Teaching as a subversive activity

Teaching as a Subversive Activity is a 1969 educational manifesto by Neil Postman and Charles Weingartner that advocates for radical school reform. The book argues that education should teach students how to think critically and learn independently, rather than memorizing content. Postman and Weingartner propose eliminating textbooks, grades, tests, and traditional subjects in favor of inquiry-based learning where teachers ask questions instead of providing answers.

Teaching as a Subversive Activity was written by Neil Postman and Charles Weingartner, both education professors at Queens College in New York. Neil Postman later became chairman of the department of culture and communication at New York University and authored numerous influential books on education, media, and technology. Charles Weingartner served as a professor of English and Education at SUNY New Paltz and the University of South Florida.

Teaching as a Subversive Activity is essential reading for educators, administrators, and education reformers seeking alternatives to traditional teaching methods. The book appeals to anyone questioning conventional schooling practices and interested in student-centered, inquiry-based learning. Parents, curriculum designers, and educational policymakers will find valuable insights about fostering critical thinking skills in students. Those exploring progressive education philosophies will discover thought-provoking ideas about transforming classroom dynamics.

Teaching as a Subversive Activity remains remarkably relevant despite being published over 55 years ago. While some language feels dated, Postman and Weingartner's central argument—that schools should teach students how to learn and think critically rather than memorize content—is more applicable than ever in today's rapidly changing world. The book offers practical strategies for inquiry-based education that complement modern learning theories. However, readers should approach some radical proposals with contextual understanding of the 1960s era.

The main idea of Teaching as a Subversive Activity is that education must shift from content transmission to teaching students "how to learn". Postman and Weingartner argue that rapid societal change means what made sense to previous generations may not apply to current students. The book advocates replacing traditional teacher-centered instruction with inquiry-based learning where students tackle real problems and develop critical thinking skills. The ultimate goal is creating flexible, creative individuals capable of facing uncertainty and formulating new meanings.

"Crap detecting" is Postman and Weingartner's term for critical thinking and the ability to identify false or misleading information. Teaching as a Subversive Activity argues that the primary purpose of education should be giving students a fully operational "crap detector" to question authority and analyze claims skeptically. This concept emphasizes developing students' abilities to distinguish truth from propaganda, question popular ideas, and think independently. The authors believe this skill is essential for navigating a world filled with misinformation and rapid change.

Teaching as a Subversive Activity proposes 15 provocative recommendations including:

• declaring a five-year moratorium on all textbooks and tests
• having teachers teach subjects outside their expertise
• dissolving all traditional subjects and course requirements
• limiting teachers to three declarative sentences per class

Other proposals include requiring teachers to undergo psychotherapy, making every class elective, withholding teacher paychecks if students lose interest, and reproducing bathroom graffiti in school halls. While some suggestions seem antagonistic, they challenge educators to fundamentally rethink traditional schooling structures.

The inquiry method in Teaching as a Subversive Activity emphasizes presenting students with real, open-ended problems rather than predetermined solutions. Teachers should ask questions they don't already know the answers to, encouraging genuine exploration instead of rote responses. Postman and Weingartner advocate for a "What's-Worth-Knowing Questions Curriculum" where the art of asking questions becomes the source of all knowledge. This approach makes learning a process rather than a product, with teachers serving as guides or coaches rather than authority figures dispensing information.

Teaching as a Subversive Activity recommends teachers ask provocative, open-ended questions that stimulate critical thinking: "What bothers you most about adults? Why?" "How can 'good' be distinguished from 'evil'?" "What are the dumbest and most dangerous ideas that are 'popular' today?" These questions should be genuinely exploratory rather than tests of predetermined answers. The goal is helping students frame problems in new ways and develop their own analytical frameworks. Teachers should avoid asking questions they already know the answers to.

Teaching as a Subversive Activity faces criticism for being impractical and overly idealistic, with some proposals appearing "half-baked or merely antagonistic" like requiring teacher psychotherapy. The book's harsh, blunt tone alienates some educators who dismiss the ideas due to their confrontational presentation. Open education models inspired by the book faced backlash in the late 1970s, leading to a back-to-basics movement. Critics argue that completely eliminating structure, grades, and curriculum could leave students without essential foundational knowledge and skills.

Teaching as a Conserving Activity, published by Neil Postman in 1979, represents a significant shift from his earlier radical stance. While Postman didn't completely reverse his position, he advocated for more traditional elements like school dress codes and firm discipline—surprising given his previous views. Postman acknowledged that "many of the arguments which then seemed merely opposite, now seem acutely apposite". However, he distanced himself from the back-to-basics movement, maintaining a nuanced middle ground between radical progressivism and conservative traditionalism.

Teaching as a Subversive Activity remains relevant in 2025 because it addresses the ongoing tension between industrial-age education models and rapidly evolving societal needs. The book's emphasis on teaching students how to learn, think critically, and navigate constant change resonates in today's AI-driven, information-saturated world. Modern educators still grapple with balancing standardized testing, rigid curricula, and traditional teaching methods against calls for personalized, inquiry-based learning. The principles Postman and Weingartner outlined 55 years ago continue informing contemporary educational reform discussions.