Abstract
In this final chapter, I focus on conditions and organization of intrinsic education in a post-work leisure-based society. I raise an issue of whether institutionalization of education is compatible with intrinsic education. Also, I define conditions for intrinsic education as a list of students’ academic freedoms.
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- 1.
Of course, learning the native language is always shaped by cultural practices, expectations, and values. But they are not necessarily institutionalized by a deliberate organizational design.
- 2.
Parents can be agents of societal institutions. However, what is probably more important, the goals of parenting and educating can be in conflict with each other (Rietmulder, 2019). For example, parenting may legitimately focus on socializing their children in the practices providing the children with safety, well-being, and transmission of culture desired by the parents. In contrast, educating may focus on critical examination and deconstruction of these practices.
- 3.
- 4.
From KNOTS by R. D. Laing, http://www.thepositivemind.com/poetry/RDlaing.htm.
- 5.
I believe that people have needs, not institutions. However, at times, institutional participants become unconditional agents of their institutions, who literally feel their institution’s needs. Institutions do not have needs, only people do,—it is a more a metaphor. However, institutions can induce needs in people, which are not the people’s one, agentive needs. For example, a typical participant of Milgram’s obedience experiment (Milgram, 1974) did not want to inflict pain on the “learner,” but they did nevertheless, viewing their action as driven by the need coming from the “experiment of the effect of punishment on a learner’s memory”—the institutional “need,” see https://www.youtube.com/watch?v=mOUEC5YXV8U.
- 6.
Institution—a human machinery—can be mechanical, rule-based, or organic, based on emergent dynamic patterns, which may or may not be stable, like in a self-organizing system. There are more mechanical institutions and more organic institutions. I wonder if mechanical institutionalism and organic institutionalism have to be considered as well.
- 7.
The text below is heavily based on our chapter and is a revised version of it.
- 8.
This is competence credentialism and not educational credentialism .
- 9.
Of course, this type of leisure based society will never be based purely on leisure, but will also involve work for a decreasing number of people as I argued throughout the book.
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Matusov, E. (2020). Conclusion: Organization of Education in a Post-work Leisure-Based Society. In: Envisioning Education in a Post-Work Leisure-Based Society. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-46373-1_10
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