BACKTALK.
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| Title: | BACKTALK. |
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| Authors: | Labaree, David F. (AUTHOR) |
| Source: | Phi Delta Kappan. Spring2026, Vol. 107 Issue 5/6, p68-68. 1p. |
| Subject Terms: | *Education theory, *Socioeconomic status, *Individual development, *Instructional systems, *Male college students, Risk-taking behavior, Societal growth |
| Geographic Terms: | United States |
| Abstract: | The article focuses on the concept of "overschooling" in the United States, arguing that excessive time spent in formal education may hinder personal development and risk-taking essential for social and economic progress. It highlights how modern education systems increasingly manage students' lives, limiting free, unstructured experiences and disproportionately affecting boys, who often struggle with the constraints of classroom norms. The author suggests that reducing the amount of schooling might better prepare young people for real-world challenges by fostering resilience and initiative rather than conformity and risk aversion. [Extracted from the article] |
| Copyright of Phi Delta Kappan is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The article focuses on the concept of "overschooling" in the United States, arguing that excessive time spent in formal education may hinder personal development and risk-taking essential for social and economic progress. It highlights how modern education systems increasingly manage students' lives, limiting free, unstructured experiences and disproportionately affecting boys, who often struggle with the constraints of classroom norms. The author suggests that reducing the amount of schooling might better prepare young people for real-world challenges by fostering resilience and initiative rather than conformity and risk aversion. [Extracted from the article] |
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| ISSN: | 00317217 |
