Systematic constraints as “structure” for learning

Foucault said that the ideas we think are benign are often the most dangerous. If students accept and believe that the constraints we build around them (i.e. the curriculum) are beneficial for scaffolding their learning they will always be passive. Freire might say that we are oppressing – as opposed to liberating – them by providing this structure.

The structured system convinces students that the structure is “right” and that they have a place within it. Success is determined by the student’s ability to navigate through the structure. However, this doesn’t lead to questioning of the system, or even questioning within the system. For example, we build a course that “supports self-directed learning” but we structure the course so that all engagement happens within an LMS. When we say “self-directed” we actually mean “the content is here for students to browse independently”.

If we really mean to liberate students by enabling self-directed learning we would remove the constraints entirely and encourage students to find their own content by asking their own questions.