Ignorance as a Method: Rethinking Academic Burden in an Accelerated Society

Abstract

Purpose This study applies “ignorance” as a theoretical lens to understand students’ academic burden in China as well as the value of free time in social acceleration. Design/Approach/Methods The article argues that students’ learning gradually became alienated in different times and spaces. It uses Rosa's social acceleration theory to analyze the logical paradox of the burden reduction policy in China and Benner's plasticity and self-activity principles to highlight the pedagogical value of leisure and free activities. Findings The findings suggest the need to maintain the “necessary ignorance” in leisure activities and intervene less in student learning. In this respect, “ignorance” can be viewed as a cognitive method to protect leisure time and rebuild a spontaneous order in learning, which can close the gap caused by the impossible synchronization of specific parties in the education system. Ignorance opens the door to learned spaces, providing more opportunities to reduce academic burden in an accelerated society and stimulate the imagination of education. Originality/Value This study reveals the plasticity and self-activity that students develop in free leisure time and space, and reworks the key concept of “inevitable ignorance” expounded by Friedrich Hayek into “necessary ignorance” with pedagogical and ethical meanings. The reconceptualization of academic burden opens up new ways of thinking about educational policy and educational practice.