Tag Archives: Anarchism

Anarchism isn’t a fantasy and it’s not a political theory — it’s a collective name for whatever forms of society can exist without murder as a political tool

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When people say anarchism is a fantasy I believe they’re thinking of the apparent impossibility of setting up an anarchist government, imposing it on people, voting it into place, getting everyone to agree to its terms. They’re thinking of what would have to precede the first day of anarchism if anarchism were to be somehow instituted somewhere. And of the difficulty of keeping anarchism in place, protecting it against threats, maintaining it. This is a mistake.

Anarchism begins when people stop being coerced whereas political systems rely on coercion both at their beginnings and for their maintenance. Forcing people to stop being coerced is a contradiction in terms. Anarchism can’t be instituted or put in place, it can only coalesce. Anarchism starts when people stop obeying authority. So how do we get to a society without coercion? What’s the path to the anarchist utopia?
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How I’m Grading Now and Why

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Introduction

There is a great deal of pedagogical literature concerning the harm done to students by the practice of ranking them with letter grades.1 The authors of these papers, self-styled ungraders, focus on the effects of letter grading on students’ mindsets. Ungraders generally agree that letter grades distract students away from true understanding because, as widely cited ungrader Alfie Kohn puts it, “too many [of them] have been led to believe the primary purpose of schooling is to get As.”2.

That students believe this is universally acknowledged, at least by teachers. But why they believe it, in particular why they believe it so tenaciously even though their teachers have been telling them the opposite since forever, is not so clear. Also, I’m not sure that students “have been led to believe” this by anything other than their own accurate observations, or even that the students are wrong about “the primary purpose of schooling.”

The ungrading community believes that, as Susan Blum puts it, “when we grade, we really convey very little information about what is being assessed”3 and their arguments are convincing. Just for instance, there are too few letter grade options to differentiate between the wide variety of student achievements, even in a single class. My institution only offers ten choices, which isn’t granular enough even to draw a conclusion from the bare fact that two students received the same grade in a given class.4

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