Abstract
Educational authoritarianism does not tolerate or provide the opportunity for individuals to write significant curriculums with the creative and personal intensity of art. Authoritarian meddling discourages experienced teachers from collaboratively interpreting so-called "aims and objectives" and other modes of written expression. The police-like approach, governmental fawning, sycophantic committee work and the railroading of insidious and dominating curriculums etched in stone will ultimately fail and betray us. We need a greater shift toward the personal and an active recognition for interpretation of authentic curriculum texts as art in our teaching practices. Authoritarianism can only lead to the eventual and diminishing returns in our schools and institutions.
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