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What Makes School so Resistant to Change. The Wittgensteinian Approach.

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Pasi Vilpas
Pasi Vilpas

School is resistant to change because it is a societal and political entity focused on assessment and progression rather than learning. As a system that regulates students' advancement, education, careers, and social standing, school provides structure against alienation through standardized grading. This feedback loop makes reform difficult as modern societies depend on school's segregational services. Learning and schooling are separate concepts that cannot be discussed together sensibly, explaining school's resistance to change.

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WHAT MAKES SCHOOL SO RESISTANT TO CHANGE? The Wittgensteinian Approach.
Learning and school are two completely separate and unrelated concepts.
Learning is a state of mind. School is a societal and political entity.
School is intended to provide circumstances which are appropriate to determine marks, scores, grades and degrees rather than to learn.
These are needed to regulate the students´ progression to their higher education, adulthood professions, social relationships and economical status.
The curve of Gauss illuminates effectively how school gives protection against alienation and social segregation.
Schoolwork is subordinated to this.
Modern societies are completely dependent and in many ways thoroughly built on the segregational services given by the school.
Need for these services gives rise to a collection of self- sustaining and self-reinforcing feedback loops which make it very difficult to develop school in any meaningful sense.
We have been made to believe that what is happening at school is learning.
But what is happening at school is school.
It is not possible to discuss learning and school in the same context in a sensible manner at all.
This only ends up to confusion reducing itself to articulation of nonsense.
What makes school so resistant to change does not need other explanations.
What in school is resistant to change does not need explanations neither. Pasi Vilpas Teacher in Biology and Geography Sotunki Upper Secondary School City of Vantaa Finland

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What Makes School so Resistant to Change. The Wittgensteinian Approach.

  • 1. WHAT MAKES SCHOOL SO RESISTANT TO CHANGE? The Wittgensteinian Approach.
  • 2. Learning and school are two completely separate and unrelated concepts.
  • 3. Learning is a state of mind. School is a societal and political entity.
  • 4. School is intended to provide circumstances which are appropriate to determine marks, scores, grades and degrees rather than to learn.
  • 5. These are needed to regulate the students´ progression to their higher education, adulthood professions, social relationships and economical status.
  • 6. The curve of Gauss illuminates effectively how school gives protection against alienation and social segregation.
  • 8. Modern societies are completely dependent and in many ways thoroughly built on the segregational services given by the school.
  • 9. Need for these services gives rise to a collection of self- sustaining and self-reinforcing feedback loops which make it very difficult to develop school in any meaningful sense.
  • 10. We have been made to believe that what is happening at school is learning.
  • 11. But what is happening at school is school.
  • 12. It is not possible to discuss learning and school in the same context in a sensible manner at all.
  • 13. This only ends up to confusion reducing itself to articulation of nonsense.
  • 14. What makes school so resistant to change does not need other explanations.
  • 15. What in school is resistant to change does not need explanations neither. Pasi Vilpas Teacher in Biology and Geography Sotunki Upper Secondary School City of Vantaa Finland