I believe in education that is efficient and effective for students. This means that industrialized education, in which I also work, does not align with my vision and mission as an independent teacher. I believe standardized assessments are a problem, rather an oxymoron if we are seeking excellence through personalized education. On the other hand, I also believe that while information is fundamental, placing know-how at the center and connecting life experiences is essential. This includes taking experiences, reflecting on them, translating them into substance, and creating creative content linked to technique. Practicing this process consciously is part of a learning journey in which the teacher can play a key role.
The term “Antischool” is not my invention—just like the word “school.” It is a term of esoteric knowledge that refers to a school of thought driven by Ivan Illich and Everett Reimer. This school believes that learning occurs casually and mainly outside of school, which suppresses students' creativity and intellectual spontaneity:
"The current search for new educational funnels must be reversed into the search for their institutional antithesis: educational webs that increase the opportunity for each person to transform every moment of their life into a moment of learning, sharing, and interest." (Illich, 1971, p. 4) |
As I mentioned in the first paragraph, my beliefs as an independent teacher point to holistic learning that connects factors which, due to their group and standardized nature, are impossible for the educational industry to address. While the "anti" model is not scalable like its counterpart, it has the advantage of being highly satisfying and above all substantial. A student who responsibly undergoes an antischool process can achieve as much or more than an expert educated in institutions. After all, the "anti" stance does not imply rejecting scholasticism: we use the knowledge of the written European-Western tradition to our advantage and connect it with past and current experiences. Ultimately, learning happens—generally—in one’s personal and emotional space.
With this established, it is clear that several derived antischool stances can exist. Mine is focused on personalization, without neglecting the original vision that considers the classroom insufficient—especially in music production and composition. In my teaching experience, applying this vision, I have discovered that the teacher often needs to think outside the box and instead of “teaching,” must ask the right questions, investigate, and move the pieces of knowledge, technique, creativity, experience, and emotion in such a way that the student finds themselves learning meaningfully. It is important to mention that this does not imply eliminating the space where pure and hard content is delivered. When a student truly wants to learn, it is obvious they are willing to memorize what needs to be memorized to achieve the excellence they seek. The issue at hand is whether, as educators, we focus on delivering content and administering tests that translate into grades, or instead, deliver content to create art/fine arts and conduct holistic evaluations to re-learn, rethink, and practice what is needed to achieve the stated goals.
Regarding certifications, today in the first world there are master's programs that accept independent studies—with a certain type of certificate I provide—as a prerequisite. I have had the pleasure of participating in this process and, although not all places in the world are ready for this change, it is already happening. In several countries, there is already a program for independent teachers who, beyond their teaching methods, can meet these requirements and “industrially” validate the achievements made with their students.
In the effort to create a serious, responsible, and high-quality workspace with a practical antischool philosophy in mind, I have discovered that there is precedent in my work. For instance, my teachers Guillermo Rifo and Alejandro Iglesias Rossi created spaces that, in their foundational spirit, adopted certain antischool stances in response to the paradigms in which they were born. On the other hand, I had the wonderful discovery that both had the same teacher: Sergio Ortega. During my formal studies in the Master's in Musical Creation, New Technologies, and Traditional Arts, I conducted research where I interviewed various people1, and through this anecdotal evidence, I was able to confirm that Maestro Ortega taught from an antischool perspective. This establishes a fundamental precedent: my current stance is an echo of a generational need that resonates naturally with me. It is not pretentious but a reflection of my beliefs, which in turn have resonated with previous generations of teachers in my same line. I can then share that I am not the creator of a revolutionary idea, but rather an ambassador of a plausibly effective alternative2, creating a welcoming space for people who do not enjoy or would not enjoy studying in industrial education spaces.
This small and humble article has been written from the heart for those who genuinely want to learn more about this, especially those interested in working with me as a private mentor. It may also shed light on those who did not know what an "antischool" strictly entails.
Danilo Dawson
1 I am waiting for this work to be formally published; as soon as it happens, I will share it.
2 You can check my students' testimonials here https://www.danilodawson.com/historial-pedagogia
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