Schools as a Microcosm of Societal Progress

I believe the primary obstacle to educational transformation is that schools serve as a microcosm for broader societal change. All schools function as microcosms of society, reflecting the dynamics that shape its development. This means a person's interest in reinventing school may be rooted in their interest in reimagining society and seeking a proof of concept that can be scaled out to communities and larger populations. By exploring this connection, we can not only identify how entrenched societal systems hinder progress in education but also understand how people's attachment to existing educational structures mirrors the influence of societal systems on their desires for certain schooling models.

One aspect of society to consider is an element of culture related to the economy—resources and finances. This element encompasses how resources are collected, distributed, and redistributed, influenced by other cultural elements such as decision-making structures, relational dynamics within those structures, and the development of norms and traditions. Unfortunately, a particular economic model has largely dominated the landscape of modern society—one that reflects hierarchical systems of power, wealth accumulation, and resource exploitation: the predatory economy. This model has shaped our economic systems since its rise during the Agricultural Revolution tens of thousands of years ago.

For the sake of this article, however, we will focus on how this model has infiltrated educational structures, creating a system where access to resources, opportunities, and success is unevenly distributed, mirroring the societal inequalities resulting from this economic model.

Traditional Schooling: A Reflection of Systemic Inequality

Hierarchical Structure

Traditional schooling, like society at large, is highly hierarchical. Authority figures—teachers, administrators, and policymakers—control the flow of knowledge, dictate educational outcomes, and determine the future success of students. This reflects the broader power structures in a society where those in power make key decisions regarding the allocation of resources. In education, these structures often maintain the status quo, leaving limited room for transformative change that benefits all students equally. Like society, the educational system is shaped by entrenched hierarchies that perpetuate inequality.

Standardized Roles

In traditional schooling, students are expected to conform to predefined roles: learners who follow instructions and teachers who impart knowledge. This limits students' agency, much like how in the broader economy, individuals in lower-value roles often have little room for growth or self-determination. Educational systems often fail to provide opportunities for students to shape their own learning paths, much like how economic structures confine people to predefined roles based on societal needs, with limited opportunity for upward mobility.

Unequal Access to Resources

Just as certain groups in society have greater access to resources and opportunities, traditional schooling often reflects these disparities. Wealthier students benefit from better funding, technology, and educational support, while those in underfunded schools struggle with limited resources. This inequality in access mirrors the broader economic system, where the wealthy and powerful control the distribution of resources, leaving others with fewer opportunities to succeed.

Grades and Status

In the traditional educational system, students' success is often determined by grades, test scores, and degrees. These metrics, while meant to reflect achievement, also serve as a means of assigning value to individuals, determining their future economic mobility and societal status. This mirrors the economic system, where wealth and status are often tied to one's ability to access resources and opportunities, creating a divide between those who succeed and those who fall behind.

Competition vs. Collaboration

Traditional schooling often promotes competition—between students for grades, college admissions, and accolades—rather than collaboration. This fosters an environment where individual success is prioritized over collective achievement. Similarly, in a competitive economy, individuals and corporations vie for limited resources, leaving little room for mutual success. Education, like the economy, should focus more on collective growth and interdependence, where collaboration replaces competition as the driving force for progress.

Reimagined Economic Structure: Self-Directed Schooling Model

A reimagined economic structure, grounded in fairness, solidarity, and sustainability, directly parallels the principles of progressive self-directed schooling—a model that champions autonomy, collaboration, and interdependence. Just as society can evolve towards greater equity and shared prosperity, education can transition from hierarchical systems to models that empower individuals and foster collective success.

Here’s how these shifts in education mirror larger societal changes:

Self-Determination and Agency

A progressive, self-directed education system empowers students to take control of their learning journeys. They choose what they want to learn, how they want to learn it, and develop the skills to manage their own growth. This shift mirrors the societal move away from hierarchical economic structures—where individuals are confined to predefined roles—towards a system based on shared abundance and interdependence. In both spheres, people are encouraged to contribute based on their passions, strengths, and interests, rather than being limited by societal expectations or economic structures that prioritize compliance and control through mechanisms which force narrow perspectives of success driven by individualistic principles. This fosters a society where each individual can thrive according to their unique talents, with support systems designed and maintained by their peers, with the sole intention of advancing the collective good without discouraging excellence through social status and financial wealth.

Collaboration Over Competition

In contrast to traditional schooling, self-directed schooling encourages collaboration, community involvement, and shared success through the shared development of individual potential. This mirrors a larger societal shift towards equitable distribution of resources, where success is no longer viewed as a zero-sum game but a shared achievement. Just as an economy rooted in solidarity reduces the divide between the haves and have-nots, a school system based on interdependence shifts the emphasis on individualism to mutual benefit. When students and teachers collaborate, not to outperform each other but to foster collective growth, the entire community benefits just as an economy where resources are shared for the common good.

Valuing Diverse Roles

A self-directed schooling model recognizes that learning and talent come in many forms, encouraging students to explore their own paths and value non-traditional forms of knowledge and achievement. This reimagined approach aligns with a societal shift that advocates for the redistribution of resources and the recognition of traditionally undervalued roles. In both systems, contributions to the community are seen as valuable, regardless of their traditional status or prestige. This means the economic system in society is inherently more celebratory of roles like caregivers, service workers, and environmental stewards, similar to education would acknowledge success not by reducing the need for proficiency in knowledge and skills but in determine the knowledge and skills required for future success. In a truly equitable system, all contributions are valued based on a principle that all humans are essential simply by existing and that, to achieve "more", individuals can choose to work within a system that rewards efforts that make improvements to others' lives rather than to their own.

Social and Environmental Responsibility

A self-directed schooling model integrates social-emotional learning (SEL) and environmental stewardship, encouraging students to consider their impact on others and the planet. This model aligns closely with the reimagined economy’s focus on social and environmental responsibility—shifting away from short-term profits to long-term sustainability and collective well-being. Just as businesses and governments are being called to act responsibly toward the environment and society, schools can cultivate a generation of students who are not only prepared for careers but who are also stewards of the earth, motivated by values of sustainability and social justice. This shift is not just about preparing students for a job but for their role in regenerating the world around them.

Breaking Down Hierarchies

Traditional schooling perpetuates rigid hierarchies: teachers at the top, students at the bottom. In this system, power is centralized and decision-making is controlled by a few, while the majority follow prescribed paths. Conversely, a self-directed schooling model seeks to flatten these hierarchies, allowing students to have more authority and take more responsibility for their learning while teachers act as guides and facilitators, offering necessary instruction relevant to students' goals. This shift mirrors the larger societal transition toward shared power, where decision-making is collaborative and mutually supportive. Just as the reimagined economic structure distributes power more equitably, the educational model shifts towards a more socially responsible form of democratic governance where students, teachers, and communities engage in shared decision-making. In this environment, mutual respect, empowerment, and collaboration replace dominance and control.

A Vision for a Fairer Future

Both the traditional economic structure and the traditional schooling system reflect deep-rooted power dynamics that perpetuate inequality and limit potential. By embracing a reimagined economy based on fairness, solidarity, and sustainability, and a progressive self-directed schooling model that values autonomy, collaboration, and mutual support, we can create systems that foster individual empowerment and collective well-being.

In the new economy and educational system, success is not defined by scarcity and exploitation but by the shared prosperity of all members of society. The challenge now is to transition from these outdated models to a system that empowers individuals, supports diverse contributions, and redistributes resources for the common good.

Schools, as microcosms of society, have the potential to serve as breeding grounds for these changes, where future generations can learn to embrace interdependence, collaboration, and social responsibility—values that will ultimately lead to a more just, inclusive, and sustainable society.

Greg Mullen

May 3, 2025

General Consult

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