Chapter 7: Refusing to "Teach" (Separating Power and Authority in the Classroom)

In chapter 7, Finkel outlines perhaps the most challenging instance an educator may face in keeping their mouth shut. He describes a class discussion where everyone refuses to speak and essentially looks to the teacher for guidance and leadership. The teacher must stand his ground and not engage the class in discussion, despite any temptation and the apparent ineptitude of his students. While it would appear that this teacher has abdicated any power or authority in remaining silent in the face of a class that desperately requests his engagement, he is exercising his power to allow his class struggle through their own dysfunctional attempt to facilitate discussion.

Finkel characterizes this as the genesis of democratic learning. The prospect of this endeavor can prove daunting and the result are often messier than even the most experienced educator can anticipate, yet chapter 7 suggest that democracy essentially clears the path for truly meaningful learning. This does not mean that an educator must completely withdraw exercising any and all power and authority within their classroom. This merely involves establishing and maintaining restrictions around one's own authority and power while allowing a framework within students can exercise their own.

Rather than pose a series of pointed questions around this topic, I will only ask for you to consider your own experiences involving democratic learning within your own classrooms - either as an educator or a learner,