Author: Dr A Q Suhail Ahmed Choudhury
DOI Link: https://doi.org/10.70798/Bijmrd/04080007
Abstract: Traditional educational discourse frames the school as a benign micro-society—an essential apparatus designed to socialize youth, foster civic virtue, and transmit critical intellectual capital. However, critical sociological theory, radical pedagogy, and institutional analysis reveal a contrasting reality: the school functions as a toxic microcosm of society’s structural failings. Rather than serving as an incubator for human flourishing, the modern schooling institution functions as a site of enforced conformity, systemic alienation, stratified inequality, and psychological pacification. By examining the hidden curriculum, authoritarian power dynamics, panoptic surveillance, and peer-group pathologies, this paper argues that the school constitutes a ‘bad society.’ It systematically conditions subjects to accept arbitrary hierarchies, suppresses organic intellectual curiosity, and reproduces socio-economic divisions under the guise of meritocracy.
Keywords: School, Society, Micro-Society, Pedagogy, Institutional Analysis, Sociological Analysis, Social System.
Page No: 53-57