Susan D. Blum is Professor in the Department of Anthropology at the University of Notre Dame. She is the author of I Love Learning; I Hate School, and My Word!, as well as the editor of Ungrading.

Blum offers a well-evidenced critique of "schoolishness," her term for the "unchangeable structures" in school systems that impede innovation, authenticity, and joy in learning. This text is an essential read for anyone interested in the state of education, teaching, and learning.(Choice)

• Introduction: The Education Gospel and the Deeply Held Structures of Schoolishness1. Experiencing School: What's the Problem?2. The Aims and the Ends, Values and Value: From Games, Sorting, and Exchange Value to Learning, Being ,and Use Value3. Pedagogy and Pedagogizing: From Direct Instruction to Independent Learning4. Teachers, Students, Classes: From Authorities and Competitors to Communities of Varied Learners5. Questions: From Compliance, Control, and Evaluation(Authority) to Curiosity, Power, Wonder, andEffervescence (Democracy)6. Time: From Speed, Uniformity, and Deferral to Need,Variation, and Sufficiency7. Work, Labor, Play: From Toil and Exchange to Worth,Meaning, and Use8. Spaces and Places: From Separation to Connection9. Genres of Consumption: From Scarcity, Artificiality,Constraint to Abundance and Variety10. Genres of Production: From Artificiality and Controlto Authenticity and Freedom11. Tech and Media: From Clunky to Vibrant12. Attending (to) Bodies: From Stillness, Isolation,Normativity, and Control to Action, Connection,Variation, and Agency13. Selves: From Alienation to Authenticity, Wholeness,and Meaning14. "The Trees Need Water": Authentic Learning in an Educational Ecosystem15. Making Schools Less Schoolish: Of Evolutions and RevolutionsConclusion: Creating the World We Want to Live In

Susan D. Blum is Professor in the Department of Anthropology at the University of Notre Dame. She is the author of I Love Learning; I Hate School, and My Word!, as well as the editor of Ungrading.

Blum offers a well-evidenced critique of "schoolishness," her term for the "unchangeable structures" in school systems that impede innovation, authenticity, and joy in learning. This text is an essential read for anyone interested in the state of education, teaching, and learning.(Choice)

• Introduction: The Education Gospel and the Deeply Held Structures of Schoolishness1. Experiencing School: What's the Problem?2. The Aims and the Ends, Values and Value: From Games, Sorting, and Exchange Value to Learning, Being ,and Use Value3. Pedagogy and Pedagogizing: From Direct Instruction to Independent Learning4. Teachers, Students, Classes: From Authorities and Competitors to Communities of Varied Learners5. Questions: From Compliance, Control, and Evaluation(Authority) to Curiosity, Power, Wonder, andEffervescence (Democracy)6. Time: From Speed, Uniformity, and Deferral to Need,Variation, and Sufficiency7. Work, Labor, Play: From Toil and Exchange to Worth,Meaning, and Use8. Spaces and Places: From Separation to Connection9. Genres of Consumption: From Scarcity, Artificiality,Constraint to Abundance and Variety10. Genres of Production: From Artificiality and Controlto Authenticity and Freedom11. Tech and Media: From Clunky to Vibrant12. Attending (to) Bodies: From Stillness, Isolation,Normativity, and Control to Action, Connection,Variation, and Agency13. Selves: From Alienation to Authenticity, Wholeness,and Meaning14. "The Trees Need Water": Authentic Learning in an Educational Ecosystem15. Making Schools Less Schoolish: Of Evolutions and RevolutionsConclusion: Creating the World We Want to Live In