And this while the school itself becomes more and more trapped in a net of therapeutic diagnostic tools and practices that immediately see testing the limits as a signal ('the student needs this RUWKDW¶RUDV\PSWRPμWKHVWXGHQWLVDIÀLFWHGZLWKWKLVRUWKDW¶%XW scholastic testing of the limits, as Stephan Enter so nicely puts it, is GRQHμMXVWEHFDXVHMXVWWRVHHZKDWKDSSHQV¶,WLVQRWGRQHWRJHWEDFN at someone, to target someone, to make a point, to send a signal. It is a testing without aim. It is an investigation into the very ability of doing. 29. Stephan Enter (2007). Spel. Amsterdam: G.A.van Oorschot, p.171 (Cited text translated by J. McMartin). In defence of the school82 | ;,,,$QG¿QDOO\DPDWWHURISHGDJRJLFDOUHVSRQVLELOLW\ (or exercising authority, bringing to life, bringing into the world) $QG \HV WKH KRVSLWDO VFKRRO ZRUNV XQWLO WKH YHU\ ODVW GD\ ± IRU WHUPLQDOSDWLHQWVWRR7KHUHDUHSHRSOHZKRVD\μOHWDWHUPLQDOFKLOG EHOHWKLPZDWFKWHOHYLVLRQUHDGVRPHWKLQJWRKLPLIKHOLNHV¶%XW she thinks it's important to a child to be taken seriously. Even if that FKLOG¶VGD\VDUHQXPEHUHG$QGVKHNQRZVWKDWWKHUHDUHIHZLIDQ\ FKLOGUHQZKRDUHWRRVLFNWRXVHWKHLUPLQGV6FKRROQHHGQRWVWRS even when the doctors have done all they can and all that is left is to say goodbye. A terminally ill child is entitled to time with her. Time to be engaged together. She knows that even though it will end in WHDUVKHUSDUHQWVH[SHULHQFHKHUDVVRPHRQHZKRPDNHVWLPHIRU WKHLUFKLOGDQGLQWKDWWLPHQRWVLFNQHVVEXWDOJHEUDJUDPPDUDQG KRZWRSDLQWDEHDUDUHWKHWRSLFVRIFRQYHUVDWLRQ7RKHUWKHFKLOG is not a patient but a student. She expects him to behave as he would LQ D FODVVURRP HYHQ D VLFN FKLOG FDQ FRQGXFW KLPVHOI FRUUHFWO\ and politely. And 'not feeling like it' isn't an option. Even if the FKLOG¶VKHDOWKEHJLQVWRIDGHDQGGHDWKWKUHDWHQVVKH¿QGVDOJHEUD grammar and painting important. And the parents agree. Their child KDVKLVJRRGGD\VDQGKLVEDGGD\VEXWRQHWKLQJLVVXUHVFKRRO RSHQVWKHZRUOGWRKLPVFKRROOHWVKLPOHDYHKLVLOOQHVVEHKLQG30 $QG \HV OHW XV QRZ H[SOLFLWO\ DGGUHVV WKH SHGDJRJLFDO VLJQL¿FDQFH of the school. Of course, we realise in doing this that we are inviting MXGJHPHQW XSRQ WKH SHUKDSV QRW HQWLUHO\ UHYHUHG ¿JXUH RI μWKH SHGDJRJXH¶7UDGLWLRQDOO\ WKLV¿JXUHZKRLQDQWLTXLW\ZDVXVXDOO\D VODYHZDVRIWHQGLVGDLQHGDOWKRXJKRFFDVLRQDOO\KHHQMR\HGH[FHSWLRQDO recognition and admiration. What deserves our attention here, however, LV WKH IDFW WKDW WKH SHGDJRJXHZDV LQ WKH ¿UVW SODFH WKH SHUVRQZKR escorted children from the house to the school and, once there, often remained by their side throughout the day. School, as we have said 30. Loosely based on 'Voortdoen met het normale, dat geeft deze kinderen kracht' ['To continue with the normal, that is what gives these children strenght'], 'H0RUJHQ, 10 September 2011, p.6. What is the scholastic? | 83 already, meant free or indeterminate time. This time is not or need not be productive; it is time that allows one to develop him or herself as DQLQGLYLGXDODQGDVDFLWL]HQH[HPSWIURPDQ\VSHFL¿FZRUNUHODWHG IDPLOLDO RU VRFLDO REOLJDWLRQV7DNLQJ WKLV FRQ¿JXUDWLRQ DV D VWDUWLQJ point, we can describe the pedagogue as the person who makes free or indeterminate time available to and possible for young people. Or, in other words and more generally, we can say that pedagogy refers to making free time a reality. And further along those lines, that pedagogy is about guaranteeing the scholastic element of the school (stated in the negative) or about helping to realise it (stated in the positive). If we WDNHWKLVGH¿QLWLRQDVDVWDUWLQJSRLQWZHFRPHWRDWKRXJKWWKDWDW¿UVW sight seems peculiar: it is often assumed that a child's formation ('the pedagogical') is the province of the family, but in fact the school plays an important, and, for us, principal role in this as well. Our position is this: to truly understand what raising and educating a child is all DERXWZHPXVW¿UVWXQGHUVWDQGZKDWKDSSHQVDWμVFKRRO¶RUZKDWWKH scholastic form does, and accept this as the original, fundamental starting point. Only then can we avoid confusing formation with socialisation, providing care or assisting in development. Forming and educating a child is not a matter of socialisation and it is not a matter of ensuring that children accept and adopt the values of their family, culture or society. Nor is it a matter of developing children's talents. We do not say this because socialisation and developing talents are not important – they certainly are – but rather because forming and educating a child has to do with something fundamentally different. It is about opening up the world and bringing the (words, things and practices that make up the) world to life. That is exactly what happens in 'scholastic time'. Usually we see education as goal-oriented and as providing direction or a destination. This implies that adults dictate what children RU\RXQJSHRSOHVKRXOGGR%XWHGXFDWLRQLVMXVWDVPXFKDERXWnot telling young people what to do; it is about transforming the world (things, ZRUGVSUDFWLFHVLQWRVRPHWKLQJWKDWVSHDNVWRWKHP,WLV¿QGLQJDZD\ to make mathematics, English, cooking and woodworking important, in and of themselves. Indeed, in Dutch the word 'authority' (gezag) is derived from the verb 'to say' (zeggen): exercising this authority makes things say something to us, makes them appeal to us. We can In defence of the school84 | LGHQWLI\DVLPLODUVLJQL¿FDQFHLQWKH(QJOLVKZRUGμDXWKRULW\¶IRUWKLV is what 'authors' the world, that is, what renders it into something that speaks to us and commands our attention. Education is the giving of authority to the world, not only by talking about the world, but also and especially by dialoguing with (encountering, engaging) it. In short, the task of education is to ensure that the world speaks to young people. Consequently, free time as scholastic time is not a time for diversion or relaxation, but a time for paying attention to the world, for respect, for being present, for encountering, for learning and for discovering. Free time is not a time for the self (for satisfying needs or developing talents) but a time to engage in something and that something is more LPSRUWDQW WKDQSHUVRQDOQHHGV WDOHQWVRUSURMHFWV ,W LVE\RSHQLQJD world to children and young people (and, as we have said before, this is not the same as simply making them familiar with it; it is bringing the world to life and making it appeal to them) that children or young people can experience themselves as a new generation in relation to the world, and as a generation capable of making a new beginning. Children and young people experience an involvement in the world (in mathematics, language, cooking, woodworking) and they realise not only that they have to get started in the world, but also that they are able to begin. The democratic – and political – element of education is located in this double experience of the world as a common good and of the 'I can' (as opposed to the 'I must'). It is the opening up of a world outside ourselves and the involving of the child or young person in that shared world. It is thus not a matter of starting from children's or young people's immediate world, but of bringing them into the wider world, introducing them to the things of the world (mathematics, English, cooking, woodworking) and, literally, bringing them into contact with these things, getting them in their company, so that these things – and ZLWKWKHPWKHZRUOG±EHJLQWREHFRPHVLJQL¿FDQWWRWKHP7KLVLVZKDW enables a young person to experience himself as a citizen of the world. That is not to say that he experiences himself as someone with formally GH¿QHGULJKWVDQGREOLJDWLRQV5DWKHULWPHDQVWDNLQJDQLQWHUHVWLQWKH world (in something) and feeling involved in something beyond oneself DVDFRPPRQJRRG7KHSROLWLFDOGHPRFUDWLFVLJQL¿FDQFHRIHGXFDWLRQ OLHVQRWLQWKHIDFWWKDWLWLPSDUWVFHUWDLQSUHGH¿QHGFLYLFFRPSHWHQFHV What is the scholastic? | 85 RUDNQRZOHGJHRISROLWLFV7KHSROLWLFDOVLJQL¿FDQFHRIHGXFDWLRQOLHV in the 'freeing' of the world (of things and practices) in such a way that one (like a citizen) feels involved in the common good. This implies that one is amenable both to the obligation of care that comes with this involvement and to the freedom it implies. This is another way of saying that education is about free time. Experts and professionals are unfamiliar with free time. Theirs is the time of development and growth. That is, their time is a predetermined WLPHZLWKDGHVWLQDWLRQRUDVSHFL¿FIXQFWLRQ WKDW LVPHDVXUHGRXWDV precisely as possible (for instance, as phases that are suitable for this or that, or as growth stages, learning thresholds, etc.). This is expressed, inter alia, through a mentality of imminence and diagnosis – 'We have to catch it in time before...'; 'We must work preventatively to avoid...'; 'If we would have seen it sooner, it could have been helped...'. This mentality is evident in the many diagnostic tools used to determine where one stands in relation to the rest and how far one has progressed. However, the teacher as pedagogue is the one who makes time where there previously was no time (to lose) – think here of the hospital school for terminal patients. This time is not personal time but time to be used engaged in something beyond oneself (the world). And making time often means 'doing something that is important in itself' (algebra, grammar, cooking...), which makes one lose sight of (ordinary) time and its destination and, in doing so, allows something meaningful and worthwhile to transpire. Free time is not 'quality time'; it is not time set DVLGHEHIRUHKDQGWKDWPXVWEHWDNHQDGYDQWDJHRIRUPDGHVXEMHFW WR certain requirements. It is the pedagogue, or the teacher as pedagogue, who undoes any such pre-appropriation or allocation of time. In doing so, he or she creates the opportunity to allow interest in and love for the world to emerge. Without such an interest and love, a 'citizen of WKHZRUOG¶LVMXVWDQRWKHUQDPHIRUDFRQVXPHURUDFXVWRPHUWKDWLV VRPHRQHZKRSXWVKLVLQGLYLGXDOQHHGVRUWDOHQWV¿UVW6XFKDSHUVRQ VHHVWKHZRUOGDVQRPRUHWKDQDVRXUFHIRUWKHJUDWL¿FDWLRQRIKLVQHHGV or the development of his individual talents, and is thus a slave to them. And this brings us to the weighty and often rather loaded term: responsibility. In light of what we have been discussing up to this point, we can now say that the pedagogic or scholastic responsibility of In defence of the school86 | teachers lies not (only) in the fact that they are responsible for the growth and development of young lives. It also lies in the fact that they share the world with them in its parts and particularities. This responsibility translates into two tasks. Firstly, the teacher must free the child from all expertise that ascribes an immediate function, explanation or destination to what that child does. In a sense, 'letting a kid be a kid' is no empty slogan. This means allowing a child to forget the plans and expectations of his parents as well as those of employers, politicians, and religious leaders in order to allow that child to become absorbed in study and practice. It means allowing a child to forget the ordinary world, where everything has a function and an intention. It means keeping out the ordinary world of experts for whom every kind of conduct is either a call for help or a symptom to be remedied. It means suspending the question of XVHIXOQHVVRUYDOXHDQGHOLPLQDWLQJRQH¶VVHO¿VKLQWHQWLRQVIRUVWXGHQWV The second task is to stimulate interest, and that means giving authority to words, things and ways of doing things that are outside of our individual needs and that help form all that is shared 'between us' in our common world. Pedagogical responsibility lies not in aiming directly for (the needs of) the child or student, but in things and one's relation to those things, that is, the relation that the teacher as pedagogue has to these things. A teacher's manner of dealing with, giving concrete shape to and embodying things and practices is what shows what is, for her, valuable and 'authoritative'. Only then can she communicate and share the world in such a way that children and young people become interested and engaged, only then do things take on authority and only then does the world become interesting. Indeed, in Latin inter-est literally means something that exists between us. One can only create interest for the common world by showing one's own love for that world. And how could one arouse interest in the world if the message relayed to young people is that they are most important and thus most interesting? By taking responsibility for the world in this way ('as the ROGHUJHQHUDWLRQWKLVLVZKDWZH¿QGYDOXDEOH¶WKHWHDFKHUDOVRWDNHV responsibility for children and young people as students. Bringing nothing to the table and relaying the message that 'I don't know what is What is the scholastic? | 87 LPSRUWDQW,FDQQRWDQGZLOOQRWWHOO\RXVR¿JXUHLWRXWIRU\RXUVHOYHV¶ would mean leaving the younger generation to their fate and depriving them of the opportunity to renew the world. Indeed, how can they renew the world – how can they experience 'newness' – if no one actually introduces them to the old world and brings the old world to life? But this also means that the teacher must let go of and make free whatever she brings to the table. She must allow children and young people to renew the world through study and practice – through the way they interact with the world and give their own meaning to it. Failing to do so – and thus saying 'this is important, so you have to handle it this way' – would mean depriving the young generation of the chance to renew the world. This is precisely what Hannah Arendt urges teachers to remember when she eloquently and aptly says that the teacher acts out of love for the world ('this is important to us, the old generation') and out of love for children ('it is up to you, the new generation, to shape a new world').31 This is what constitutes the teacher's pedagogical responsibility. It thus has more to do with love than being able to provide explanations or MXVWL¿FDWLRQV±ZKLFK LVZKDW LV VRRIWHQH[SHFWHGRI WHDFKHUV WRGD\ And what's more, one might ask whether this love – and, with it, one's interest in the world and even one's concern for children – is lost in the face of the ever-increasing pressure of meeting expectations of accountability. This concern will bring us to a more detailed discussion of how, today, school (and thus pedagogy) is being tamed. 31. Hannah Arendt (1961). The Crisis in Education, in H. Arendt, %HWZHHQ3DVWDQG)XWXUH(LJKW Exercises in Political Thought (pp. 170-193). New York: Penguin.

TAMING THE SCHOOL

Taming the school | 91 The school, as we said, is a historical invention of the Greek polis and was an outright attack on the privileges of the elites of an archaic order. It is a democratic intervention in the sense that it 'makes' free time for everyone, regardless of background or origin, and for these reasons it installs equality. The school is an invention that turns everyone into a student – and in this sense it places everyone in an equal initial situation. The world is made public at school. It is thus not (only or VSHFL¿FDOO\ DERXW LQLWLDWLRQ LQWR D FXOWXUHRU OLIHVW\OHRI DSDUWLFXODU group (social position, class, etc.). With the invention of the school, society offers the chance for a new beginning, a renewal. Given these essential democratic, public and renewing qualities, it is not surprising that the school has incited a certain fear and turmoil since its origins. It is a source of anxiety for those who stand to lose something through renewal. So it is not surprising that the school has been confronted with attempts to tame it from its inception. The taming of the school implies reining in its democratic, public and renewing character. It implies the re-appropriation or re-privatisation of public time, public space and 'common good' made possible by the school. Perhaps we should not read the history of the school as a history of reforms and innovations, of progress and modernisation, but as a history of taming; a series of strategies and tactics to dispel, restrain, constrain, neutralise or control the school. The school as a 'modern institution' – the form it assumed in the eighteenth and early nineteenth century in the West – is an instance of the attempt to dispel the school's renewing, radical potential and the 'ability to begin'. This occurs by putting something on the table and simultaneously making it clear that 'this is how it must be done, and these are the learning materials you must use'. The school as an institution VHUYHVDSUHGHWHUPLQHGLGHDO7KLVLGHDOPLJKWEH¿OOHGLQZLWKDFLYLF or religious sensibility relating to an existing social embeddeness or WR D SURMHFWHG IXWXUH7KH DWWHPSW WR WDPH LQ WKHPRGHUQ LQVWLWXWLRQ DOZD\VWDNHVWKHIRUPRIFRQQHFWLQJμVXEMHFWPDWWHU¶ZLWKNQRZOHGJH meanings and value in an existing or new social order. As an institution, the school must embody this ideal – it reins it in – and new arrivals are initiated in the appropriate use of a given text or skill. The teacher as In defence of the school92 | a representative of the old generation who has made this knowledge DQGWKHVHPHDQLQJVμKHURZQ¶LVLQDSRVLWLRQWRWUDQVIHUWKLVVXEMHFW matter. The school-as-institution is characterised by a ceremonious time and place of transfer and in it, special care is taken to tame and monitor teachers as 'masters of ceremony' presiding over this transfer. The institution deprives the young generation of the time and place to practice and experience free time – it denies them of scholastic time – and the young generation is subsequently deprived of the opportunity to actually become a new generation. Instead, they become (at most) performers of the renewal imagined by their parents. Today, institutions and ideals have obviously lost much of their VLJQL¿FDQFHDQGNQRZOHGJHWUDQVIHUDQGWHDFKHUFHQWUHGHGXFDWLRQDUH outdated. Precisely because of this, modern schools are being converted to student-centred learning environments. The belief in tradition and transfer has been replaced by a belief in the creative power of the individual and in the uniqueness of the learner. But even today's learning environment seems to stand in the way of renewal and blocks every opportunity to begin. It does this by effectively putting nothing on the table and saying, 'Have a seat at the table, try things out, and I as your learning facilitator will help you along.' The young generation is thrown back into their own direct life-world, and there is no longer anything or anyone who can lift them out of it. The person of the learner – her needs, experience, talent, motivation and aspirations – becomes the starting point and the ending point. The taming of the school here means ensuring that students are kept small – by making them believe that they are the centre of attention, that their personal experiences are the fertile ground for a new world, and that the only things that have value are the things they value. The result is the taming of the student: he becomes a slave to his own needs, a tourist in his own life-world. The importance placed on learning to learn is perhaps the most telling expression of this attempt to tame. The pupil is thrown back upon his own learning, and the link to 'something' – to the world – is broken. The old generation withdraws itself and its ideals, but in doing so it denies the younger generation the chance to be a new generation. After all, it is only in confrontation with something that has been put on the table by the older generation and unhanded that young people are placed in a situation Taming the school | 93 in which they themselves can make a beginning, ascribe new meaning to the things that attract their attention and pull themselves out of their immediate life-world. The school as a nineteenth-century institution put something on the table but in the same motion placed a manual for its appropriate use alongside that something. The contemporary learning environment is full of manuals and instructions, but there is nothing on the table. In both cases, the public character of the school – that is, as the place where anything can happen because two generations are brought into contact in relation to 'something' – disappears. And with it disappears the renewing character of the school since the young generation is no longer able to experience itself as new generation in relation to something on the table. The taming of the school casts a somewhat different light on the polemical debate currently being waged between so-called 'reformers' and 'traditionalists'. What these two camps have in common seems to be an urge to tame the school. Employing the school (exclusively) in the service of society and employing the school in the service of the student both imply curtailing the scholastic action of making public, of renewal and of democratisation. But besides these general taming strategies, there are also attempts at taming that are more tactical in nature and therefore less obvious – but no less effective. In this respect, there is no single malicious individual or crafty group to blame for these forms of taming. Often, dispelling the scholastic ideal is not the intention. Initiatives and proposals often appear reasonable and legitimate. And a ¿UVWVWHSLVRIWHQIROORZHGORJLFDOO\E\DVHFRQGVWHSDQGDWKLUGDQG a fourth... But each step impacts the other, and concrete initiatives and proposals begin to function as tactical moves in a strategy that tames or even neutralises the school. XIV. Politicisation Policymakers are often tempted to look to the school for solutions to societal problems such as the radicalisation of society, intolerance and increased drug use. The school thus becomes the place and time to remedy these social problems. This means that the school is held In defence of the school94 | (at least partially) responsible for solving societal problems; social, cultural or economic problems are translated into learning problems, RU D QHZ OLVW RI FRPSHWHQFLHV LV DGGHG WR WKH FXUULFXOXP7KLV ¿UVW tactic can be described as the taming of the school by a politicisation of the school. What is problematic about this is not only the unbalanced distribution of tasks between school and politics, between teachers and politicians. Indeed, there is more at stake than overworking the teaching staff. It means above all that the school is entrusted with tasks that are LPSRVVLEOH WR IXO¿OZLWKRXW DEDQGRQLQJ WKH VFKRRO LWVHOI7KH \RXQJ generation in effect is simultaneously held responsible for existing social problems and for the realisation of the political dream of another, better society. In this way, the young generation is borne the burden that the old generation is no longer able or willing to bear. Formulated sharply: it is an expression of an irresponsible society that no longer follows the path of political change, but rather looks towards the young generation and suspends its free time in the name of addressing exceptional, urgent challenges on the path to a new society. In this regard, we make a clear distinction between school and politics, between educational responsibility and political responsibility, between the renewal made possible by pedagogy and political reform. In one way or another, politics is about negotiation, persuasion or a VWUXJJOH EHWZHHQ GLIIHUHQW LQWHUHVW JURXSV RU VRFLDO SURMHFWV 7KH table at school is not a negotiating table; it is a table that makes study, exercise and training possible. It is a table upon which the teacher offers something up and in doing so allows and encourages the young generation to experience itself as a new generation. This, as Hannah $UHQGW SRLQWV RXW LV ZK\ D SROLWLFDO SURMHFW WKDW HQYLVLRQV D QHZ world often looks to the school as its political tool of choice.32 What is problematic about this is not only that it entails the politicisation of the school – students are addressed as citizens who have something to learn – but also the scholasticisation of politics – citizens are addressed as VWXGHQWVZKRPXVWWDNHXSWKHLUFLYLFGXW\7KH¿UVWWUHQGZHFDQVLPSO\ 32. In this sense, one can also pose the question of whether it is in fact the school that forms the basis of a political democracy instead of the other way around. In other words: one could argue that in establishing and instituting a school, society bears the responsibility of deciding in a democratic way which knowledge and meanings are made public. Taming the school | 95 call indoctrination, while the second could be called infantilisation. 7KH\¿QGWKHLUH[SUHVVLRQLQWKH¿JXUHRIWKHGRFWULQDOWHDFKHUDVWKH interpellator of students and the condescendingly instructive minister who insists on teaching citizens a lesson. What is problematic about the politicisation of the school is that ERWK\RXQJSHRSOHDQGWKHVXEMHFWPDWWHUEHFRPHWKHPHDQVE\ZKLFK VRFLDOSUREOHPVDUHDGGUHVVHGLQDSURMHFWRISROLWLFDOUHIRUP6FKRRO as politics by other means. What is neutralised by this is free time and the possibility of young people experiencing themselves as a new generation. If young people are immediately inserted into the old world, we no longer allow them the experience of being a new generation. 7KLV LV QRW WR VD\ WKDW WKH VFKRRO KDV QR SROLWLFDO VLJQL¿FDQFH WKH establishment and organisation of the school – as free time for practice – is a political intervention. And by this we do not mean to say that socalled social issues should have no role at school. What matters is that WKH\WDNHRQWKHVWDWXVRIVXEMHFWPDWWHUDQGWKHUHIRUHDUHQRWLQÀDWHG into a political question or into competencies shrouded as solutions for a given issue. This brings us to a subtler variant of the politicisation of the VFKRROWKHHPSKDVLVRQμHPSOR\DELOLW\¶DQGVSHFL¿FDOO\WKHWHQGHQF\ to reformulate the aims of education in terms of 'employable skills'. The dream of a school that prepares young people for society – that is, the labour market and higher education – is not new. What is new is the way in which it is being realised today. Crucial here is the shift of emphasis from employment to employability. Against the background of employment, education still retained relative autonomy in relation to society and in particular in relation to the labour market. Optimising employment was largely a political issue, and at a minimum it was the REMHFWLYHRIVRFLDODQGHFRQRPLFSROLF\:LWKWKHHPSKDVLVQRZVKLIWHG to employability in the context of the active welfare state, employment is increasingly becoming a responsibility of the individual. The individual is baptised as a (lifelong) learner, learning is an investment in one's own human capital, and the activated citizen-as-learner carries WKHOLIHORQJUHVSRQVLELOLW\RI¿QGLQJKLVRZQHPSOR\PHQW,QDQHUDRI employability, policy becomes a matter of activation, of empowerment and of providing cheap loans for investment in human capital. The adage is: be employable! The gospel: employability is the path to buying your In defence of the school96 | own freedom and contributing to social progress! The sermon: do not alienate yourself and do not shrug your responsibility to society! The VRRWKLQJUHPLQGHUOHWKHZKRLVZLWKRXWOHDUQLQJQHHGVWKURZWKH¿UVW stone! The success of the term 'competencies' – not only in the professional world but also throughout society and education – can be understood as a symptom of this emphasis on employability. In the most general sense, a competency refers to the ability to perform, and WKXVWRDVSHFL¿FVHWRINQRZOHGJHVNLOOVDQGDWWLWXGHVQHFHVVDU\WRWKH SHUIRUPDQFHRI FHUWDLQ WDVNV&RPSHWHQFLHVDQGFRPSHWHQF\SUR¿OHV are created for the most diverse social tasks – not only professional competencies, but also civic competencies, cultural competencies, social competencies, and so forth. In other words, competencies, YDOLGDWHGDVTXDOL¿FDWLRQVDUH WKH(XURSHDQFXUUHQF\E\ZKLFKWKH lifelong learner – who neatly goes about collecting competencies in his portfolio – expresses his societal employability. The school, and ZLWK LW WKH \RXQJHU JHQHUDWLRQ HQUROV LWVHOI LQ WKH VRFLDO SURMHFW RI maximising employability insofar as it allows itself to be seduced into reformulating its goals and curriculum into terms of competencies/ TXDOL¿FDWLRQV 7KH FRQFHSW RI μHPSOR\DEOH FRPSHWHQFH¶ WKXV IXVHV the sociological terms of reproduction, integration and legitimacy: competencies ensure integration into society, reproduce that society and legitimise the existing order. It is worth emphasising again here that this vision is not so much espoused by near-sighted policymakers looking through a narrow economic lens, but rather by far-sighted policymakers looking through a broad sociological lens – and a functionalist frame. It seems that policymakers have become sociologists; they compress the functional relationship between education and society into a 'learningFRPSHWHQF\TXDOL¿FDWLRQHPSOR\DELOLW\¶ ERQG DQG KRSH IRU D FKDLQ UHDFWLRQ,QSROLWLFDOWHUPVWKH\UHVXUUHFWDQROGVFLHQWL¿FVWRU\7KLV form of politicisation of the school boils down to a radicalisation of the socialisation function of education, which is problematic in several respects. First and foremost, this subtle but profound politicisation HQWLUHO\HFOLSVHVWKHVXEMHFWPDWWHUDQGWKH\RXQJJHQHUDWLRQ:LWKDOO attention focused toward the compulsory and urgent acquisition of useful Taming the school | 97 competencies, any possibility of renewal and free time is suspended. Whether they be competencies to be applied in the existing society or competencies for a new society, the young generation is the generation that must be properly trained in every way. Added to this is the focus on competences stemming from an idea of employability that education cannot possibly guarantee. After all, how can we promise employability to skilled youth in a society that is constantly changing? Doing so not only needlessly wastes the youth, it also misleads them. Unless, of course, we limit ourselves to basic competences, in which case the logic of employability and performance capacity are no longer of the order. $QG WKLV EULQJV XV WR DQRWKHU REMHFWLRQ WKH SUDFWLFH RI FRPSHWHQF\ developing education implies an analytical and abstract logic (subcompetencies, degrees of complexity, etc.) that actually corrodes the link between concrete reality and employability. A student who has acquired a number of sub-competencies does not necessarily command an (integrated) ability to act in a particular domain. Let alone the ability to give meaning to his skills as a person; that is, the ability not only to carry out competencies but to do so in an independent, responsible way. $QG¿QDOO\LWLVLPSRUWDQWWRPHQWLRQWKDWFRPSHWHQFHEDVHGHGXFDWLRQ both for the school and teachers on the one hand and students on the other, has an administrative side (competency lists, modules, roadmaps, checklists, etc.) with its own propensity to proliferate itself. What threatens is a mad bureaucratisation of the school under the political pretext of employability. XV. Pedagogisation A second tactic that we want to call out is the pedagogisation of the school. While politicisation can be seen as a 'breaking in' or disciplining of the school as a function of society, pedagogisation also has to do with the breaking in of the school as a function of the family. Here again the expression is all too familiar: 'parents no longer raise their children'; 'teachers must take over the tasks of the family'; 'teachers are surrogate parents'. This is not to say that the school has no pedagogical responsibility. On the contrary, the teacher is performing In defence of the school98 | a pedagogical act insofar as she shares the world with students out of love for the world and for the new generation and in so doing pulls them from their immediate life-world, which includes the family. In this respect, the teacher is not a nanny or a part-time (or full-time) parent, as many would have her be today. It is by putting something RQWKHWDEOHE\EHLQJSDVVLRQDWHDERXWKHUVXEMHFWDQGE\RSHQLQJXS WKHZRUOGWKURXJKDOONLQGVRIVXEMHFWPDWWHUWKDWWKHWHDFKHUIXO¿OVKHU pedagogical responsibility. In this sense, the school is neither a family nor a household. We do not have space to examine in detail the difference between school and family, and between teachers and parents. We VLPSO\ZLVKWRVD\WKDWDWVFKRRODQGLQWKH¿JXUHRIWKHWHDFKHUORYHRI the world is central. This love is necessary to be able to share something. It implies a love for the next generation. In our eyes, the teacher who ORVHVKHUORYHIRUWKHZRUOG±ZKRKDVORVWHQWKXVLDVPIRUWKHVXEMHFW matter and so has nothing more to share – will not last long at school. Unless, of course, she shifts her focus to providing care and gives up being a teacher to become a surrogate parent. In and through doing this, she tames the school and denies young people the opportunity to be a student. This is not to say that care has no role at school or that teachers do not give a certain kind of care. Rather, it is a care that is motivated by the love of the world; a concern directed toward keeping students on the ball, toward providing support when they come up short DQGWRZDUGHQVXULQJWKDWVWXGHQWVLQKDELWIUHHWLPHGHVSLWHDGLI¿FXOW home situation. Demanding that teachers provide parental care – and therefore subordinate their love for the world to the care of children – is a form of taming. In other words, the school expects children to care for themselves and thus expects that they arrive at school both reposed and prepared. XVI. Naturalisation A third taming tactic can be summarised by the term naturalisation. We have explained that the invention of the school implies a democratic act: it creates free time for everyone, regardless of origin or background. Taming the school | 99 ,Q WKLV UHVSHFW WKH VFKRRO LV E\ GH¿QLWLRQ D VFKRRO RI HTXDOLW\7KH teacher's focus is on her students and she keeps them engaged through KHUORYHIRUWKHVXEMHFWRUWKURXJKKHUHQWKXVLDVPIRUWKHVXEMHFWPDWWHU Her amateurism is the best guarantor of equal opportunities. However, there are constantly attempts to tame this scholastic equality by pinning students down according to so-called natural differences: 'of course we want equality, but it must take into account the natural differences between students.' In an earlier era, these were differences of birthright or wealth. The story went that the social inequality associated with WKHVHGLIIHUHQFHVZDVQDWXUDODQGWKXVMXVWL¿HG$QGLQVRIDUDVHYHU\RQH is naturally predisposed to a particular social position or group, so goes the story, each social position or group has its own form of initiation or socialisation. It was the invention of the school that broke through the aristocratic order, though there were always attempts to tame and retame the school in the name of 'nature' – in the name of something that belonged to the necessary order of things. Modern forms of taming begin from assumptions about differences in intelligence or differences in ability. These differences are often invoked as natural and thus legitimate and even necessary MXVWL¿FDWLRQV IRU XQHTXDO WUHDWPHQW :H FDQ WKXV VD\ WKDW WR WKH extent that these differences form the basis for determining a student's orientation toward or placement in a particular level of (secondary or KLJKHU HGXFDWLRQ DQG DSDUWLFXODU¿HOGRI VWXG\ WKH VWXGHQW¶V IXWXUH LV¿[HGμQDWXUDOO\¶3XWGLIIHUHQWO\LQWKLVIRUPRIWDPLQJWKHVFKRRO becomes the continuation of natural selection by other means. Forms of categorical education are an expression of this. The school of equality, on the other hand, is – to use modern terms – a comprehensive school. This means that when the school charges society with determining what LVZRUWK VKDULQJ DV VXEMHFWPDWWHU WKDW LV GHWHUPLQLQJ WKH VRFDOOHG 'general education'), society is effectively making this determination for every member of the next generation – to the extent permitted by the 'school of equality'. In the social determination of what makes the cut and what does not, there is no preliminary selection based on differences between students. When it comes to the school, and thus to the next generation, it is not the place of the old generation to create a young elite. If it were to do this, the distinction between those who are entitled In defence of the school100 | to renew the world and those who are not would be predetermined. Perhaps the subtlest form of naturalisation with a taming effect is talent development. Talent as a concept refers to differences in predisposition between students. The difference between our current concept of talent and that of the classical discourse on disposition and ability may be that the current talent discourse has a positive connotation – everyone has their own talents, and every talent counts. Translated into an educational context, this means that it is important to recognise WKHVHGLIIHUHQWWDOHQWVDFNQRZOHGJHWKHYDOXHRIHDFKWDOHQWDQGDGMXVW OHDUQLQJWUDMHFWRULHVDFFRUGLQJO\2QWKHRWKHUKDQG WKHFRQFHSWDOVR refers to a form of latent potential present in the young generation that must be maximally developed: no talent must be allowed to go un(der)utilised (to ensure a competitive knowledge society). In this context, WDOHQW GHYHORSPHQW LPSOLHV WKH HIIHFWLYH DQG HI¿FLHQW WUDQVIRUPDWLRQ RI WDOHQW LQWR FRPSHWHQFLHV DQG TXDOL¿FDWLRQV WKDW PD[LPLVH WKH employability of young people. Perhaps what makes the term 'talent' so successful today is that is carries both of these meanings. Talent development embodies the ultimate reconciliation between humanisminspired education reformers and mobilisation-focused policymakers. Viewed from the perspective of the school, this reconciliation can be seen as a coupling of politicisation and naturalisation. In the context of talent-developing and competency-based education, the school ultimately becomes the selection apparatus par excellence. It's slogan: every talent in its rightful place. The politicising chain UHDFWLRQ μOHDUQLQJFRPSHWHQF\TXDOL¿FDWLRQHPSOR\DELOLW\¶ LV JLYHQ D natural and human substructure: learning as the conversion of talents LQWR FRPSHWHQFLHV WKDW OHDG WR TXDOL¿FDWLRQV WR HQVXUH PD[LPXP employability. This interweaving of politicisation and naturalisation is reminiscent of Plato's Republic. In The Republic3ODWRVHWVRXWWR¿QG the ideal organisation of society, and he argues that each group should have a place in society predestined to them by nature. Today we no longer speak of natural predestination nor of social groups or classes, but rather of individual talents. But is talent not simply another word for natural predestination? Is the current story not the perfection of what Plato suggests in The Republic: to ensure that all are employed according to their natural talents? It is useful to remember that Plato himself thought Taming the school | 101 of the natural destination story as a 'fable' or a 'necessary lie' to keep social groups and classes in their place and to maintain order in society. Is the current story about the school as a place for talent development QRWMXVWDVPXFKRIDμQHFHVVDU\OLH¶WROGWROHJLWLPLVHGLIIHUHQFHVVHFXUH the social order and create a competitive knowledge society? Whatever the case, the establishment of the school launched a movement from its very beginnings to expose such falsehoods. Concretely, this means that the school of equality – where students are equal in relation to the VXEMHFWPDWWHUUHJDUGOHVVRIDQ\VRUWRISUHGHVWLQDWLRQ±H[LVWVSUHFLVHO\ to generate interest and to make the 'I can' experience possible. In the context of talent development on the other hand, the emphasis is on the obligatory 'I must' experience as an answer to the call of one's predestined talent: 'You must develop your talent – everyone must develop their talents.' Even if talent developing education strives to let students (learn) to choose what to study – potentially on the basis of their interests – this choice must always be informed by the student's LQGLYLGXDOWDOHQWV$QGWKLVμFKRLFH¶JUDQWHGWRWKHVWXGHQWFDQMXVWDV well be seen as a tool of self-selection deployed in the interest of optimal employability. Differentiation based on talent (naturalisation) and in the interest of employability (politicisation) is in this sense a quintessential and sophisticated tactic to neutralise the scholastic event. Equality evokes perhaps the most fear when it comes to the tactic of naturalisation, and this fear never fails to feed attempts to tame the school. It is a fear mainly motivated by the fact that school is essentially a public time and space where public matters are the order of the day. It is in relation to these matters – the VXEMHFWPDWWHU that is brought to the table – that pupils emerge as equals in an 'initial situation' in which they can begin the work of attentively engaging in something, exercising their minds and forming themselves. One's position relative to the school is in this respect similar to one's position relative to democracy.33 Even among supporters of democracy, there is the temptation to express only conditional support: 'everyone has the right to speak, but some have more right than others by virtue of their capabilities and expertise', 'the voter does not always know what is good 33. Jacques Rancière (2007). +DWUHGRI'HPRFUDF\ (S. Corcoran, trans.). London and New York : Verso J. In defence of the school102 | for him', etc. Democracy has something radical and it is at odds with WKHDULVWRFUDF\ZLWKQRELOLW\WKH&KXUFKHWFDQGLVWKHUHIRUHVXEMHFW to pressure from a great many forms of taming and neutralisation. The same applies to the school and the radicality contained within it. School is about expropriation, de-privatisation and de-sacralisation, and thus about the radical – we dare even say the potentially revolutionary – opportunity to renew the world. What is brought to the table in the school of equality is essentially for everyone and no one in particular. It is about common good and this means that the school also has a kind of communistic dimension, if we may still use that word. Communistic not as a political doctrine, but as the temporary state of suspension or expropriation during which, when the world is opened up, the experience of 'being capable of' is made possible. You could say that communism (as a political strategy) is actually an attempt to recover the school politically and to institutionalise the school socially. And that comes at a high price. Communistic as referring to the radical DFWRIGHSULYDWLVDWLRQDQGIUHHLQJIRUSXEOLFXVHLVSHUKDSV¿UVWO\DQ educational rather than a political term. The communist effect is of FRXUVHVRPHWKLQJWKDWLVJUHDWO\IHDUHGE\HYHU\RQHZLWKVSHFL¿FYHVWHG LQWHUHVWVVDFUHGFRZVRUHYHQVFLHQWL¿FSURSRVLWLRQVWRGHIHQG+HQFH the aristocratic whip and the attempt to make the school a selection machine for perpetuating the position of an elite. But there is also the meritocratic whip that legitimises inequality on the basis of merits and that couples the degree and extent of training with performance. There is also the recent incantation touting individual talents according to which a student's predetermined path can be divined. The starting point in all these attempts at taming the school is not equality, but a supposed factual difference which the school is asked to acknowledge, recognise, FRQ¿UPDQGDFFHSW7KHVWDUWLQJSRLQWLVQRWHTXDOLW\:KDWLVDFWXDOO\ EHLQJYHUL¿HGWLPHDQGDJDLQDQGLQGLIIHUHQWLWHUDWLRQVLVLQHTXDOLW\DQG difference. It is therefore not an experience of emancipation or being able to begin, but one of 'not being able', 'only able to', 'being less able', 'have to be able' or simply, 'have to' in itself. These three tactics – politicisation, pedagogisation and naturalisation – tame the school by coupling it to something outside of the school (society, family, nature). But there are also some tactics that Taming the school | 103 'de-school' the school from within. XVII. Technologisation As we have seen, the design of the school has an unmistakable technological dimension. Engaging in study and completing exercises imply employing techniques. These techniques are what enable young people to take on tasks and simultaneously take on themselves, and this with the intention of shaping, improving and rising above themselves. Technology includes the concrete materiality of the school (the building, the classroom, the chalkboard, tables, desks, etc.) but also the tools (pen, books, chalk, pencil, etc.) and work methods (essays, problem sets, exams, etc.) all of which are aimed at a sort of discipline to focus the attention of young people on a particular task or thing. Achieving this focus is the touchstone of an effective scholastic technique. We use the term technologisation thus to refer to a taming tactic by which the criteria for a good scholastic technique – and the criteria for a good teacher and a good school – come to be situated in the technique itself. In other words, the taming tactic of technologisation refers to the search IRU WHFKQLFDO FULWHULD DQG WHFKQLFDO JXDUDQWHHV ZKHUH WKH REMHFWLYH becomes the optimisation of technical performance. This form of taming comes in several variants, primary among WKHP EHLQJ D IRFXV RQ HI¿FLHQF\ DQG HIIHFWLYHQHVV LQ HGXFDWLRQ Effectiveness implies that the goal of a technique – and also of the VFKRROWKHWHDFKHUDQGWKHVWXGHQW±LV¿[HGDQGWKDWWKHHPSKDVLVWKXV OLHV LQ¿QGLQJ WKH ULJKW UHVRXUFHV WRPHHW WKDW ¿[HG JRDO7KH IRFXV RQHI¿FLHQF\PHDQV LGHQWLI\LQJ WKHDSSURSULDWHPDQQHURI DOORFDWLQJ resources (for instance, in terms of workload or cost) given the intended JRDO2QFHWKHIRFXVKDVEHHQVHWRQHIIHFWLYHQHVVDQGHI¿FLHQF\WKH JRDOEHFRPHV¿[HGDQGWKHWDPLQJZKLSFDQWKXVEHFUDFNHGGRZQRQ resources and all other factors standing in the way of effectiveness and HI¿FLHQF\7DPLQJLVDFKLHYHGE\PDNLQJWKH¿[HGJRDOWKHFULWHULRQIRU determining appropriate resources and proper use of those resources. In countering this argument, we do not want to claim that scholastic work PHWKRGVKDYHQRHI¿FDF\QRU WKDWZHVKRXOGQRWFRQVLGHUZKDW WKDW In defence of the school104 | HI¿FDF\PD\EH:HDOVRGRQRWPHDQWRLPSO\WKDWWHDFKHUVDUHQRWJRDO oriented. Indeed, they are – they do not come from some foreign planet untouched by technology. What we argue, rather, is that this no longer allows the school and the teacher to try new things. Work methods must be tried out and tested, and this always implies that the teacher herself, the whole class and stated goals must be made part of the experiment. This is what we understand as an experimental approach to education. Not in the sense of empirically testing resource-goal relationships – which implies that you already know what it is you seek and thus that \RXDUHVLPSO\RXWWRLQFUHDVHHI¿FLHQF\DQGHIIHFWLYHQHVV±EXWUDWKHU in the sense of daring to bring yourself to that point at which you do not know what you do not yet know, and therefore do not know precisely what it is you are looking for.34 This is what it means to experiment with something in the strict sense of the word. What a new technique or a new application of an existing work method does to you as a teacher, to the students, but also to the JRDOVDQG WKHVXEMHFWPDWWHU is to put WKHPDOOLQWRSOD\7KHHI¿FLHQWDQGHIIHFWLYHVFKRRORUWHDFKHUUHVLJQV to the 'facts': 'these are the facts and this is how we deal with them!' The school and teacher we have tried to sketch here see any reference to 'facts' as a signal to try something else: 'can we deal with this in a different way?' We can formulate this as follows: formation also applies to the teacher and the school. They too must 'shape up' and FRQVHTXHQWO\PXVWWU\QHZWKLQJVWR¿QGWKHLUIRUP A second variant of taming through technologisation is performativity: the search for an optimal ratio between input and output.35 The school in this conceptualisation becomes another name for the processing of input into output, that is, of intelligence into learning outcomes, talents into competencies, the socio-economic status RIVWXGHQWVLQWRXQTXDOL¿HGRXWÀRZ:KLOHLQWKHORJLFRIHI¿FLHQF\ DQG HIIHFWLYHQHVV RQO\ WKH JRDOV DUH ¿[HG LQ WKH SXUVXLW RI RSWLPDO resources, in the logic of performativity both the goals and resources DUH¿[HG$QGRQFHWKLVKDSSHQVWKHGHPDQGIRURSWLPLVDWLRQEHFRPHV 34. Hans-Jörg Rheinberger (2007). Man weiss nicht genau, was man nicht weiss. Über die Kunst, das Unbekannte zu erforschen. 1HXH=UFKHU=HLWXQJ, 5 Mai 2007. 35. Jean-François Lyotard (1984). 7KH SRVWPRGHUQ FRQGLWLRQ $ UHSRUW RQ NQRZOHGJH (G. Bennington & F. Jameson, trans.). Manchester: Manchester University Press. Taming the school | 105 a demand for performance: better results, faster results. The criterion moves from 'the goal' to 'the most recent results' (we performed better than before, therefore we are high-performing) or to 'the results of peers' (we outperformed other (similar) schools or teachers, therefore we are high-performing). In this way, the imperative 'be competitive – with yourself and with others' is inscribed into the educational system. With the advent of performativity, competitive drive becomes an end in itself and creates a culture of testing and spectacle and, of course, an out-and-out race. The keywords of a performance-based society are well known: faster is better; more is better; to stand still is to go backwards. Think of the performance mentality around cars, computers and, indeed, researchers. Top speed, capability, memory, high ranked publications – competitiveness and curiosity apparently go hand in hand. The obsession with learning outcomes and learning gains can be VHHQDVWKHHGXFDWLRQDOHTXLYDOHQWRIWKLV-XVWDVWKHZKLSRIHI¿FLHQF\ DQGHIIHFWLYHQHVVUHVXOWVLQLQVWUXPHQWDOLVDWLRQLQRUGHUWRPHHWGH¿QHG goals), so does the whip of performativity lead to monitoring. The ideal is a continuous measurement of performance in order to produce SHUPDQHQWIHHGEDFN$¿QJHURQWKHSXOVHRIHYHU\WKLQJDQGHYHU\RQH Everything and everyone must be monitored, and not a second can be VSDUHG WR DGMXVW RU ¿QHWXQH 7KLV EHJV WKH TXHVWLRQ RIZKHWKHU WKH economisation of the school today is indeed the result of an intrusive labour market. We would argue that the school is taming itself from within, in the name of performativity and competitiveness. In other words, the educational system is creating its own growth economy, with added value, learning gains, learning credits, and a growing monitoring and feedback apparatus as its focus. As for describing the ultimate JRDORIDOORIWKLVZHDUHJLYHQZRUGVZLWKODUJHO\HPSW\VLJQL¿FDQFH μDFKLHYLQJ H[FHOOHQFH¶ 2U UDWKHU WKHVH DUH WKH DOOVLJQL¿FDQW ZRUGV touted by those who give their competitive drive free reign. Meanwhile, 'innovation' becomes the symptom of an 'excellent' school. For such a school, competitive innovation is a goal in itself requiring no further explanation. In an era of innovation, that which currently exists is by GH¿QLWLRQ REVROHWH WKHPRPHQW LW LV FUHDWHG ,W LV VHOIHYLGHQW WKDW D school such as this is susceptible to trends – and plays a role in creating and perpetuating trendy education. And what makes this taming tactic In defence of the school106 | so ironic? It turns on a technique developed by the school against the school: the exam. Besides its typical function as a pedagogical tool for encouraging young people to study, practice and test themselves, the exam has long been an instrument wielded by teachers to measure and guide the progress of these young people. More recently, however, the exam – as a test of learning outcomes or a measure of performance – has become an instrument for auditing teacher and school performance. And what is the prize of the high-performing school and teacher? The OHDUQLQJRXWFRPHVRIWKHQHZJHQHUDWLRQ7KHWDVN"7RJHQHUDWHSUR¿W (by maximising output) using the young generation as venture capital. Put differently, schools and teachers are compelled to return to school LQGH¿QLWHO\±DQGDUHPDGHWRDFFHSWDV\VWHPRIFRQVWDQWSHUIRUPDQFH measurement. We see this as the birth of the capitalist school and of the capitalist teacher focused on the maximisation of learning gains – a demolition of their communistic heart. The fall of this (Berlin) wall amounts to de-schooling from the inside out. XVIII. Psychologisation Psychologisation is another tactic deployed from within the school to condition teachers and students. It is undeniable that psychology plays an important role in education. This is not new, and it is not in itself problematic. What does threaten the scholastic event is the tendency to replace teaching with a form of psychological counselling. Here, the teacher is expected to play the role of both teacher and psychologist, replacing pedagogical responsibility with therapeutic care-giving. One expression of this trend is the emphasis on students' psychological well-being and 'motivation to learn'. Psychologisation occurs once taking into account the psychological world of the student is made a necessary condition of teaching. In practice, psychologisation happens when the acts of arousing interest and focusing attention on something – acts inherent to pedagogical responsibility – are reformulated into 'motivating students to learn'. School is about being attentive to or having interest in something, and that something is precisely what makes it possible to pull young people out of their surroundings. Taming the school | 107 Motivating, on the other hand, is a personal matter – the student is thrown back on himself. Pulling young people out of their world – even if only within the walls of the school – is an exciting event. But there is also a tendency to speak of this as a potentially traumatic experience. Additionally, study and practice require effort, a kind of discipline. If attentiveness and interest are present among students, then they are willing to pay this price. Or rather, study and practice are about paying WKLV SULFH WLPH DQG DJDLQ LQPRPHQWVRI GLI¿FXOW\ DQG WKDW VDFUL¿FH is worth the effort because the focus is on something more important. In these intense moments, well-being is not a primary concern to students – unless the teacher as an amateur therapist reminds them that it is. Extensive psychologisation actually ends in a 'emopedagogy'36: a pedagogical act performed not out of love for the world, but rather wholly framed around the emotional well-being of young people. This denies young people the chance to be students, to represent the young generation and to be gripped by something beyond their psychological universe. XIX. Popularisation Linked to this extensive psychologisation is the tactic of popularisation. One example, drawn from the United Kingdom, is the use of techniques from the entertainment world (such as popular television) in classrooms to counter boredom. The idea is to put teachers with the ability to guarantee a high number of 'viewers' and 'listeners' at the front of the class. A boring lesson is out of the question, and a bored classroom is a sign of failure. Stronger still, employing boring teachers is to be avoided DQG ERUHG VWXGHQWV DUH D UHG ÀDJ FDOOLQJ IRU UDSLG LQWHUYHQWLRQ7KH exclusive focus on relaxation and (viewing/listening) pleasure amounts to a taming of the tension required for study and practice. It is about HDVLQJWKHVHWHQVLRQV±EHWZHHQVWXGHQWVDQGWKHVXEMHFWPDWWHU±DQG as it were, getting as close as possible to the world of the students. This popularisation, so goes the thinking, provides the relaxation needed to 36. Frank Furedi (2009). Wasted. Why education isn't educating. London: Continuum. In defence of the school108 | learn. There is no need for young people to get off the proverbial couch; the teacher settles in beside them and enters their world. Of course, WKH SRSXODU WHDFKHU FDQ FDSWLYDWH VWXGHQWV¶ DWWHQWLRQ MXVW DV SRSXODU television shows do.37 They keep people glued to the screen. And perhaps they also teach you something. Our point is not that learning cannot take place in a playful, relaxed manner. Our point is that school is DERXWVRPHWKLQJHOVHWKHDWWHQWLYHQHVVIRUWKHVXEMHFWPDWWHUPHGLDWHG through the classroom, pulls students from their world and brings them 'into play'. The tension is not converted into relaxation but into effort. This means that the student constantly loses himself in something worthy of his effort. Of course, one can also lose oneself in relaxation – by passing the time idly on the couch, for instance – without exerting any effort. At school, time is created rather than allowed to pass, and formation rather than relaxation is the order of the day. Formation refers to rising beyond one's world. Learning refers to expanding one's world. In this sense, there is truth in the statement that television is a window to the world, and that one can learn something by watching television. But it remains a stationary activity that does not require one to leave the house. It does not pull you out of your (domestic) world – no matter how big the screen may be. Formulated sharply: popularisation keeps students infantile while the school is a place for maturing, advancing, ¿QGLQJDZD\ LQ WKHZRUOGDQG ULVLQJDERYHRQHVHOI±DQG WKXVDOVR of rising above one's world. This takes time and can lead to moments of boredom. It can be unpleasant – hence the temptation to relax – but often it is precisely these moments of boredom or disinterest that are impregnated with the potential to suddenly burst into something interesting. We are not making a plea for boredom and dullness here. We are making a plea against the common tendency to immediately problematise and propose a remedy for everything that belongs to the condition humaine et scolaire. 37. Bernard Stiegler (2010). Taking Care of Youth and the Generations (S. Barker, trans.). Stanford: Stanford University Press. Taming the school |

TAMING THE TEACHER

Taming the teacher | 113 School – as free time in which the world is shared and children or young people have the experience of being able to begin – must be created. In this 'made space' of hallways, classrooms, textbooks and technologies, the teacher, as we have already indicated, occupies a particularly special role. For us, however, the teacher is not a historical, sociological or psychological type, but rather a pedagogical ¿JXUH that inhabits the school. Strictly speaking, it would be more appropriate and more precise to use the old word 'schoolmaster': she is a master, someone who understands and loves her craft, but she carries it out not in a workshop or in a business but at school. She is a master of the scholastic, where 'scholastic' refers to the scholastic 'essence' we have described. Unfortunately, the word has fallen out of usage. It now has an almost exclusively negative and waggish connotation and is associated only with not-so-fondly-remembered individuals who haunt our personal and collective memory. For that reason, we will stick to XVLQJWKHZRUGμWHDFKHU¶7KHWHDFKHUDVDSHGDJRJLF¿JXUHDQGDPDVWHU ERWKGHYRWHGWRDQGZHOOYHUVHGLQKHUVXEMHFW%XWDOVRDPDVWHUZKR makes the conscious choice to remove her craft or business from the productive sphere, where it still has a clear return, in order to engage it DQGRIIHULWIXOO\DQGH[FOXVLYHO\DVVXEMHFWPDWWHUWKHVXEMHFWIRUWKH VDNHRIWKHVXEMHFWWKHFUDIWIRUWKHVDNHRIWKHFUDIW 7KLV LV ZKDW WKH HQJLQHHU GRHV ZKHQ VKH OHDYHV KHU MRE LQ industry to take a position in education, because as an engineering teacher she can occupy herself solely with the technique itself and not with technique in an economic or societal sense. In doing this, she confesses not only a love for technique, but also a desire to freely explore it, not unlike the way children do, making it public and freeing KHUVHOIDQGKHUVXEMHFW±DWOHDVWWHPSRUDULO\±IURPVXEPLVVLRQWRDQ economic or societal order. But she is also expressing that she loves technique and children enough to bring these things to the table for the new generation – which simultaneously frees her and her students from the power of the old generation (parents, grandparents, adults), or at least temporarily suspends their power (something of which members of the old generation are acutely aware when they drop off their children at school every morning). The engineer-turned-teacher is In defence of the school114 | no longer a 'slave' of the economy, nor of the social order, nor of the domestic sphere and their so-called 'realism'. She is a kind of freed slave.38 One who surrenders to her love for technique (or, in a general VHQVHKHUORYHIRUWKHVXEMHFWRUIRUWKHZRUOG6KHFDUHVPRUHDERXW WKH VXEMHFW WKDQ VKH GRHV DERXW KHUVHOI RU WKH VRFLDO RUGHU ±ZLWK LV PRUHRU OHVV¿[HG LQ VSDFH DQGPHDQLQJ±ZLWKLQZKLFK WKH VXEMHFW is contained. She also gives herself over to her love for the children – she loves the children more than she loves their parents. There are, of course, risks involved: a freed slave such as she must gain our trust if ZHDUHWRHQWUXVWRXUFKLOGUHQWRKHUDQGPD\TXLFNO\EHFRPHDQREMHFW RIVXVSLFLRQ IHDUDQGSHUKDSVHYHQ MHDORXV\EURXJKWRQE\DQHQY\ of her liberated or emancipated status). On the one hand, a person who chooses to give up being a 'real' or 'actual' engineer is regarded as an idealist. On the other, she is viewed with pity as a weakling who could not handle 'the real world'. And as a teacher, like many before her, she LQHYLWDEO\EHFRPHVWKHREMHFWRIYHU\DPELYDOHQWIHHOLQJVDGPLUDWLRQ DWWUDFWLRQRFFDVLRQDODZHPL[HGZLWKMHDORXV\DQGGHHSFRQWHPSW6KH LV WKHREMHFWRI ULGLFXOHDQGEDQDO FODLPV VLPXOWDQHRXVO\FRQVLGHUHG necessary and utterly unnecessary, useful and useless. As we have said, WKLVKDVWRGRZLWKWKHWHDFKHU¶VSXEOLFSHGDJRJLFDOVLJQL¿FDQFHDQG (lack of) position. The teacher is not a psychologist, sociologist or engineer, nor an ordinary woman or man, father or mother. The teacher LVD¿JXUHZLWKRXWSURSHUWLHV±KHUVWDWXVLVDQRQVWDWXVRQHZKLFKLV QRWHQWLUHO\ LQFRPSDUDEOH WR WKDWRI WKHFKLOG7KHWHDFKHU LVD¿JXUH ZLWKQRSURSHUSODFHLQDVRFLDORUGHUDQGLV WKXVDSXEOLF¿JXUHDV DUWLVWVDUHIRU LQVWDQFH7KHWHDFKHU LVD¿JXUH WKDW LQVRPHZD\RU another, always falls outside the established order. The teacher is not 'real'. Consequently, the teacher always destabilises the established order – or better: she always suspends it or renders it inoperative in some way. 7KHWHDFKHULVD¿JXUHZKRVHZD\RIOLIHLPSOLHVDFHUWDLQOHYHO of self-reliance and self-discipline. She is someone who constantly reminds herself that she is a freed slave and that there is a price to be paid for this. She cares for herself. She is someone who constantly 38. We are alluding here to the well-known fact that our word 'pedagogue' has its root in the Greek word for the slave whose task it was to bring a child to school. Taming the teacher | 115 reminds herself that she does not serve a particular social or economic order that than pays her for the trouble – that is, she is concerned with KHURZQUHODWLRQWRWKHVXEMHFWPDWWHUDQGWKXVLVVRPHRQHDFFHSWLQJWR EHFDOOHGDSUR¿WHHU$QGVKHLVVRPHRQHZKRUHPLQGVKHUVHOIWKDWVKH does not serve parents or the old generation despite being member to it – someone who is thus taking care of her relation to children and is willing to be called a 'smarty pants'. This also implies that she must keep KHUVHOILQFKHFNVKHPXVW¿JKWHJRWLVPDYRLGSHGDQWU\DQGDERYHDOO eschew two forms of misplaced or absolutised love, both of which are DFWXDOO\SULYDWLVLQJRUVHOILQGXOJLQJORYH7KH¿UVWLVDQDEVROXWLVDWLRQ of the love for the world whereby the things of the world are made into her things and are no longer brought to the table and unhanded for all to use. Such a teacher blocks the new generation because she experiences it as a threat. She tolerates or (mis)uses the young generation for her own ends andUHMHFWVDOOIRUPVRIUHQHZDO7KHVHFRQGLVWKHDEVROXWLVDWLRQ of the love for children whereby children are made into her children and the task of teaching is relegated to the margin. Such a teacher does not take children seriously and deprives them of the opportunity of formation. A choking absolutisation. A teacher is someone who has no sharply delineated 'task' in the way that a 'professional' does. Conversely, the teacher is someone who puts herselfDWWKHVHUYLFHRIWKHVXEMHFWRUWKHWDVN7KHVHVKHGRHV QRWVHHSULPDULO\DVVRPHWKLQJWREHH[SORLWHGIRU¿QDQFLDOJDLQQRUDV μKHU¶VXEMHFWRUμKHU¶WDVNSUHFLVHO\EHFDXVHLWLVWKHVXEMHFWRUWDVNWKDW captivates or impassions her. She is at the service of children who are not her children but are entrusted to her. She loves the world and she loves children, and therefore she is an enthusiast or an amateur whose love is not limited to working hours. She represents the world, the task RUWKHVXEMHFWVKH3EULQJVLWLQWRWKHSUHVHQWWHQVH WRFLWH3HQQDFRQFH more), renders them present and thus makes them public in relation to the new generation. She does this not only in the sense of exposing or showing, but also in the sense of profanation: the rendering inoperative RIRUGLQDU\SURGXFWLYLW\$QGZLWKWKLVVKHPDNHVWKHVXEMHFWRUWDVN and herself available. If teachers as schoolmasters have a special art, it is the art of disciplining (in the positive sense of focusing attention) and presenting (as in bringing into the present tense or making public). In defence of the school116 | This is not an art that teachers can possess merely through knowledge or skills. It is an embodied art and thus one that corresponds to a way of life – something to which one might refer as a 'calling', a word also used for artists or even politicians, often with a connotation of surprise regarding the (economic) irrationality of certain life choices and pursuits. The art of disciplining is not only the art of preserving order, as we like to believe, but also the art of utilising the right techniques to create attention and focus in the classroom. It is discipline not as dumb submission and punishment but as a technique of attention. And the art of presenting is not merely the art of making something known; it is the art of making something exist, the art of giving authority to a thought, a number, a letter, a gesture, a movement or an action and in that sense it brings that something to life. It is the art of bringing something into proximity by engaging it and offering it up. This is not a passive, neutral act of offering, nor an indifferent handing over. It is encouraging, engaging or inviting the student to participate in the task at hand – in short, creating interest – and this from an embodied position. This creating of interest is precisely what calls up feelings of ambivalence: there is, on the one hand, admiration, fascination and appreciation for teachers' passion and inspiration, and on the other, distrust (and fear) of this self-same passion and inspiration on the part of parents, politicians and leaders who do not and cannot approve of it. Their greatest fear: guidance toward the 'wrong path' – the son or daughter pre-anointed to take over the family business or become a VXUJHRQZKRQRZWKURXJKDWHDFKHU¶VLQÀXHQFHLVLQWHQWRQEHFRPLQJ an artist or an historian. It is thus not surprising that both the school and the teacher have been confronted from the beginning with attempts to tame them. And in this case, too, we can speak of an overall strategy. This strategy consisted and consists in neutralising or 'professionalising' the double love relationship either by transforming it into a relationship of obedience, as in the modern era – that is, by turning a freed slave into actual slave (the civil servant-slave of the state, the faith-slave of religion, the domestic-slave of the economy) – or by transforming it into a contractual relationship, as happens more and more today – that LVE\WXUQLQJWKHIUHHGVODYHLQWRDVHUYLFHSURIHVVLRQDORUDμÀH[LEOH¶ Taming the teacher | 117 self-employed and entrepreneurial person. Teachers were/are made into civil servants, service providers, employees/workers and entrepreneurs and in that respect become 'professionals' occupying clear and unambiguous positions in the social order. Their amateur and public character – their status as a 'freed slave' – becomes neutralised and their work becomes loveless and privatised. More and more, the freed slave assumes the position of a private business manager. And remuneration LVQRZWLHGWRVSHFL¿FVHUYLFHVUHQGHUHG,QRWKHUZRUGVLWLVQRWOLQNHG WR WKH ¿QDQFLDO UHVRXUFHV QHFHVVDU\ WR FDUU\ RXW WKH RYHUDOO WDVN namely, the embodying of the manner in which society receives the new generation and renews itself. This would require that teachers be allowed the means to take special care in determining their own relation WRWKHVXEMHFWPDWWHUDQGWRWKHVWXGHQWVDQGWKXVLQDVHQVHWKDWWKH\ be exempted or freed from society's regular productivity requirements. The general strategy of the professionalisation of the double love relationship is therefore also an attempt to banish the risks of the school as a public place where something can happen (and not only something can be learned). In addition to this general strategy, this form of taming ¿QGVLWVH[SUHVVLRQWRGD\LQVHYHUDOPRUHVSHFL¿FWDFWLFVWKDWQHXWUDOLVH or even deactivate the teacher's care of the self and her relation to and distance from herself, the society and the domestic sphere. XX. Professionalisation First of all and from all sides is the call for an organised professionalisation of the teacher. This is a taming tactic with a rather long history. We will call out three variants. $¿UVWYDULDQWRIWKLVWDFWLFLVDLPHGDWUHSODFLQJWHDFKHUV¶VR called wisdom of experience with expertise or competency. The dream teacher in this professionalisation discourse is one whose expertise is based on validated and reliable knowledge: someone who acts according to 'the methods' and in an 'evidence-based' manner. The dream – which may or may not be fuelled by education researchers – is to create a teacher equipped with a knowledge base encapsulated LQSURIHVVLRQDOLVP7KDWNQRZOHGJHEDVH LVPDGHXSRI VFLHQWL¿FDOO\ In defence of the school118 | SURYHQ WKHRULHVPRGHOVPHWKRGV DQG HYHQ D VFLHQWL¿FDOO\ YDOLGDWHG deontology. To the extent that this professionalisation is propelled by disciplines that position themselves as 'techno-sciences', all of this is accompanied by the dissemination of technical criteria: professionalisation as a continuation of taming by technologisation. +LGGHQEHKLQG WKH μVFLHQWL¿F¶ ODEHO LV WKH SUHVXPHG FULWHULRQ WKDW μLW works' (or it doesn't), and often involves the application of knowledge that has been 'proven' to reach given targets (better) or that leads to a (better) realisation of given learning outcomes. Goal realisation, learning gains and growth margins thus become the professional EDVLFWHUPVRIWKHWHDFKHULQWKHPRXOGRIDWHFKQRVFLHQWL¿FLGHDO professionalisation as a path to progress through the application RI VFLHQFH DQG WHFKQRORJ\ $PDWHXULVP DSSHDUV KHUH DV WKH MDGHG condition of the teacher caught in a private world of self-sure ignorance, VXEMHFWLYHKXQFKHVSHUFHSWLRQVDQGSHUVLVWHQWPLVXQGHUVWDQGLQJV7KH moral imperative that goes with professionalisation is this: rise above the state of amateurism. This implies the taming and even elimination RIDPDWHXULVP,WDOVRLPSOLHVWKDWWKHDFFRPSDQ\LQJVLJQL¿FDQFHRIWKH teacher as lover – who acts out of love for the world and for the next generation – no longer carries currency in the discourse. Any reference WR ORYH IRU WKHFDXVH IRU WKHVXEMHFW IRU WKHVXEMHFWPDWWHUEHFRPHV ridiculous – these are characteristics of the cave-dwelling teacher. The forward-looking optimism of professionalisation relegates terms like embodiment, inspiration and attention generation to the dustbin of the past or to the margins: interesting material for historical research or for marginal romantics but hopelessly unusable as a guide for contemporary – let alone future-oriented – research. The air of the school is crystallised E\ WKH FROGEORRGHG LGHDO RI VFLHQWL¿FLW\%XW WKH MXU\ LV VWLOO RXW RQ whether the crystal palace in the dream – that beautiful, illuminated, transparent, measured-out and endless space where everything works – is even habitable. Everything may work, but nothing has meaning. It LVDVLIZHORVWORYHVRPHZKHUHDORQJWKHZD\7KH¿JXUHRIWKHORYLQJ teacher is not antithetical to research or professional development. 4XLWH WKH FRQWUDU\ ,W MXVW GRHV QRW JHO ZLWK D OHDUQLQJ SURFHVV WKDW expands in length and width and a professionalisation that takes aim DWWKHVXEMHFWLYHZRUOGRIWKHWHDFKHU,WVHHVUHVHDUFKDQGSURIHVVLRQDO Taming the teacher | 119 development as a process of formation that expands in depth and height in which the teacher continually brings herself into play. The teacher, too, needs free time, that is, time for self-formation through study and practice. A second variant of the professionalisation tactic equally begins from the now-presupposed expectation that the teacher is a specialist or DQH[SHUWEXWHPSKDVHVD μUHDOLVWLF¶JURXQGLQJPRUH WKDQD VFLHQWL¿F LGHDO ,OOXVWUDWLYH RI WKLV DUH WKH SURIHVVLRQDO SUR¿OHV FRPSLOHG E\ governments and the accompanying lists of basic competencies expected of (beginning) teachers. These transform teaching into a profession 'in LWVRZQULJKW¶ZLWKDFOHDUIXQFWLRQDQGVSHFL¿FEHQFKPDUNVVHUYLFHV and outcomes to deliver. In this formulation, the teacher's expertise is generally translated as 'competency', that is, as (assumed) knowledge, skills and attitudes that can be employed to perform concrete tasks. ,Q RWKHU ZRUGV WKH DFWXDO ZRUN FRQWH[W DQG PRUH VSHFL¿FDOO\ WKH functions and duties that populate it are of guiding importance. Here DJDLQ WKH WHFKQLFDO FULWHULD RI HI¿FLHQF\ DQG HIIHFWLYHQHVV DUH DW WKH forefront: professional competencies literally express what must be done in order to perform the actual work. Competencies are a translation of all the necessary elements in a given work environment – in this case, the school as a workplace for teachers – that must be in place in order to implement the required functions and tasks. The professional WHDFKHULQRWKHUZRUGVLVWKHFRPSHWHQWWHDFKHUDQGPRUHVSHFL¿FDOO\ the teacher whose competencies are employable in the actual work HQYLURQPHQW$SURIHVVLRQDOSUR¿OHWKXVIXQFWLRQVDVDQLQVWUXPHQWIRU DVVHVVLQJDGMXVWLQJDQGGHYHORSLQJWKHSURIHVVLRQDOLVPRIWKHWHDFKHU on the one hand and, on the other, as the starting point for determining the basic competencies (in the form of end-term learning outcomes) H[SHFWHGRI\RXQJWHDFKHUVIUHVKRXWRIWHDFKHUWUDLQLQJ7KHVHSUR¿OHV and competencies place a whip in the hand of the government used to tame not only the school but also experienced and novice teachers. It is a taming in the name of the current market demands, of optimal intake DQGRIHPSOR\DELOLW\3URIHVVLRQDOSUR¿OHVDUHFRQVHUYDWLYHLQHVVHQFH compliant teacher training programmes reproduce the competencies for the educational context of the current moment. In that sense, the default motto for young teachers-in-training becomes 'onward to In defence of the school120 | the past'. Another aim is the uniform positioning of the 'profession' within the standardised language of competencies. And as with any standard language, dialects arise as a hard-to-eradicate phenomenon and something that is still cherished, with a certain nostalgia, in private quarters of education, but that nonetheless will soon be provided with VWDQGDUGLVHG VXEWLWOHV7KH LGHDO RI VFLHQWL¿FLW\ FOHDUV VSDFHKHUH IRU the realism of the professional world. But while professionalisation in WKHQDPHRIVFLHQWL¿FLGHDOLVPUHVXOWVLQDFROGEXVLQHVVOLNHUHDOLW\D realism-motivated professionalisation seems to result in an laughable virtuality. The lists of functions, competencies and sub-competencies evoke an intricacy that takes on a life of its own. The handiwork of GHWHUPLQLQJFRXUVHREMHFWLYHVDQGGHYHORSLQJDFXUULFXOXPEHFRPHVD challenge for professional puzzlers; the rules are laid down and pencils are sharpened for the checking off of achieved sub-competencies. For the student and the teacher-in-training at the start of her professional development, the game starts here, with a business-like reality and a laughable virtuality. What disappears – or is at least silenced – is the caring teacher who is truly devoted to the cause. Knowledge, skills or attitudes are reduced to 'competencies'. But obtaining these FRPSHWHQFLHV FDQQRW JXDUDQWHH D MRE ZHOO GRQH OHW DORQH D ORYLQJ relation to it. Love for the world and for the new generation shows itself in wisdom, actions and relationships. Or, to put it another way, a competent teacher is not the same thing as a well-formed teacher. A third tactical variant is related to the previous two: professionalisation through the pressure of accountability. The two previous versions of professionalisation see providing education or teaching as a form of rendering a service. In those variants, the professional or competent teacher is someone who is at the service RI VRPHWKLQJ RU VRPHRQH DQG PRUH VSHFL¿FDOO\ VKH LV VRPHRQH who is demand-driven. This can range from student-centeredness to ODERXUPDUNHWFHQWHUHGQHVVWRDIRFXVRQDFKLHYLQJFHUWDLQREMHFWLYHV (imposed by a government in the name of societal expectations). And RQFH HGXFDWLRQEHFRPHV D VXSSOLHGJRRG LQ WKH VHUYLFHRI D VSHFL¿F demand – as vague or unclear as it may be – then 'quality' becomes an all-important measure. The term 'quality' – as we have all probably encountered by now – carries currency by virtue of its 'emptiness'. Taming the teacher | 121 Everything and anything can become an indicator of quality, and nothing can escape the all-seeing eye of quality assurance. The term 'quality culture' perfectly expresses the voluntary submission to the DOOVHHLQJH\HRITXDOLW\(YHU\¿UVWRUGHUDFWLYLW\PXVWDVDNLQGRI DXWRPDWLFUHÀH[EHDFFRPSDQLHGE\DVHFRQGRUGHUDFWLYLW\WKDWDOZD\V boils down to the following questions: 'How does this contribute to a high-quality service?' and 'Does what I am doing constitute a supply at the service of demand?'. When these kinds of questions guide the actions of the teacher, an accountability culture is created: an ability, need, and especially a desire to hold oneself accountable WR SUHGH¿QHG TXDOLW\ LQGLFDWRUV VWXGHQW QHHGV VDWLVIDFWLRQ WDUJHWV and gains, performance indicators, etc.). Unsurprisingly, this is often accompanied by a third-party external body – a visitation panel or an LQVSHFWRU¶VRI¿FH±WKDWIXO¿OVDWKLUGRUGHUIXQFWLRQDFXOWXUHSROLFH that regulates whether the quality culture is in fact present. In such a quality culture – which ours increasingly resembles – the inability or refusal to account for one's performance is viewed with suspicion or seen as a sign of a lack of quality. There are likely quality culture variants UHODWHG WR WKH VFLHQWL¿FLW\EDVHG RU ODERXU PDUNHWEDVHG YDULDQWV RI professionalisation: the professional realism where quality assurance gives way to a coercive bureaucratisation (where accountability is a serious, formal matter of appealing to the established rules, procedures and indicators), or the playful virtualism where quality assurance is the name of the game (where accountability is a thing of its own; an H[HUFLVHLQMXJJOLQJZRUGVFRQFHSWVDQGSURFHGXUHV%XWWKHUHLVDOVR a third variant, which comes about when accountability (as a secondorder activity) actually precedes teaching and the making of a school (as D¿UVWRUGHUDFWLYLW\,QWKLVFXOWXUHZKDWHYHULVGHHPHGXQQHFHVVDU\ or unacceptable according to the established rules of quality service is simply never actually done. In this way, the teacher-as-service-provider actually tames herself: she submits to a quality tribunal and obeys the laws of quality service. In such a culture, quality assurance is no longer experienced as bureaucratic (over)reach nor as a boring game, but as a mad regime – with totalitarian characteristics. It is not inconceivable that all this leads to a situation in which soIn defence of the school122 | called activities of the second and third order get the upper hand – both in terms of time and importance – in determining how a school is made and teaching is done. And, quite apart from the illusion of control over teaching and learning that characterises the entire pattern of thought around professionalism and quality assurance, this implies that the teacher is called on to assume an attitude focused exclusively RQUHVXOWVJURZWKDQGSUR¿W±DQGWRFRQWLQXDOO\MXVWLI\KHUDFWLRQVLQ this regard. This makes focusing on the (socially-determined) things RILPSRUWDQFHLQFUHDVLQJO\GLI¿FXOWRULPSRVVLEOHIRUWKHWHDFKHUDQG so revokes her authority to share the world. Her amateurism, which takes the form of a certain embodiment and dedication to the cause, is seen as ridiculous and unprofessional. An able, quality-oriented teacher certainly knows no 'free time' in carrying out her work and calls on her time are constant. Her time must be productive and functional and EHSXWWRDVHI¿FLHQWDXVHDVSRVVLEOHLQWKHVHUYLFHRISUHGHWHUPLQHG targets and goals. Even the time spent on social activities or the attention paid to students' emotional problems is made functional. All RI WKLVPXVWEH MXVWL¿HGLQ WHUPVRISURYLGLQJ\LHOGEHDULQJVHUYLFHV Unproductive time, in this formulation, can only exist as leisure time outside of work or as break time during work. But again, both leisure WLPHDQGEUHDN WLPHDUHDFWXDOO\ MXVW IRUPVRISURGXFWLYH WLPH WLPH used to create energy and 'recharge'. In this regime of quality assurance, the teacher may also be more inclined – as a reaction or escape route – to emphasise the distinction between work and home. Privacy EHFRPHVMHDORXVO\JXDUGHGDQGKRXUVFDUHIXOO\FRXQWHG±QRWVRPXFK to escape from teaching, but to escape from the permanent pressure of accountability that comes with it. This has an ironic and extreme consequence: the only time left over for occupying oneself with love for teaching is the free time claimed outside of working hours. For the self-liberating teacher, assigned reading becomes vacation reading and thorough lesson planning becomes a weekend pastime. The time for amateurism is exiled to evenings, nights, weekends and holidays. The VFKRROEHFRPHVDEXVLQHVVDQGWHDFKLQJEHFRPHVDMREUDWKHUWKDQD way of life in which there is no clear distinction between work and private life and in which one can and may lose track of time in pursuit of a love that often extends beyond working hours. In other words, there Taming the teacher | 123 LVQRORQJHUDQ\μIUHHWLPH¶WRJLYHIRUPWRWKHORYHIRUWKHVXEMHFWWKH cause – at least not during business hours. In a condition such as this, responsibility is replaced by its tamed version: responsiveness in view of accountability. When responsibility LV XQGHUVWRRG LQ WHUPV RI MXVWLI\LQJ UHVXOWV DQG UHWXUQV SHGDJRJLFDO UHVSRQVLELOLW\GLVDSSHDUV7KLVUHVSRQVLELOLW\UHIHUVWRWKHGLI¿FXOWWR measure) giving of authority to things and the forming of interest. This goes beyond simply helping students to develop talents (or learning ability) or keeping up with the curriculum. It is about opening up new worlds (and thus pulling students out of their immediate life-world and needs) and forming interest. This is possible precisely because the teacher herself shows interest, embodies it, and gives it time to develop – and in so doing perfects herself. This is where pedagogical responsibility is situated. Placing the emphasis so strongly on the accountable provision RID VHUYLFHDQGSHUPDQHQW UHVSRQVLYHQHVVGLVSODFHV WKH VLJQL¿FDQFH of the teacher's own relationship to the cause, the manner in which she embodies and gives shape to it in the presence of the student, and the manner in which she cares for herself as a person. The rapidly increasing pressure of accountability threatens to eradicate that love and interest IRUWKHZRUOGORYHIRUWKHFDXVHVXEMHFWDVWKHFDXVHVXEMHFWDQGIRU students. The risk: a teacher who no longer shares the world with young people and can no longer care for herself, that is, a teacher who ceases to be a teacher at all. XXI. Flexibilisation A modern corporate culture that places a premium on quality DQG SURIHVVLRQDOLVP GHPDQGV ÀH[LELOLW\ RI LWV VWDII /DVWLQJ ORYH perseverance, conviction, and basic trust are bad for innovation and thus DUHEDGIRUJURZWKDQGSUR¿W2UUDWKHUWKHVHDWWLWXGHVEHFRPHLQVFULEHG into competencies which can be deployed wherever and whenever necessary – and so can also be deactivated wherever and whenever necessary. Why? Because the meta-competence of the competent teacher is the ability to ensure that she is deployable and employable In defence of the school124 | at all times and everywhere. Therefore, she must see to it that she has all the competencies needed to make herself deployable. This is what the tactic of ÀH[LELOLVDWLRQ aims to achieve: the teacher who is never μHPSOR\HG¶EXWFDQEHμGHSOR\HG¶DQ\ZKHUH7KHÀH[LEOHWHDFKHULVQR ORQJHUVRPHRQHZKRLVHQUDSWXUHGE\KHUVXEMHFWDQGOLYHVIRULWEXW someone who can be enraptured by everything – as demand requires. For her, every school is a workplace like any other; she can – if necessary – show loyalty to any school, and also withdraw it – after all, loyalty is a competency. Flexibility also means mobility. The time of limiting the word 'mobilisation' to the context of war – the movement of people and equipment – is over. Moreover, we accept without much resistance that we must enter the struggle for a competitive knowledge economy; the struggle to achieve the highest-performing education system in Europe or even the world; the struggle to win the championship of excellent schools and teachers. But as such things usually go, it remains unclear which war or championship we are being mobilised to contest. It is IUDPHGDVDPDWWHURIQHFHVVLW\ÀH[LELOLW\DQGPRELOLW\DUH UHTXLVLWH parts of the militant teacher's blind obedience to order. All battles have casualties; all championships need losers. But that is the price to be paid for providing a high-quality service and achieving excellence. The WDFWLFVRIÀH[LELOLVDWLRQIXQFWLRQVXEWO\DQGFRQMXUHQHZLGHDOVRIDQG for the teacher, many of which exert a taming effect on her. )LUVW RI DOO ÀH[LELOLW\ GHPDQGV D NLQG RI SHUPDQHQW VHOI monitoring. The ideal has it that the teacher should be on top of the situation everywhere and at all times in order to increase deployability. ,QVRIDUDVWKHÀH[LEOHWHDFKHUPXVWEHPD[LPDOO\GHSOR\DEOHLWLVVXUHO\ important to monitor deployability on a constant basis. Today, as has been said, the good teacher is the competent teacher and the competent teacher is the teacher whose portfolio has check marks next to all the right sub-competencies. It is the teacher who, as a manager, exercises a continuous self-monitoring of the capital acquired in her portfolio and of its strengths and weaknesses. She permanently thinks in terms of GHJUHHVRISDUWLDOFRPSHWHQFH6HOIUHÀHFWLRQWDNHVRQDYHU\VSHFL¿F meaning here: with a view to permanent deployability, this implies the continuous evaluation of one's own performance in terms of strengths and weaknesses, the permanent documentation of one's competency Taming the teacher | 125 bottom line, and the continuous development of marketing strategies to VHOORQH¶VRZQODERXUSRZHU6HOIUHÀHFWLRQLQRWKHUZRUGVLVDIDFWRURI self-management. The dream is the teacher as a small but excellent and well-managed enterprise. The teacher, then, is increasingly expected to manage her own time ('set priorities'), energy output ('exert effort and recharge batteries'), competences ('couple tasks to adequate human resources') and level of quality ('develop service with added value'). The result is that all sorts of problems in the school and in its functioning can be attributed to problems in the self-management of the teacher; with certain freedoms come new responsibilities, and often this brings with it new sticking points that can be used to take the teacher to task and attribute problems to the person or attitude of the teacher. Additionally, an ideal image of the teacher as omnivalent multi-tasker is called into being. Teaching here is seen as a position made up of a collection of tasks to be performed, the completion of which requires the presence of certain competencies (which may or may not be possessed by a single teacher). It is clear that the teacher must conceptualise what she does in terms of tasks to be performed in order to actually be able to perform them. Once again the message is: do not allow yourself to get carried away; set priorities. In several respects, this mobilisation of the teacher – which either is no longer anchored to a single location or thing or requires teachers to give XS WKHVHERQGV WR D VFKRRO D VXEMHFW D SDUWLFXODU VXEMHFWPDWWHU ± implies that the development, deepening and formation of the loving UHODWLRQVKLSEHFRPHVPRUHGLI¿FXOWDQGLQIDFWEHFRPHVUHJDUGHGDV XQGHVLUDEOH7KHUHODWLRQVKLSWRDJLYHQVXEMHFWRUVXEMHFWPDWWHUWRGD\ VHHPVLQFUHDVLQJO\WREHRIVHFRQGDU\FRQFHUQ/RYHIRUWKHVXEMHFWRU IRUWKHFDXVHLVJLYHQQRUROHDWDOO7KHWHDFKHU¿QGVKHUVHOIVLWXDWHG between the learner (with his talents and needs) on the one hand and FRPSHWHQFLHVZLWKLQVWUXPHQWDOVXEMHFWPDWWHURQWKHRWKHU,QVXFK DSRVLWLRQLWLVGLI¿FXOWWRJLYHH[SUHVVLRQWRORYHIRUWKHVXEMHFWDQG ORYHIRUWKHVWXGHQWVDQGLWLVH[FHHGLQJO\GLI¿FXOWWRJHQHUDWHLQWHUHVW through the embodied interest and engagement of the teacher herself. 3DUWLFXODUO\LQWHUPVRIHGXFDWLQJQHZWHDFKHUVWKLVFRQMXUHV an ideal of the perfectly trainedWHDFKHU6XEMHFWVZLWKDPRUHRUOHVV academic background are no longer the starting point for curriculum In defence of the school126 | development within teacher training. Increasingly, a modular structure based on a list of competencies is the norm. This calls to mind an analogy with the gym and bodybuilding: bodybuilding is about training individual muscle groups, going through a checklist of exercises and repetitions and keeping track of results. Heart rate and exertion levels are meticulously observed and monitored, the smallest deviation is recorded and feedback on one's condition is constant. It is an analytical, atomistic training regime. Muscles and other core parts of the body are trained and growth is closely tracked. In this way, today's teacher WUDLQLQJSURJUDPPHVDUHQRWXQOLNHD¿WQHVVUHJLPH2QFHDJDLQ WKH idea is to practice partial competencies and work to instil a permanent feedback mechanism based on monitoring growth. How much this analytic training contributes to a good synthesis of and embodied love IRUDVXEMHFW LVVWLOODQRSHQTXHVWLRQ,VDKHDYLO\PXVFOHGWHDFKHUD ZHOOIRUPHGWHDFKHU"6HOIPRQLWRULQJDQGVHOIUHÀHFWLRQDVDIXQFWLRQ of deployable knowledge and skills trivialises and ignores the self-care of the teacher. First and foremost, the loving teacher orients herself not toward (partial) competences but toward a certain way of life, a dedicated attitude toward life that manifests itself in her personality and KHUUHODWLRQVKLSWRWKHVXEMHFWPDWWHUDQGWKHQHZJHQHUDWLRQ $QRWKHU LGHDOLVDWLRQ WKDW LQYRNHV WKH WDFWLF RI ÀH[LELOLVDWLRQ is the image of the standardised teacher. This refers to the tendency to model the teacher on a standard, and often as a consequence of the emphasis on 'evidence-based teaching' (effective instruction and WHDFKLQJPHWKRGVRURQSURIHVVLRQDOSUR¿OHVDQGEDVLFFRPSHWHQFLHV This is not to say that there are not (or should not be) differences between teachers, but that these differences are variations within the framework RI WKH EDVLF FRPSHWHQFLHV QHHGHG WR SHUIRUP WKH MRE 0D[LPDO ÀH[LELOLW\ LQ WKLV FRQFHSWLRQ LV RQO\ SRVVLEOH ZLWKLQ D VWDQGDUGLVHG framework that enables employability and mobility; a framework where everything and everyone is interchangeable and interconnected, has the same unit of measure and uses the same language. For us, however, differences are what make a corps of amateur teachers excel. Each individual teacher is not a variant that can be situated within a VLQJXODUSUR¿OHRUDVWDQGDUGLVHGIUDPHZRUN7KHORYLQJWHDFKHUDVLW were, is the embodiment of a uniquely individual standard; she seeks Taming the teacher | 127 WR¿QGHTXLOLEULXPLQZKDWVKHGRHVDQGLQWKHSRVLWLRQVKHDVVXPHVLQ UHODWLRQWRKHUVHOI WKHVXEMHFWPDWWHUDQGKHUVWXGHQWV)RUFLQJDOORI WKLVWR¿WZLWKLQDVWDQGDUGPHDVXUDEOHIUDPHZRUNTXLWHIUDQNO\XVXUSV a teacher's soul. And even if that is the intention, such usurpation is certainly not a good thing for the teacher. That standardisation is a potentially (soul-)damaging tactic does not mean that the teacher is above any form of control, accountability or assessment. In this respect, perhaps the challenge, now more than ever, is to seek out new processes and forms of assessment that give a place to love and the self-care of the teacher. Amateur school leadership instead of professional school leadership is almost certainly a prerequisite to this. Such leadership would likely abandon a standardised corps of competent teachers in favour of a diverse corps of loving teachers who embody something, who differ because of this, and yes, who are somewhat less mouldable because of this. A group of diverse, loving teachers increases the chance that a student will meet at least one teacher who stimulates his or her interest; loving teachers as well as school leaders are well aware that they cannot stimulate every student's interest and that being popular does not necessarily coincide with being inspiring. $QG ¿QDOO\ WKH WDFWLF RI ÀH[LELOLVDWLRQ FRQMXUHV WKH ¿JXUH of the calculating teacher. This trivialises the generosity, dedication DQG SHUIHFWLRQLVP RI WKH ORYLQJ WHDFKHU RU VWURQJHU VWLOO SURMHFWV D continuous signal of fundamental distrust. As an extension of the oneVLGHGFRPSHWHQFHSUR¿OHDQGWKHIDUUHDFKLQJTXDOLW\FXOWXUHWRGD\¶V teacher is increasingly expected to monitor and demonstrate her own DFFRXQWDELOLW\ $QG WKLV VHOIMXVWL¿FDWLRQ PXVW EH H[SUHVVHG PDLQO\ LQWHUPVRIWKHHIIHFWLYHQHVVDQGHI¿FLHQF\RIμVHUYLFHVUHQGHUHG¶DQG output. Indeed, many contemporary forms of school management encourage this as a basic premise. The term 'accountability' has become DSHUPDQHQW¿[WXUHLQWKHFRQWHPSRUDU\SROLF\GLVFRXUVH7KHVWDUWLQJ point is usually that the teacher is a calculating person who only exerts extra effort if 'incentives' are involved. As such, an economic version of the behaviourist stimulus-response theory is introduced into policy practice: a desired behaviour can be provoked if and when the right incentives are offered up. In other words, the assumption is that teachers essentially act according to their own interests and make continual costIn defence of the school128 | EHQH¿W DQDO\VHV EHIRUH GHFLGLQJ WR DFW -XVWLI\LQJ VRPHWKLQJ RQ WKH EDVLVRIORYHIRUWKHVXEMHFWRUIRUWKHVWXGHQWVLVIURPWKLVHFRQRPLF perspective, nothing more than an ideology utilised by the teacher to cover up her own self-interested intentions. The cautionary message is: be suspicious of anyone who calls upon higher and noble interests WR MXVWLI\ KHU DFWLRQV EHFDXVH LW LV RIWHQ DQ DWWHPSW WR HYDGH FRQWURO and dodge direct, transparent accountability. The trick of the trade, LQ WKLV FRQFHSWLRQ LV WKH HIIHFWLYH XVH RI LQFHQWLYHV WR LQÀXHQFH WKH FRVWEHQH¿WPDWUL[ DQG FRHUFH WHDFKHUV LQWR GRLQJZKDW QHHGV WR EH done – and if these incentives give teachers the (false) impression that they themselves chose to do the work or wanted to do the work, all the better. The question that must be raised here, however, is whether the appearance on the scene of the calculating teacher is the result – rather than the cause – of the contemporary quality culture and the pressure of accountability. Isn't it conceivable that teachers are becoming more calculating because they are constantly and relentlessly being held accountable? After all, being held accountable implies that a teacher must show that her accounts balance out, or at least that she can demonstrate results in some way – even if these results say little or nothing about her work as a teacher. Our counter to this conception can be summarised in an alternative question: Is it really so crazy to trust in the perfectionism and the often tireless efforts of the amateur teacher? Proving that a teacher acts only in her own interest (and thus WKDW D SROLF\ RI GLVWUXVW LV WR EH SUHIHUUHG LV DV GLI¿FXOW DV SURYLQJ that a teacher does not act out of self-interest (and thus that a policy based on trust makes the most sense). And if proof eludes us, all of this becomes a matter of faith, an assumption. We resolutely choose to start from the assumption that teachers act out of love for the world and love for the new generation. We choose trust. Once again, this is not to say that there is something wrong with the idea that the teacher PXVWEHKHOGDFFRXQWDEOH5DWKHUZHWDNHLVVXHZLWKWKHVSHFL¿FIRUP that this takes in today's policy discourse, which forces the teacher to conceive of her work as a productive, outcome-oriented enterprise. For today's teacher (as a representative of society), teaching is no longer a pedagogical assignment involving an (uncalculated) obligation to WKHFDXVHWKHVXEMHFWDQGWKHFKLOGUHQZKLFKJRHVDERYHDQGEH\RQG Taming the teacher | 129 producing learning outcomes and collecting the incentives that come from it. The immeasurable authority that a teacher imparts on things or the act of generating interest in a student implies an acceptance of the scholastic practice as an open event; one that cannot be controlled or calculated through predetermined outcomes or incentives, and thus cannot be accounted for in those terms. If society is to be renewed, it must free itself and hazard to entrust responsibility for this renewal to ¿JXUHV±WHDFKHUV±H[HPSWHGIURPWKHREOLJDWLRQWRSURGXFHUHVXOWV

EXPERIMENTUM SCHOLAE: THE EQUALITY OF BEGINNING

Experimentum scholae: the equality of beginning | 133 $W ¿UVW LW PD\ KDYH VHHPHG VWUDQJH WR SXW IRUWK D GHIHQFH RI WKH school's very right to exist. No one could truly believe that the school is on the verge of disappearing and that it is being threatened in very real ways. School buildings are still standing, many of them as massive and immemorial as ever – built of solid stone. And new schools are being built, too. Teacher training programmes are in high demand, although it must be said that certain courses have problems and there is a risk of a shortage of spots. And everyone, or almost everyone, still goes to school. Indeed, many schools are overcrowded; students are lining up to be admitted within their walls. Moreover, if there is one thing we are convinced of in these times, it is that Flemish schools are performing well in the global education championship. We may not lead in every category – not everyone gets the chance to shine – but we are certainly not bringing up the rear and forward progress is being made. And yet... And yet, the school is under attack now more than ever before. As we have indicated, these attacks are not new. From its inception and throughout history, the school has been confronted with attempts to tame its democratic and communistic dimension. Those efforts are deadlier today than ever. New schools may be many, and nearly everyone may (want to) go to school, but, as we have indicated, strategies and tactics to tame the school remain. And those strategies and tactics target the heart of the school itself; the very thing that makes the school a school and animates its existence: love for the world and for the new generation. Our concern for the school and our defence of its existence can certainly be understood as a plea pro domo. We are 'pedagogues' and WKDWPHDQVWKDWIRUXVWKHVFKRROLWVWHDFKHUVLWVVXEMHFWPDWWHUDQGLWV VWXGHQWVDUHZKDWZHORYH%XWWKLVLVQRWMXVWDQLVVXHIRUHGXFDWRUV,W is a public issue, an issue that affects us all. In his own famous apology narrated to us by Plato and Xenophon, Socrates defends himself by pointing out the importance of the philosopher and of philosophy to the state and society. Philosophers and philosophy ensure that citizens do not fade into complacency but remain alert and take care of their individual and collective existence. In our view, the invention of the school – where these philosophers and their philosophy would OXFNLO\ JR RQ WR ¿QG VKHOWHU ± LV VRFLDOO\PXFKPRUH IDUUHDFKLQJ In defence of the school134 | and radical. The school and the associated scholastic experience of 'being able to' (and not the philosophical experience of 'wonder' or the moral experience of 'obligation') are what produce the eminently revolutionary mark of democracy in and upon society. The concrete embodiment of the distinction between 'free or undestinated time' and 'productive or destinated time' that gives rise to the school and its ¿JXUHVJRHVKDQGLQKDQGZLWKWKHPDNLQJYLVLEOHRIHTXDOLW\DQGWKH PDNLQJSRVVLEOHRIWKHDELOLW\WREHJLQ7KHVFKRROUHMHFWVDQ\DQGDOO notion of a predetermined fate. It is deaf to the invocation of a fate or of a natural predestination. The school is based on the hypothesis of equality. It offers up the world as a common good in order to enable its renewal through the formation of interest and curiosity. The school is therefore not only a democratic invention but also a communistic one by which the world is not only passed on but also made free – the school creates a 'common good'. To us, it is an invention particularly worthy of defence today, at a time when unproductive time seems to no longer (be allowed to) exist; when natural predestination is making its return via the talent myth and when common good is being reduced to a source for the capitalisation of individual existence – a resource for the realisation of individual choices or preferences for investment in the productive development of talents. We have certainly noted that the attacks on the school today manifest themselves as appealing calls to maximise learning gains and optimise well-being for all. But behind – or on the underside of – this call lurks a strategy of destruction and a denial or neutralisation of the scholastic ideal, one that reduces the school to a service-providing institution for advancing learning and thus for satisfying individual learning needs and optimising individual learning outcomes. That focus on learning, which today seems so obvious to us, is actually implicated in the call to conceive of our individual and collective lives as an enterprise focused on the optimal and maximal satisfaction of needs. In this context, learning appears as one of the most valuable forces of production, one that allows for the constant production of new competencies and forms the engine for accumulating human capital. Time as time to learn is equated here with productive time, or more precisely, with constant calculation with an eye toward (future) income Experimentum scholae: the equality of beginning | 135 or return and useful resources. For the enterprising individual – which today includes students, teachers and parents – time is always occupied: individual talents must be found and developed; optimal choices must be made; added value must be produced; human capital must be developed and accumulated. This condition is aptly articulated in the now wellWUDI¿FNHGWHUPVμSHUPDQHQW¶DQGμSHUPDQHQFH¶%HLQJHQWUHSUHQHXULDO means being permanently busy and learning on a permanent basis. Time for the entrepreneurial self is thus a means of production, or even a product, and hence something that can and must be 'managed'. It is a time of priorities, investment, and return. If we read policy texts from UHFHQW\HDUVIRUH[DPSOHDYHU\VSHFL¿FLPDJHRIHGXFDWLRQEHFRPHV apparent, namely, education as a means of production of human capital. Education produces output in the form of useful learning outcomes or employable competences. This is accompanied by a political story in which all of us are called upon to deploy our talents and competences for an (economic) war that, so it is said, must be permanently waged to ensure a prosperous society, to provide opportunity for all and to make Europe the world's highest performing knowledge economy. As the Flemish government's Competence Agenda has it, it is all about "literally mobilising everyone to discover, develop and deploy competences".397KHJRYHUQPHQWDQGVRFLHW\DUHDWZDURUDUH¿JKWLQJ a permanent battle and – backed by science – urge us all to contribute our competences and talents to the effort and, above all, to ensure that our competencies and talents are deployable and employable. We are being mobilised and called to duty: we must apply ourselves totally and always. There is no time to lose. The message is: time is not something you receive, and it is not something you give; it is a resource that can and must be managed. In this sense, there can be no 'free time', and we have no time – we can only set priorities for how to use always-already occupied time. In this conception, all time becomes time to learn i.e. productive time that must be optimised for maximal effectiveness and HI¿FLHQF\ This focus on learning – which today seems so obvious to us because it is connected to our understanding of individual and collective 39. Retrieved from: http://www.ond.vlaanderen.be/nieuws/archief/2007/2007p/0514-competentie agenda.htm In defence of the school136 | life as the optimal use of resources for the satisfaction of needs – constitutes not only a direct attack on the school as unproductive time, EXW DOVR IXQFWLRQV DV D7URMDQ KRUVH%\ GHVLJQDWLQJ OHDUQLQJ DV WKH FHQWUDOWDVNRIWKHVFKRRORQH¿QGVRQHVHOIFRQIURQWHGZLWKDUDGLFDO threat from within. After all, if the school really were (only) about learning, one must prove that one learns better, more or in a different way in school than outside school. And this is becoming harder and harder to do. Not only are there many things that one learns – better and faster – outside the school, but learning today has become something that we can and must do everywhere. Especially with the appearance of virtual learning environments (thanks to new information and communication technologies), the school seems to, or better, threatens WREHFRPHVXSHUÀXRXVWROHDUQLQJ,QGHHGLQWKHGLJLWDODJHWKHVFKRRO conceived of as a place for learning where learning is spaceand timebound is in fact no longer needed. The focus on learning thus leads to a focus on learning environments and to an approach to information and communication technology as technology that helps establish SURGXFWLYHOHDUQLQJWLPHDFKLHYHPD[LPDOHIIHFWLYHQHVVDQGHI¿FLHQF\ To us, what is needed is a change of focus. First of all, all of us today can agree that the current economic crisis (and its effect on employment, poverty, etc.) has absolutely nothing to do with a lack of competencies or effort on the part of the (working) population, but rather is/was largely caused by capitalist speculation. Mobilisation, urged on by competency agendas and grand narratives about the struggle for competitive knowledge economies and the fable on human talent, rests on wobbly empirical evidence and leads to a blind race that 'capitalises' everything and everyone and leaves us all with nothing but occupied time. Stronger still, this mobilisation creates, especially in education, a TXDOLW\DQGDFFRXQWDELOLW\FXOWXUHLQZKLFKZHDUHDOOFRQVWDQWO\¿OOLQJ LQRXURZQSHUVRQDOOHGJHUERRNV±DQG¿JKWLQJWKHXUJHWRXVHGXELRXV means to make them balance out. A subculture of padded numbers, doctored calculations and bubbles is never far from the surface. But this mobilisation also leads to the demise of the essential task of the school and education: the renewal of society through the new generation. As we have said, the school is not (so much) the place where one learns what cannot be learned in one's own direct lifeExperimentum scholae: the equality of beginning | 137 world, but rather the place where society renews itself by freeing and offering up its knowledge and expertise as a common good in order to make formation possible. This does not concern the demand for optimising learning gains or provisioning productive time. It concerns the demand for enabling formation and provisioning free time for study, practice and thought. In a context where teachers and students have no time anymore and developments in information and communication technology are increasingly pulling the plug on previous scholastic architecture, technology and practice, what we are faced with is the very reinvention of the school. At its heart, our defence is not a call for the stalwart preservation of or glorious return to old forms, techniques and practices, but a call to experiment with concrete ways to create 'free time' in today's world and to gather young people around 'common good' – a trial or experiment that is not controlled from the outset by D¿[HGKXPDQRUVRFLHWDOYLVLRQEXWRQH LQIRUPHGE\ZKDWZHKDYH called the typical scholastic. Up to this point, we have endeavoured to GHYHORSDWRXFKVWRQH±DQLGHQWL¿HUHODERUDWHGDVSUHFLVHO\DVSRVVLEOH± of the typical scholastic and its democratic and communistic character. It is perhaps a slightly unusual touchstone. Or rather, it is a touchstone in the actual sense of the word: a marker to establish a measure of authenticity; in this case a marker that enables an appreciation for the stuff that makes up the scholastic – the scholastic gestalt. It is not a comprehensive set of criteria and indicators for determining quality and added value. The aim, concretely, is to experiment with the different characteristics of the scholastic. One thinks of experimenting with the different ways 'free time' can be created today, time in which society's seemingly all-important ORJLFRIHPSOR\DELOLW\DQGHI¿FLHQF\FDQEHSODFHGEHWZHHQEUDFNHWV temporarily suspended so that one is no longer mobilised but allowed to dwell on one thing, in one place, for a while. It is not so much about 'slowing down' – although that may be a result – but rather about experimenting with exercises that are not directed from the outset WRZDUGDVSHFL¿FUHVXOW$WWHPSWVWRFUHDWHIUHHWLPHZLOOXQGRXEWHGO\ be accompanied by attempts to present the world: the imparting of authority to a thing in such a way that it has something to say and a way to say it – in short, an ability to speak to someone. So-called 'school In defence of the school138 | VXEMHFWV¶DQGVXEMHFWPDWWHUDUHWKHFODVVLFIRUPVLQZKLFKWKLVDWWHPSW is carried out, and 'multidisciplinary' curricular content is the more PRGHUQH[WHQVLRQRIWKLV,QFUHDVLQJO\KRZHYHUVXEMHFWVDQGVXEMHFW matter are becoming tools – usually expressed in terms of competencies ±WRSURGXFHSDUWLFXODUOHDUQLQJRXWFRPHV7KHFKDOOHQJHKHUHLVWR¿QG out what is worthy of being designated a 'common good', what passes the test of love for the world and thus what is worth freeing for study and practice and for personal formation. In this respect, we can no longer limit ourselves to a so-called literary-cultural education (languages, KLVWRU\HWFDQGDQDWXUDOVFLHQWL¿FHGXFDWLRQPDWKHPDWLFVSK\VLFV etc.). Technology affects every part of life today, and 'freeing' this technology is our pedagogical responsibility. Not to do so would be to deny young people the chance to renew the world. As technology becomes more and more interwoven into our lives, the book/writing as a culture carrier is increasingly being replaced by digital media and digital forms of communication with the screen and the image as primary culture carriers. Experimenting with technological and digital education does not so much mean developing learning pathways that result in basic competencies in these areas. Rather, the challenge is to make the experience of 'being able to begin' possible, particularly with regard to aspects of the digital and technological world. There is no (urgent) need to teach competencies in these areas – the school is probably not the best place for that. But experimenting with methods and content that make technological and digital formation possible is indeed an eminent scholastic matter. Venturing outside one's own lifeworld, getting interested and having the time to develop one's 'digital and technological self' are what is important here. It goes without saying that this calls for amateur teachers who are themselves welldeveloped in this regard. Not only teachers who share their expertise, but teachers who can suspend productive knowledge and skills and give young people the time to practice, study and think. Perhaps a traditional course structure is not best suited for this and may not lend itself fully to multidisciplinarity. In this area, too, experimentation is necessary. In any case, a competency-based approach is not advisable because the focus on employability and personal output threatens to make formation – and the practice and study of that which is made into a common good Experimentum scholae: the equality of beginning | 139 – impossible. We must experiment with ways of arranging and designing schools to create a dedicated space and time separate from that of the family, the economy and the political sphere. This should be a time and space that is not characterised by multifunctional use, permanent FLUFXODWLRQDQGÀH[LEOHVHUYLFHVUHQGHUHGWRLQGLYLGXDOVZLWKSHUVRQDO learning needs and individual learning paths geared toward maximising learning gains. But rather a time and space that stand alone and help to enable a shared interest in the world; a tranquil time and space in which one can dwell, a time and place where things can emerge in themselves and whose functionality is temporarily suspended. How might time and space appear if it were not (completely) occupied by expectations of individually-achieved gains but by a temporary suspension of those expectations allowing for the creation of shared, new interest through which a shared world can be awakened? This calls for experimentation in the design of a time and space that emphasises the ability of the ZRUOG WKH WKLQJ WKH VXEMHFW WR HPHUJH DQG QRW RQH IRFXVHG RQ WKH needs of individuals. And perhaps this emergence and unlocking of the ZRUOGWRGD\LVQRORQJHUMXVWDTXHVWLRQRIZDOOVZLQGRZVDQGGRRUV but also of screens. Is there a new need for scholastic screens? We must experiment with new techniques and so new working methods. In this respect, ICT can be approached as a scholastic technique. Scholastic techniques are not techniques whereby a government or a teacher achieve results by meeting a predetermined target or by producing particular learning gains. On the contrary, it involves techniques that enable attention through the profanation of something (the suspension of that thing's commonplace use) and the presenting of it in such a way that it can be shared, can arouse interest and can bring about an experience of 'being able to'; of possibility. This is also connected to scholastic methods. ICT may have a unique potential to create attentiveness (indeed, the screen has the ability to attract our attention in an unprecedented way) and to present and unlock the world – at least when ICT is freed from the many attempts to privatise, regulate and market it. Many of these techniques are geared toward capturing attention and then redirecting it as quickly as possible toward productive purposes, that is, toward penetrating the personal In defence of the school140 | world to increase the size of the market.40 In this case, we can speak of a capitalisation of attention, with the school as an appealing accomplice in the effort to reduce the world to a resource. ICT certainly does make knowledge and skills freely available in an unprecedented way, but the challenge is whether and how it can truly bring something to life, generate interest, bring about the experience of sharing (a 'common good') and enable one to renew the world. In this sense, making information, knowledge and expertise available is not the same as PDNLQJVRPHWKLQJSXEOLF6FUHHQV±MXVWDVDFKDONERDUGPLJKW±KDYH a tremendous ability to attract attention, exact concentration and gather people around something, but the challenge is to explore how they help to create a (common) presence and enable study and practice. There are plenty of new work methods to devise and test out in this regard. The dictation, so we said, can be seen as a head-on encounter with and unlocking of the world of language. Is hacking not a kind of head-on encounter with and unlocking of the (pre)programmed world? Are scholastic forms of hacking possible? We must experiment with policies at all levels that start from the DVVXPSWLRQWKDWWKHWHDFKHUVWULYHVWRH[FHOIRUWKHORYHRIWKHMREWKH VXEMHFWDQGKHUVWXGHQWV±QRWSROLFLHVLQWKLVDJHRISURIHVVLRQDOLVPDQG controlled competence, underpinned by suspicion or distrust and aimed at controlling and constantly calling schools and teachers to account for output (learning outcomes). Loving teachers remain the best guarantors RIHTXDORSSRUWXQLWLHV,QVWHDGRI¿[DWLQJRQH[SHUWLVHDQGPHWKRGRORJ\ one might explore how to give amateurism and its lexicon a chance and how to ensure as diverse a group of amateur teachers as possible rather WKDQ VWDQGDUGLVLQJ WKH WHDFKHU DFFRUGLQJ WR D VLQJOH SUR¿OH VNLOO VHW and methodology. After all, every teacher cannot inspire every student, and it is important to ensure that a student has the best possible chance of encountering at least one teacher who successfully imparts the 'I can do this' experience. One could start by trying out different ways of giving teachers (including teachers-in-training) the (regular) chance to HQJDJHZLWKFRQWHQWDQGVXEMHFWPDWWHU±ZKLFKLPSOLHVFUHDWLQJIUHH time for teachers. This would not be time for professionalisation, but 40. Bernard Stiegler, (2010) Taking Care of Youth and the Generations (S. Barker, trans.). Stanford: Stanford University Press. Experimentum scholae: the equality of beginning | 141 time to devote to their unique approach to their craft. One might think about how to avoid allowing a focus on the learner take the place of the teacher's responsibility toward content and students. $QG¿QDOO\ZHDFFRPSDQ\WKLVFDOOIRUH[SHULPHQWDWLRQZLWK a spirited call to all pedagogues to stand up (again) and be heard. Undoubtedly, many have done so and are to be applauded, but the voice of educators seems dimmer today than ever before. Admittedly, there is probably no title more maltreated than that of the educator. Again and again, malicious do-gooders, ideologues, wayward leaders of youth, authoritarian manipulators, salesmen and recruiters disguised themselves as educators. Today, educators are only tolerated if they have been transformed into professional learning facilitators who manifest themselves as disciples of the educational, and meanwhile increasingly learning sciences. And yet, we emphatically call on educators to be pedagogues WKDW LV ¿JXUHV WKDW JXLGH FKLOGUHQ DQG\RXQJSHRSOH WR school and help give shape and form to the school. We implore teachers WREH¿JXUHVWKDWORYHWKHVFKRROEHFDXVHWKH\ORYHWKHZRUOGDQGWKH QHZJHQHUDWLRQ¿JXUHVWKDWLQVLVWWKDWVFKRROLVQRWDERXWOHDUQLQJEXW about forming; that it is not about accommodating individual learning needs but about awakening interest; that it is not about productive time but free time; that it is not about developing talents or pandering to the world of the student but about focusing on the task at hand and lifting students out of their immediate life-world; that it is not about being forced to develop but about the experience of 'being able'. We value teachers because they are the ones who unlock and enliven a common world for our children. They are spokespersons for a place and time invented as a physical embodiment of a belief: a belief that there is no natural order of privileged owners; that we are equals; that the world belongs to all and therefore to no one in particular; that the school is an adventurous no-mans-land where everyone can rise above themselves. In the beginning there may have been the word, but with the school there is a shared beginning.

Allegory of the school (or the school as explained to our children) | 143 Allegory of the school (or the school as explained to our children) Imagine a society in which everyone is able to develop his or her WDOHQWV $OO WDOHQWV DUH YDOXHG HTXDOO\ DQG HYHU\RQH LV JLYHQ WKH opportunity to develop them into employable competencies. Suppose that society is organised in such a way that the supply of skills is in balance with demand and that everyone is willing to develop and renew their competencies on a regular basis. Imagine a society in which life-long and life-wide learning is embraced by all. Everyone is in constant motion and everything and everyone is in the right SODFHDWWKHULJKWWLPH)OH[LELOLW\DQGPRELOLW\DUHJXDUDQWHHG±WKH IUHHPRYHPHQWRIWDOHQWVDQGFRPSHWHQFLHVLVDVVXUHGDQGWKURXJK LW VR WRR LV WKHGHYHORSPHQWDQG LQQRYDWLRQRI VRFLHW\7KHUHDUH learning and competency centres to maintain this harmonious society. Customised learning pathways are offered to every citizen to help the citizen-learner develop competencies or assist the less experienced learner to lead a life of learning. To keep all of this PRYLQJLQWKHULJKWGLUHFWLRQSHUVRQDOOHDUQLQJ¿OHVDUHPDLQWDLQHG and a learning currency and central bank are put in place to regulate educational services in accordance with the needs of all. All learning RXWFRPHV DUH DFFXUDWHO\ GRFXPHQWHG DQG YDOXHG DOO OHDUQLQJ SDWKZD\VDUHFORVHO\WUDFNHGVSHFL¿FOHDUQLQJQHHGVDUHFRPSLOHG LQWROLVWVWKHGHJUHHRIZHOOEHLQJKDSSLQHVVDQGHPSOR\DELOLW\LV DFFXUDWHO\PRQLWRUHG$QGWKLVIURPWKHFUDGOH±RUUDWKHUIURPWKH PRWKHU¶VZRPERI±WRWKHJUDYH,WLVDVRFLHW\ZKHUHWUDQVSDUHQF\ JRRG FRPPXQLFDWLRQ DQG TXDOLW\ VHUYLFH DUH FHQWUDO $ VRFLHW\ where you are addressed from the outset as a learner and where DFTXLULQJDQXPEHURIEDVLFVNLOOVLVDVVXUHGDVDNLQGRIEDVLFULJKW ,QWKLVVRFLHW\YLUWXDOO\HYHU\WKLQJFDQEHDQGLVSRVVLEOH±LWLVD ODUJHVKDUHGFRQVWDQWO\HYROYLQJOHDUQLQJFRPPXQLW\  3HUKDSV LW LV QRW DOO WRR GLI¿FXOW WR LPDJLQH WKDWZRUOG %XW OHW¶VUHDOO\SXWRXULPDJLQDWLRQVWRWKHWHVWEHKROGDSHUVRQ±ZH will call her a pedagogue – who does not address young children as learners but takes them by the hand and persuades them to follow KHULQWRDGDUNFDYHOLWRQO\E\DVPRXOGHULQJ¿UH7KLVSHGDJRJXH In defence of the school144 | appears to be the accomplice of a group of idiots intent on chaining children to a chair – and as these children are accustomed to the EULJKWOLJKWDQGWUDQVSDUHQF\RIWKHOHDUQLQJVRFLHW\WKH\¶OOZDQWWR ÀHHIURPWKHFDYHDVTXLFNO\DVSRVVLEOH+ROGLQJWKHPWKHUHVHHPV nothing short of an act of violence and a usurpation of their basic ULJKWV)RUPDOFKDUJHVVXUHO\ZLOOIROORZLQQRWLPH%XWWKHLGLRWV DUH LQFUHGXORXV WKH\ VHH WKLQJV GLIIHUHQWO\ 7KH\ FDOO WKHPVHOYHV WHDFKHUV7KH\JDWKHUWKHVHFKLOGUHQEHIRUHWKHPRQHDQGDOO±UDFH DQGRULJLQDUHLUUHOHYDQWKHUHDVDUHWKHOHDUQLQJQHHGVWKDWPDNH HDFKFKLOGVRXQLTXHLQWKHZRUOGRXWVLGH,QWKHFDYHWKHWHDFKHU DGGUHVVHV WKHPDV VWXGHQWVDQG WKH WHDFKHU LV WKHUH IRUHYHU\RQH and no one in particular. Alert the Child Protection Services! But LWJHWVZRUVH ,PDJLQH WKDW WKHVH WHDFKHUVSURMHFW WKLQJVXSRQ WKH URFNZDOODQGPRUHVWLOOWKDWWKH\IRUFHWKHVWXGHQWVWRJD]HXSRQ them. And this without asking them what they themselves want to VHH7RWKHFRQWUDU\LPDJLQHWKDWWKHLGLRWVLQVLVWWKDWZKDWWKH\DUH SURMHFWLQJLVLPSRUWDQW1RWEHFDXVHLWLVXVHIXODQGHPSOR\DEOHEXW because they want to share what they found interesting about it. And these teachers go one step further. They are convinced that the world VKRZVLWVHOI LQZKDW WKH\SURMHFWDQGZKDW WKH\KDYHWRVD\DERXW it. They are convinced that only in the dimly-lit cave is it possible WRFRQMXUH WKLVZRUOGDQGDZDNHQVWXGHQWV¶ LQWHUHVW IRU WKHZRUOG These troubadours of formation are intent on pulling young people out of their own worlds so that they can begin forming themselves. They call for practice and study with a clear intention but without predetermined results. They are greeted with apprehension in the OHDUQLQJ VRFLHW\+RZFRXOG WKH\QRW"7KHVH LGLRWV EHOLHYH LQ WKH existence of a world outside the world of daily life and learning. 7KH\ GHVHUYH WR EH PHW ZLWK PRFNHU\ ULGLFXOH DQG HYHQ KDWUHG :K\"%HFDXVHZLWK WKHLU ORYH IRU WKHZRUOG WKH\±DQGZLWK WKHP their students – stand outside the bounds of the prevailing economy. It does not appease the learned members of society to hear that rendering the economy and accumulation of skills inoperative is something altogether different from calling the economy into TXHVWLRQ RU DGYRFDWLQJ IRU LWV GHVWUXFWLRQ %H HPSOR\DEOH RU continue developing new skills – this is a basic value of the learned Allegory of the school (or the school as explained to our children) | 145 SXEOLFWKDWFDQQRWVLPSO\EHFDVWDVLGH6XSSRVH¿QDOO\WKDWWKHVH WHDFKHUVHYHQWXDOO\OLEHUDWHWKHVWXGHQWVIURPWKHLUFKDLQV6XUHO\ LWZLOOWDNHVRPHWLPHEHIRUHWKH\DGMXVWWRWKHJODUHRIGD\OLJKWDQG DUH DEOH WR WXUQ WKHLU DWWHQWLRQ WR WKH HFRQRP\ RI WKLQJV$W ¿UVW VLJKWQRWKLQJZLOOKDYHFKDQJHG$QGWKDWLVRIFRXUVHDPPXQLWLRQ LQWKHKDQGVRIWKHFULWLFVDOLHQDWLQJFKLOGUHQIURPWKHLUZRUOGDQG GHQ\LQJWKHPHPSOR\DELOLW\LVLQLWVHOIWRRSUHSRVWHURXVIRUZRUGV let alone the fact that no discernible added value has come of it. $QGZDWFKDV VWXGHQWVJUDGXDOO\EHJLQ WR VKRZVOLJKWGHYLDWLRQV ÀH[LELOLW\IDOWHUVUHSHWLWLRQIDWLJXHVHWVLQVRPHJHWVWXFNLQDUXW $JDLQJULVWWRWKHPLOOWKHFDYH±ZKDWHOVH"±KDVFRUUXSWHGWKH \RXWKDQGKDVGHSULYHGVRFLHW\RILWVÀH[LELOLW\%XWWKDW¶VQRWDOO $VWLPHJRHVE\WKHZHOOHGXFDWHGVHHPWRKDYHGHYHORSHGDVWUDQJH NLQGRIORYHRQHGLUHFWHGWRZDUGERWKKXPDQVDQGWKLQJV,WFDOOVXS FXULRXVTXHVWLRQV/HDUQLQJ¿OHVEHJLQWRJDWKHUGXVW7KHFXUUHQF\ of learning competencies begins to lose its value. The learning VRFLHW\¶VHFRQRP\FRQWLQXHVWRUXQ$OOUHPDLQVWKHVDPHZLWKVOLJKW differences here and there. But its dimensions are wholly changed EHFDXVHDZRUOGH[LVWVRXWVLGHRQH¶VRZQOLIHZRUOG-XVWLPDJLQH

Works cited and consulted | 147 Works cited and consulted Agamben, G. (2007). Profanations. (J. Fort, trans.). New York: Zone Books. Arendt, H. (1961). The Crisis in Education, in H. Arendt, Between Past DQG )XWXUH (LJKW ([HUFLVHV LQ 3ROLWLFDO 7KRXJKW (pp. 170-193). New York: Penguin. Cornelissen, G. (2010). The public role of teaching: To keep the door closed. In: Simons, M. & J. Masschelein (Eds). 5DQFLqUH 3XEOLF (GXFDWLRQ DQG WKH 7DPLQJ RI 'HPRFUDF\ (pp. 15-30). Oxford: Wiley-Blackwell. Duras, M. (1990). =RPHUUHJHQ. Amsterdam: Van Gennep. Enter, S. (2007). Spel. Amsterdam: G.A.van Oorschot. Foucault, M. (2001). /¶KHUPpQHXWLTXHGXVXMHW. Paris: Gallimard. Furedi, F. (2009). Wasted. Why education isn't educating. London: Continuum. Geerinck, I. (2011). 7KH7HDFKHUDVD3XEOLF)LJXUHThree Portraits. Doctoral dissertation, KU Leuven. Handke, P. (2002). 'HU%LOGYHUOXVWRGHU'XUFKGLH6LHUUDGH*UHGRV Frankfurt am Main: Suhrkamp. Lyotard, J.-F. (1984). 7KHSRVWPRGHUQFRQGLWLRQ$UHSRUWRQNQRZOHGJH (G. Bennington & F. Jameson, trans.). Manchester: Manchester University Press. Mercier, P. (2007). 1LJKW7UDLQWR/LVERQ(B. Harshav, trans.). London: Atlantic Books. Pennac, D. (2010). School Blues. (S. Ardizzone, trans.). London: MacLehose Press. Poulakos, T. (1997). Speaking for the Polis. Isocrates' Rhetorical Education. Columbia: University of South Carolina Press. Rancière, J. (1991). 7KH ,JQRUDQW 6FKRROPDVWHU )LYH OHVVRQV LQ intellectual emancipation. (K. Ross, trans. and introduction). Stanford, CA: Stanford University Press. Rancière, J. (2007). +DWUHGRI'HPRFUDF\ (S. Corcoran, trans.). London and New York: Verso. Rheinberger, H.J. (2007). Man weiss nicht genau, was man nicht In defence of the school148 | weiss. Über die Kunst, das Unbekannte zu erforschen. 1HXH=UFKHU =HLWXQJ, 5 Mai 2007. Serres, M. (1997). The troubadour of knowledge (S.F. Glaser & W. Paulson, trans.). Ann Arbor: The University of Michigan Press. 6ORWHUGLMN3You must change your life. (W. Hoban, trans.). Cambridge: Polity Press. Stengers, I. (2005). The Cosmopolitical Proposal. In: Latour, B. & P. Weibel (Eds) (2005) 0DNLQJ 7KLQJV 3XEOLF $WPRVSKHUHV RI 'HPRFUDF\ (pp.994-1003). London/Cambridge/Karlsruhe: MIT Press/ZKM. Stiegler, B. (2010). Taking Care of Youth and the Generations. (S. Barker, trans.). Stanford: Stanford University Press. Vlieghe, J. (2010). 'HPRFUDF\RIWKHÀHVKA research into the public meaning of education from the standpoint of human embodiment. Doctoral dissertation, KU Leuven. Picture credits | 149 Picture credits cover /HFWXUHQRWHV (1467), drawing on Aristotle's Physics by George Lichton, a student at Leuven University p. 7 'HOH]HQGHPDQ [The reading man] (1963), wood cut on paper by Frans Masereel p. 13 Schoolgate from 'HOHWWHUGRRV (2001), realisation by Wim Cuyvers p. 25 Ecole Parfaite (2005) by Jan Masschelein p. 89 Still from The Son (2002) by The Dardenne Brothers p. 111 Still from The Son (2002) by The Dardenne Brothers p. 131 6FUHHQVLQÀLJKW (2012) by Wim Cuyvers p. 152 Sewing book & Book tied up in boards (1903), engravings by Paul N. Hasluck In defence of the school150 | Bookbinding instructions However digital an e-book may be, the old ways of bookbinding are on the rise again. As the bibliophile would say, nothing beats studying a physical copy. There are a lot of ways to bind a book, from simple stapling to elaborate bindings. Here are some instructions on how to bind your own book. There are basically 4 steps to every form of bookbinding: printing, folding, stacking and binding. Print full pages. This is the easiest to print, but it will limit your binding possibilities to pasting, side stitching or punching. Print booklets (aka imposition printing). Printing folded pages can be tricky, but it gives you the most solid book. The paging can be a bit confusing. For instance, if you print a book that has 32 pages in total, SDJHVDQGDUHSULQWHGRQWKH¿UVWVKHHWDQGRQWKH second, and so on. Booklets can be created with your pdf reader. Instructions for PC (Reader and Acrobat X) can be found on http://helpx.adobe.com/ acrobat/kb/print-booklets-acrobat-reader.html. Instructions for Mac (Preview) can be found on http://www.macupdate.com/app/mac/21068/ create-booklet. Other free alternatives are Impose Online (http:// www.imposeonline.com) or the program BookBinder (http://www. quantumelephant.co.uk/index.html) Bookbinding instructions | 151 No matter what software you use for printing, make sure that your printing settings are accurate. You need to select 2 pages per sheet, double-sided printing, and saddle stitch. Since In defence of the school counts 150 pages, there are too many pages to fold into one single booklet. This means you need to print the book into multiple booklets, which are called signatures. Every sheet of paper has 4 pages printed on it, so a signature is a multitude of 4 pages. The printing software will make signatures for you, or you have to set the page range yourself. Once you have printed everything, you only have to keep to your signatures when folding and stacking. $¿UVWRSWLRQDQGSUREDEO\WKHPRVWFRQYHQLHQWFKRLFHIRUWKLVERRNLV 5 signatures of 32 pages. One signature equals 8 sheets of double-sided printed-paper. If you make signatures of 32 pages, fold 8 papers into one signature, repeat 5 times, and then stack the 5 signatures onto each other: op tio n 1 In defence of the school152 | A second option is to print 1 sheet of paper as 1 signature, which PHDQVWKDW\RXZLOOSXWSDJHVRQWKH¿UVWVKHHWSDJHVRQWKH second, and so on. If you make single sheet signatures, fold each sheet individually and stack them onto each other: Lastly, we need to bind all the pages together. There are a lot of ways to do this, and this is where the art of bookbinding really shows itself. If you prefer punching, there are plenty of binding supplies available, such as decent ring binders. You VKRXOGEHDEOHWR¿QG\RXUSUHIHUHQFH Bookbinding instructions | 153 If you prefer more of a book, but are not very eager to take out needle and thread, you can easily paste the signatures together. Do this E\¿UPO\KROGLQJWKHVLJQDWXUHVIRUH[DPSOH with a clip), adding a cover, gluing the back, and gluing the cover to the back. Use strong, ÀH[LEOH JOXH VXFK DV YLQ\O JOXH DQG \RX VKRXOG EH ¿QH $ JRRG example of this binding can be found here: http://www.youtube.com/ watch?v=oBSUHbyf7Ss The most solid way of binding is of course signature stitching, and pasting the book with a decent, strong cover. A simple DIY video can be found here: http://www.youtube.com/watch?v=XGQ5P8QVHSg Good luck!