This is Not A Test....
As I was reading this chapter, so many things began to stir in my mind—many questions and many opinions—but they all boiled down to one overarching idea: a flawed system produces flawed and restricted thinking. It is evident that the education system in the United States was designed to make students “take their place in society, be cogs, and keep this system going,” as stated in the video. The system functions like a machine that benefits itself by producing individuals who maintain the structure of society exactly as it is. In this way, education becomes less about growth and more about preservation.
Khan explains how we are so accustomed to routines and systems that were put in place long before us, yet there is nothing that truly stops us from choosing differently. Our world and our nation are constantly evolving, but very few people are willing to go against “tradition” and disrupt the norm. When people do, they are often viewed as problematic rather than innovative—difficult instead of transformative. As a youth worker, my favorite conversations are always about how we can teach young people to challenge their norms, go against the grain, and explore what they have been told is impossible. As educators, we do a disservice to our students by not guiding them toward paths that lead to more—more opportunities, more knowledge, and more joy in learning. Regardless of academic or social standing, every child deserves the right to explore beyond their boundaries and think beyond the limits placed upon them. Unfortunately, the system we currently operate within often works against this practice. It can make educators like myself feel as though meaningful change is impossible on a large scale. However, within our small spheres of influence, even a ripple of disruption can become a tidal wave of transformation.
The Prussian Model directly works against this kind of thinking because it does not allow students to form meaningful cross-connections between what they learn throughout the day or the school year. Khan quotes John Taylor Gatto, who states that “class periods were put in place so that self-motivation to learn would be muted by ceaseless interruptions.” This statement resonated deeply with me because, as someone who loves to learn and learns best through discussion and reflection, constant interruptions prevented me from fully engaging with subjects I was genuinely curious about. Students who gravitate toward certain topics and want to explore them rarely get the chance to do so because they are bombarded with new material so quickly that they push their curiosities aside to keep up. Often, the only way to dive deeper into these interests is through extracurricular programs. However, many of these programs are not free or affordable, which can discourage students and ultimately crush their desire to explore knowledge further.
Now more than ever, creativity is needed. The number of careers that rely on innovation and creative problem-solving continues to grow. Khan states, “To be successful in a competitive and interconnected world, we need every mind we have.” So how can we expect students to become creative thinkers when, from as young as five years old, they are told that creativity is only for artists and that creative careers are not financially viable? Khan also asks a question that stood out to me: “What about the possible geniuses who happen to look at problems differently?” If we continue forcing every student into the same mold, we risk losing what makes humanity special. We need diverse thinkers to view the world from new perspectives so we can address what is broken and strengthen what is working. If we cut down every creative tree full of potential, who will lead us into the next wave of growth and evolution?
Hi AJ, really enjoyed reading this and how you applied this analysis to the creative diminishment of students in school. It's such a great example of the student-level impact that repressive models of education can have. Your point about after-school is so important as well, in Providence both PASA and the RI After School Network have done study after study that conclusively demonstrates the enormous impact of free, creative-oriented ELOs after school. It's concerning to me that their findings are applied to arguments about extending the school day, because then you don't get that same creative freedom, and rather just have more time in the space that can diminish so many students' creative growth.
ReplyDeleteJ, I really felt this.
ReplyDeleteThat opening line about a flawed system producing flawed and restricted thinking hit hard. It shifts the focus away from blaming students and puts it back where it belongs, on the structure itself. When you describe the system as a machine that keeps reproducing itself, that feels real. It explains why so many things feel stuck, even when the world around us is changing so fast.
I also connected with what you said about people being labeled problematic when they challenge tradition. So often the ones who question the system are seen as disruptive instead of visionary. That tension is real in education. It takes courage to push against norms that have been in place for generations.
Your perspective as a youth worker makes your reflection even more meaningful. The way you talk about encouraging young people to go against the grain and imagine more for themselves shows that you are already doing the work. I love your ripple into tidal wave metaphor. It acknowledges how small we can feel inside a massive system, but it also reminds us that influence starts somewhere.
The part about constant interruptions muting self motivation really resonated. As someone who also learns best through discussion and deep reflection, I understand that frustration. When curiosity has to compete with pacing and transitions, it often loses. And your point about extracurricular programs not being accessible to everyone highlights how opportunity is not distributed equally.
Your closing questions about creativity are powerful. If we keep forcing every student into the same mold, we risk silencing the very minds that could transform what is broken. That image of cutting down creative trees full of potential is vivid and unsettling in the best way.
What I appreciate most about your reflection is that it is not just critical. It is hopeful. Even while naming the limitations of the system, you still believe in the possibility of transformation. That balance makes your response feel grounded and real.
I really appreciate how this text capture you as a youth worker. I think that OST spaces have more freedom, flexibility, opportunity to break the Prussian model because they don't bear the same history as traditional school spaces. This text seems to give names to the things that YDEV values.
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