An Inquiry into the Etymology of School: How Far We Have Strayed from the Essentials

January 27, 2025

When we hear the word " school ," most people think of a place where children are taught, learn to follow rules, and prepare for the future. But what if we look more deeply at the word's origins? The roots of the word " school" lie not in discipline or obligation, but rather in freedom, tranquility, and the enjoyment of free time. How far have we strayed from that essence, and what does that mean for our education today?

The original meaning of 'school'

The word "school" derives from the Greek skholē , which originally meant leisure, rest, and relaxation. Leisure time in ancient times wasn't just a time for relaxation, but an opportunity to develop intellectually and spiritually through conversation, discussion, and self-directed discovery. It was a place where there was space and time to learn from one's own curiosity.

This meaning later evolved into: a place where learning takes place, and ultimately, in our modern era, into a system of compulsory attendance, fixed structures, and standardized methods. But what happens when we consider how schools function in relation to the original meaning of freedom?

A system that suppresses freedom

When we look at our current school system, we see a structure that often contradicts the idea of freedom and personal development. Consider the daily reality of children in school:

• Breaks at fixed, short times : Time for rest and relaxation, once the core of skholē , is limited and regulated.

• Forced to sit still and listen : Children spend most of their day sitting, sometimes even in rows, with little room for physical movement or self-expression.

• No room for intrinsic motivation : The curriculum is pre-determined, with little to no room for a child's personal interests or passions.

• Strict rules and control : Children are often restricted in their freedom to choose how to spend their time, with an emphasis on obedience rather than self-direction.

This structure creates a paradox: schools, which should be places for growth and learning, can actually achieve the opposite. They can suppress curiosity, limit autonomy, and diminish the joy of learning. It's no wonder, then, that at least 70,000 children are currently at home, with all the consequences that entails.

The Impact of Language: What Do We Mean by 'School'?

The word " school" may evoke positive associations—learning, development, growth—but if we look critically, there's a discrepancy between what we say and what we do. The reality of the system often doesn't align with the core meaning of the word. We also unconsciously perpetuate this unhealthy system by using language incorrectly, or by not consciously considering whether schools are still places where freedom and personal development are central.

What if we were to redefine the concept of school ? What if, instead of clinging to current structures, we strived for a system that truly reflects its original meaning: a place where children truly have the time and space to explore, learn, and grow based on their own interests? And what does this mean in practice?

What's Next? A Critical Look at Our School System

By becoming aware of this discrepancy, we can critically examine the way our school system works and the impact it has on children. Can we create more room for freedom within the system? Or outside it? Can we ensure that children learn not only what they need to know, but also how they want to learn? And what is it that a child really needs to know? Is that the same for every child?

Consider possibilities such as:

• More flexible structures : Space for children to follow their own rhythm, pace and interests.

• More free time : Longer or more frequent breaks where children can truly relax and explore. And ideally, abolishing the standard breaks we know today. Children can learn to listen to their bodies. When do you need to pee? When are you hungry? When do you want to exercise?

• Less emphasis on control : Trusting children's natural curiosity and desire to learn rather than focusing on discipline.

Conclusion: Back to basics

The core meaning of school reminds us that learning comes from freedom, not from coercion.

As a society, we have a responsibility to ask ourselves: are our schools still places of freedom and personal development? And if not, what can we do to change that? By critically examining how language and reality intersect in the here and now, we can find a way to reshape our education—a school where freedom and learning go hand in hand, as it was originally intended.

And are you already working hard on this, but feel like you have to compete with colleagues, managers, or others for this ideal? Perhaps this knowledge can help you use it as an anchor when you feel faltering. You're not alone, you're not crazy, you're doing your best, and your critical perspective is valuable.