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Frustrated by her students' performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students.
In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she herself was transformed by this understanding. Blum concludes that the dominant forms of higher education do not match the myriad forms of learning that help students―people in general―master meaningful and worthwhile skills and knowledge. Students are capable of learning huge amounts, but the ways higher education is structured often leads them to fail to learn. More than that, it leads to ill effects. In this critique of higher education, infused with anthropological insights, Blum explains why so much is going wrong and offers suggestions for how to bring classroom learning more in line with appropriate forms of engagement. She challenges our system of education and argues for a “reintegration of learning with life.”
- Sales Rank: #475718 in Books
- Published on: 2016-03-29
- Original language: English
- Number of items: 1
- Dimensions: 9.20" h x 1.20" w x 6.20" l, .0 pounds
- Binding: Hardcover
- 360 pages
Review
"We should take very seriously the critique of higher education offered by Susan Blum; the book is excellent, and I highly recommend it. Blum does the profession a service by drawing our attention to the ways in which traditional educational structures put barriers in the way of our students and their learning. She has a powerful command of educational history and theory, and her insights and anecdotes rang true to me throughout the book."―Chronicle of Higher Education
"Susan D. Blum wrote this vitally important book to understand the mismatch between learning, 'which students may love,' and schooling, 'which many students hate.' While so much of school and college is familiar to many of us, Blum uses anthropology's emphasis on holism and comparison to make it strange and interesting again. Extending beyond college campuses to consider all of mass schooling, 'I Love Learning; I Hate School'points out how many of the practices that are commonplace in today’s colleges and schools actually have a corrosive effect on student interest and engagement. It denaturalizes Western schooling to reveal its many 'oddities,’ including age segregation, decontextualized learning, an emphasis on grades, and the production of failure.
"Blum draws on research from anthropology, cognitive science, affective neuroscience, child psychology, and human development, as well as her own original research and classroom experimentation, to show how these practices are misaligned with ‘the way humans are’ and actually learn. Looking across cultural space and historical time, she examines the variety of ways humans have engaged in our primary adaptive advantage: learning. Observing that teaching itself is ‘very rare in the ethnographic record,’ Blum finds that people tend to learn in multimodal ways, when they have a need or desire to learn, by doing, by showing others, by being active, through observation, through play, through guided participation, and when there are genuine consequences. Importantly, motivation for learning is powerfully related to perceived relevance, sociality, and affective experience. All of this helps to explain, for example, why so many students today are more engaged with extracurricular activities than their academic work: because these activities are more tightly aligned with key human learning inclinations.
"‘I Love Learning; I Hate School’ is a must-read for all who care about educational improvement and renewal. Moving beyond critique, Blum shows a way forward with practical ideas instructors at all levels can use to make their classrooms less school-like, and in Blum’s words, more ‘joyful, relevant, and humane.’"―Peter Demerath, University of Minnesota, author of Producing Success: The Culture of Personal Advancement in an American High School
"Susan D. Blum has written the book the majority of college faculty would write if they only had her encyclopedic knowledge, deep insight, and courage."―David F. Lancy, Emeritus Professor of Anthropology, Utah State University, author of The Anthropology of Childhood: Cherubs, Chattel, Changelings
"In 'I Love Learning; I Hate School,' Susan D. Blum courageously achieves the goal of anthropologists who work in their own culture: she makes the familiar strange. She does so by painting a vivid portrait of learning in today's universities, a portrait that those of us who love university teaching know but are reluctant to admit―the system too often fails even our most capable students. Blum leads the reader on an intimate, often uncomfortable, journey, a journey that everyone associated with higher education should take."―Christine Finnan, College of Charleston, coauthor of Accelerating the Learning of All Students: Cultivating Culture Change in Schools, Classrooms, and Individuals
"'I Love Learning; I Hate School' is beautifully written. It addresses a shared set of educational dilemmas experienced both intellectually and viscerally by teachers and students in our current university system. Susan D. Blum’s work is innovative in its approach and stimulating in its insight into educational history, theory, and practice. This book offers a thoughtful, intimate slant on how to make sense of our lived experience as teachers and students."―Cathy Small, Northern Arizona University, author of My Freshman Year (as Rebekah Nathan)
About the Author
Susan D. Blum is Professor of Anthropology at the University of Notre Dame. She is the author of "I Love Learning; I Hate School": An Anthropology of College; My Word! Plagiarism and College Culture; Lies That Bind: Chinese Truth, Other Truths; and Portraits of "Primitives": Ordering Human Kinds in the Chinese Nation; the editor of Making Sense of Language: Readings in Culture and Communication (three editions); and coeditor of China Off Center: Mapping the Margins of the Middle Kingdom.
Most helpful customer reviews
5 of 6 people found the following review helpful.
Recommended
By Autamme_dot_com
Many students find their time at college or university to be a very difficult, dissatisfying experience, something they endure and go through the motions with as a means to an end. Does it need to be like this?
The author, a professor of anthropology, had had enough and decided to dig deeper into the subject. For a long time she had been frustrated with her students’ performance and came to the conclusion that there is a concerning mismatch between the goals of the university and the needs of students. This research is clearly based on U.S. educational establishment experiences, although the U.S. system is far from unique to that country and thus many takeaway points can be relevant in other countries. This book mixes up the methodology of learning with the author’s own research into the problems that appear extant. It doesn’t make for pleasant reading; the subject that is, the book does a good job at delivering the “bad news”.
There is hope, says the author, who analyses what is going wrong and suggests how to change things to make classroom learning more relevant and engaging to modern-day needs. That’s the theory. Implementing it may be the greater challenge and first the system needs to accept and understand that the system itself might need to change. The system can be sapping the intellectual curiosity of students rather than encouraging them.
This book is not itself a direct roadmap for possible change. A lot needs to be considered and possibly implemented. Yet the author plants the seeds for change in the reader’s mind, gives clear reasoning why change may be necessary and details what the problems are perceived to be. One person cannot change the world, yet they can be part of the catalyst that may inspire the change process.
If you think the system is perfect, you have nothing to lose by reading this book since you are convinced your system is perfect and thus can easily debunk the book’s contents on logical grounds. However, for the rest, whether you are clearly seized on the idea for change from the get-go or just accept that something may be possibly improved upon, this book can give you a different perspective and possibly a lot more besides.
A highly recommendable, crucial read for many, and an engaging, thought-provoking read for the rest of us.
1 of 1 people found the following review helpful.
I love learning, I hate school
By Clare O'Beara
I downloaded a copy from Net Galley for an unbiased review.
The author loves learning and teaching and could not see for a long time why or how the education system in America failed many pupils. This despite the fact that she helped design a college curriculum which forced all students, including athletes, to take a term course in 'childhood studies' and she saw their stubborn rejection of what they saw as a pointless, retrograde step.
There's a broad look at various facets of the American education tiered system, which is based on the British system and copied around the world. The author recognised through speaking with students - why was that so hard to do?- and watching her own children, that some kids were better home schooled and others to take alternative routes.
I learnt a lot about the Establishment and as someone whose main memory of secondary education is that it was cold, boring and largely useless, years ago mind you, I recommend that anyone making education their career have a read of this book. Because I love learning and I was reading from the age of two and a half, and I've taken two third level qualifications to date, but I did not like school.
3 of 6 people found the following review helpful.
WOnderful book!
By gramma jay
This is an excellent book---well written and most readable!
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