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K. A. GREENWALT
then we need help in distinguishing between what we desire and what is truly
desirable. School might play a bigger part in shaping desire toward those most
desirable endsand, indeed, in recognizing the very limits, if not the essential dysfunction, of desire itself.
But can a teacher really love the children under her care, in a way, as Horace
Mann hoped, that was better than parental?
Probably not.
Going to school in my pajamasor even worse yet, nakedis a dream I have
had many times in my life. In this, Im pretty sure Im not alone.
If such a shared dream does in fact exist, it is a unique testimony to what schooling has done to our desires. Universal, compulsory schooling is not an ancient
institution. It has not entered into the collective unconscious through its approximation to some powerful archetype.
No. If such dreams are common, it is because the experience of schooling is
nearly universal. So, apparently, is the underlying desire that we can achieve intimacy in that space: union with a signicant other, in an institution that promises
love but cannot deliver it.
In this way, our dreams speak to us a profound truth. School sucks. And dont
forget it!
Contributor
Kyle Greenwalt is an associate professor in the Department of Teacher Education at Michigan
State University. He studies the school curriculum by exploring teacherstudent relationships
and the factors that have shaped such relationships over time. Kyles forthcoming book, Home/
schooling, is published by Sense Publishers and explores themes relating to the moral and emotional well-being of children, parents, and public school teachers.
References
Blount, J. (2005). Fit to teach. Albany, NY: SUNY Press.
Garrison, J. (1997). Dewey and Eros. New York, NY: Teachers College Press.
Mann, H. (1843/1957). Seventh annual report to the Massachusetts board of education. In L. A.
Cremin (Eds.), The republic and the school: Horace Mann on the education of free men. New
York, NY: Teachers College Press.