Part 7 of 8 in The Emperor has no Clothes: How do we fix a broken schooling system?← Part 6Part 8 →
This chapter explores the balance between autonomy and structure in education. It addresses the concern that too much freedom leads to a lack of discipline and argues for a system that encourages agency in learning.
- Autonomy does not mean a lack of structure; both can coexist.
- Agency in learning increases motivation and engagement.
- Imposing learning methods can lead to disengagement in students.
- Children need to experience agency to become lifelong learners.
Sceptic: But children need discipline. If you simply let children decide what they want to do, won’t they spend all day playing games?
Me: Autonomy doesn’t mean absence of structure.
Adults need autonomy too, yet successful adults still work to deadlines, keep commitments and accept responsibilities.
The difference is that agency changes motivation.
When everything is imposed on a child—what to learn, when to learn it, how to learn it, when to stop and how to prove they learned it—we shouldn’t be surprised when the child eventually concludes:
Learning is something other people make me do.
Then, after 15 years of schooling, we suddenly announce that we want them to become “lifelong learners”.
We have spent their childhood removing their agency and are surprised when they don’t know how to use it.
Frequently asked questions
What is the role of autonomy in education?
Autonomy in education allows students to have a say in their learning process, which can increase motivation and engagement.
How can structure and autonomy coexist in education?
Structure provides necessary boundaries, while autonomy allows students to make choices within those boundaries, fostering responsibility and motivation.
Why is agency important for lifelong learning?
Agency helps students develop the skills to learn independently, which is crucial for becoming lifelong learners.