Have you ever read a book on a subject you thought you already understood inside and out—only to realize something so blindingly obvious, you feel almost foolish for not having seen it before?That’s how I felt reading Ian Underwood’s Rethinking Fairness in Education and Stop Lying About Education Savings Accounts. In these two books, Ian takes the issue of money in education—a complicated and contentious topic—makes it almost effortless to understand. Using compelling visuals, humor, and simple thought exercises, he subtly leads the reader to first principles, making it nearly impossible to mistake opinion for fact, or wishful thinking for reality.In this conversation, Ian and I talk about how “fairness” could apply in education, why the talking points in support of ESAs are lies, and how we can have more productive conversations about reforming education in the future if we just start asking different questions.I can’t recommend his books enough. If you’re a parent, teacher, policymaker—or just someone who believes we all deserve better—kids and taxpayers alike—these books are essential reading.Get the books:* Rethinking Fairness in Education* Stop Lying About Education Savings AccountsWatch the full conversation here, and then read them. You’ll come away seeing public education in a whole new light!You can also find Ian’s writing at Granite Grok blog.This Substack is reader-supported. To receive new posts and support my work, consider becoming a free or paid subscriber. You can also buy me a coffee! Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

In this video, I challenge the way “freedom” is being defined and sold to us today. Using the debate over school choice and vouchers as a case study, I argue that more government-approved options aren’t freedom at all—just a rebranded form of control. I share my own definition (“the right to say no”) and ask: if the state still holds the strings, can we really call it freedom?PS: If adults struggle to communicate when we use the same words in very different ways, imagine how much harder it is for our teens—especially if no one has taught them to question the meanings of the words they use and hear. That’s exactly what my Words Matter course at Cogito Learning Center is designed to do. This fall, I’ll help teens closely examine loaded terms like “freedom,” “rights,” and “fairness” so they can think more critically and communicate more clearly in public discourse. Read my article about it here. Registration is now open, and space is limited. Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

This Substack-only segment from my conversation with Matt Bowman, co-founder of OpenEd, is a focused follow-up to our longer YouTube interview. In this shorter discussion, we step back from the big picture and ask a more immediate question:What should parents be asking themselves before committing to another year of school?If you’re sitting at the kitchen table wondering whether the conventional path is working for your child — or your family — this short segment is for you.Matt offers simple, clear starting points:* Is your child happy?* Is your current plan working — or just familiar?* What are your child’s actual interests?* What does your family need — logistically, emotionally, spiritually — from an education plan?* How can those needs intersect to support real growth?We talk about what it looks like to pause, reflect, and begin shifting your mindset from system compliance to family-centered learning. This isn’t a deep critique, it’s a practical entry point for families serious about taking charge of their children’s education.To explore the broader conversation — including why the system is failing and why open education is the alternative every family should at least consider — watch the full interview on YouTube:Want to learn more about OpenEd? Check out Open Education: How to Reimagine Learning, Ignite Curiosity, and Prepare Your Kids for Success by Matt Bowman and Isaac Morehouse—a hands-on guide from two practitioners who’ve worked with over 100,000 students to help families escape one-size-fits-all schooling and build personalized learning journeys.Disclaimer: I’m referencing this book because Matt is a co-author not because I endorse every approach or detail it presents. However if you want to explore the OpenEd model more deeply, it’s a solid place to start.If you value independent writing that tells the truth about education, subscribe. To support me directly, buy me a coffee. Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

In this episode, I sit down with veteran educator James Furey to unpack a question many parents and educators grapple with: What makes a school “good”? We explore how standardized test scores, college admissions, and school rankings often fail to capture the true quality of education. James shares insights from his years in the classroom, discussing the impact of school culture, teacher autonomy, and student engagement on learning outcomes.Whether you're a parent evaluating school options or an educator reflecting on your practice, this conversation offers a thought-provoking look at the deeper elements that contribute to a meaningful education.🎓 Want More Than School Can Offer? Let’s Work Together.If you're ready to give your child a real education—not just schooling—visit CogitoLearningCenter.com to explore how I can help. Whether you need expert tutoring, personalized curriculum guidance, or full enrichment courses, I work directly with families to design a learning path that actually works.🟢 Start here: CogitoLearningCenter.com💡 Support This WorkIf you value the conversations and content I share, you can help in a few simple ways:☕ Buy Me a Coffee: buymeacoffee.com/trwl💸 Direct Support via PayPal: paypal.me/deborahfillman📰 Subscribe on Substack: thereasonwelearn.substack.com🛍️ Shop & Learn with My Affiliates📚 Heroes of Liberty Books: Get 10% off with my link: heroesofliberty.com/?ref=Zqpq🧠 The Socratic Experience: Give your child deep, discussion-based learning. Get 10% off here:socraticexperience.com/parent-guide/?utm_source=thereasonwelearn📲 Follow for MoreX (Twitter): @owl_elcInstagram: @thereasonwelearn Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

What If School Is Unconstitutional?How compulsory education laws violate your First, Fourth, and Fifth Amendment rightsWhat’s the underlying assumption behind compulsory education laws?That you, as a parent, will neglect your child — or more to the point, are already neglecting your child. That’s the premise the state must adopt in order to justify compulsory education. If the government truly believed parents were, on the whole, responsible and capable of educating their children, these laws wouldn’t exist.We don’t pass laws that compel action based purely on what might happen. At least, we’re not supposed to. We don’t incarcerate people preemptively because they might commit a crime. But with schooling? You had a baby — and the state assumes you're going to neglect their education. Not some parents. All parents. That’s what compulsory schooling assumes.And how do they act on that assumption? By sentencing every parent and child to a 13-year obligation, regardless of individual circumstances. The law applies equally to families with no history of neglect or concern. You don’t get a day in court. There is no probable cause. There is only your child’s birth certificate, your tax return, and your zip code — and that’s enough to trigger state control over your child’s education.Let’s talk about rights.The Fourth AmendmentThis amendment protects against unlawful searches and seizures — meaning the government cannot intrude on your privacy or property without probable cause. So what is the state’s probable cause for seizing control of your child’s education the moment they turn five or six?There is none.Compulsory education laws function on a blanket presumption of guilt. The state doesn’t investigate your family or review your individual circumstances. It simply assumes that because you're a parent, you're potentially dangerous — and your child's education must be monitored and directed by law.The Fifth AmendmentThe Fifth Amendment guarantees due process. Before the government can deprive you of liberty or property, you’re supposed to have your day in court.But when it comes to education, the sentence is handed down with no trial. No hearing. No opportunity to argue that you are, in fact, capable of educating your child — or that you intend to do so in your own way.Instead, you’re told what education is, what it looks like, how many hours it must happen, which subjects must be covered, and when. And if you decide to homeschool, you must apply for permission, meet qualifications, log hours, submit test scores — and still be held to the state’s definition of “schooling.”Where is the due process in that?The First AmendmentNow let’s talk about speech, thought, and association.Who decides what your child hears, says, or thinks during their 13-year sentence? The state. Who they’re around, what ideas they’re exposed to, what beliefs are promoted — it’s all decided for you. Freedom of association? Gone. Freedom of expression? Only within the bounds the state permits.And if you object? If you keep your child home too many days, for any number of personal reasons — sickness, mental health, family needs — you could be charged with truancy. Social services might come knocking.The Cost of CompulsionYou are also compelled to pay for all of it. Even if your child never sets foot in a public school. Even if you’re educating them at home or sending them to a private institution. You’re still taxed to support a system that presumes you unfit and overrides your rights.This is not just about poor outcomes. Yes, public education often fails to teach children to read or calculate, even after years of standards, reforms, and record funding. But that’s not the central issue.The central issue is this: the system violates your rights. And it does so under the guise of benevolence, of progress, of social good.And now, school choice is being sold as the solution — but it doesn’t solve the problem. It expands it. School choice doesn’t restore your rights. It entrenches the state’s role. It simply lets you satisfy your legal obligations in a slightly different way, with a different set of government-approved options — and with more oversight, not less.It’s not liberation. It’s rebranding.Why I'm an AbolitionistWhen I say I’m an education abolitionist, this is what I mean.I don’t believe the government has the right to override your parental authority without due process. I don’t believe your child should be subject to ideological programming in a state-mandated environment. I don’t believe you should be taxed to fund a system you didn’t choose and may even object to on principle.The existence of bad parents does not justify treating every parent as one.We don’t abolish rights because someone might abuse them. We don’t eliminate speech because someone might say something hateful. We don’t ban due process because someone might be guilty. And we should not accept compulsory schooling — with all of its constitutional violations — just because some parents might fall short.We’ve accepted this system for so long, we’ve stopped questioning it. And that’s exactly how it was designed.It’s time to start asking hard questions. It’s time to recognize the cost.It’s time to stop pretending that freedom and compulsion can coexist. Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

When teachers don’t teach, students don’t learn everything they’ll need to know to be successful in school, or in life. It’s as simple as that. Contrary to the assertions of the PhDs from Columbia and UPENN, most students do not, and will not, “discover” reading and writing proficiency, never mind proficiency at math, science, history, civics, and logic (what some call “critical thinking”). My good friend Dissident Teacher has written prolifically on this topic, and I strongly suggest you read every word, but make sure you listen to what I have to report from my experiences as an independent enrichment tutor. If, after listening to this, you’d like to discuss enrichment tutoring for your children, schedule a free 30-minute consultation here. Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

What are your children learning in school about man and what he should do in life? What kind of "self" are they being encouraged to develop? Do you even know? James Lindsay joins me to discuss the Marxian religious questions our children are being taught to ask in school, how the answers are purging enlightenment values from American culture, one lost "self" at a time. An American-born author, mathematician, and professional troublemaker, Dr. James Lindsay has written six books spanning a range of subjects including religion, the philosophy of science and postmodern theory. He is a leading expert on Critical Race Theory, which leads him to reject it completely. He is the founder of New Discourses and currently promoting his new book "Cynical Theories: How Activist Scholarship Made Everything about Race, Gender, and Identity―and Why This Harms Everybody," which is currently being translated into more than fifteen languages.Join us for a discussion about what it means for all of us when our children are taught an anti-enlightenment theory of mind? Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

How often have you heard someone say “We have a mental health problem!” in the aftermath of a school shooting? It’s usually the thing you hear immediately after “We need commonsense gun control,” or "gun-free zones make easy targets."I’m going to guess it’s roughly every time, and it’s even possible you’ve said it yourself. Who could blame you? No one would deny the fact that anyone shooting up a school is mentally disturbed, but is that the whole story? Why schools? Why students and teachers? Why aren’t we asking these questions?My guests for this show, Pamela Garfield Jaeger and Cyndi O'Brien have some thoughts on that subject, as well as some fascinating stories to share about how “mental health” is actually addressed at school, some of which may surprise you. They'll explain how there might be more to the choice of location than the usual narratives would have us believe.Also, if you are currently under the impression we need more mental healthcare at school, or that every child should be evaluated for mental illness by default by school counselors, you’ll want to hear what these ladies have to say.My Guests:Pamela Garfield-Jaeger has worked as an LCSW for over 20 years in a variety of settings and programs. Most recently she worked with teens in school and outpatient settings. She realized that the vast majority of parents are unprepared to engage the Mental Health system from a position on knowledge and understanding. She is here to help educate parents on what to expect and how to interact with a very complicated and insular system.Follow Pam on X @truththerapist, and check out her website, work, public speaking and service offerings here: https://linktr.ee/thetruthfultherapistCyndi O'Brien is a former K12 education insider. She was an English teacher for 17 years and a school counselor for 3 years. She finally quit because of the corruption. She has been a whistleblower and produces her own videos and podcasts exposing what goes on behind the scenes in K12 education.Cyndi is currently employed as a child trauma therapist while she works toward professional counselor licensure (which should occur in just a couple of months). She also works as a college instructor of both English and Counseling. Follow Cyndi on X @ObrienCynd72601 and on YouTube @k12formerinsider Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

Have you ever had a negative gut reaction to something that everyone else was excited about? That was me with EdTech. Everything I’d learned about learning, from brain science, to child psychology and development, told me “This is a bad idea,” but everyone I knew, parents and teachers alike, thought it was just fabulous. Here’s a sampling of what I heard most often from teachers:”They’ll be so much more engaged, and it will make differentiation so much easier!””I can be so much more creative with my teaching, and with so many online lessons, I’ll save so much time.””Now we don’t have to hear ‘I forgot my book,’ and kids don’t take good care of books anyway.””We are really lucky actually; Some schools don’t have devices yet, so their kids will lag behind in their 21st Century skill development.”Parents were slow to catch on to the fact that their kids weren’t bringing books home anymore, but when they did, most I knew were happy their kids were getting “access” to technology, and even called it a “privilege” they hoped all students would soon have. I remember fundraising efforts to raise money for the purpose of purchasing one-to-one devices for schools that didn’t have them yet, and electronic white boards to go with them too. *Sigh.* I felt very lonely on my island of skepticism and concern, even as test scores dropped like a stone, and the number of ADHD, anxiety, and depression diagnoses increased dramatically. That is until today, when my gut was validated, and my concern vindicated by this article by Jared Cooney Hovrath for After Babel. The article inspired me to do a mini podcast as a companion/reaction specifically about dopamine addiction, so you will understand how EdTech combines with tech use outside of school to create and exacerbate the very problems we’re told EdTech prevents: boredom, disengagement, demotivation, and depression.Please read the article because you need to see the data for yourselves! You also need to understand the science behind the damage. In particular, I recommend you pay close attention to the section on Multitasking. If you’re the parent of a middle or high school student who insists he or she can “multitask,” you’ll finally have the evidence to back you up when you say “No, no you can’t.”The Reason We Learn is a reader-supported publication. To receive new posts and support my work, consider becoming a free or paid subscriber. Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe

If you’re new here, you might be surprised to learn that someone as critical of America’s public education system would oppose School Choice, but it’s true. I do. I want education liberty, and that means I’m what’s called a government school abolitionist. That means exactly what you think it means: I want to abolish the government education system in America, at the federal AND state levels. I truly believe children cannot possibly get the education that’s right for them, or that they deserve, as long as the state controls education, and as you’ll hear Courtenay Turner say in our interview: what the government funds, the government runs.Public Education is Not a “Right”In the clip above, Courtenay recounts a conversation she had with people involved in school “reform” at the state level in her new home state of Tennessee. They insisted public education is a “right.” Is it though? Let’s look:* In the Declaration of Rights, which is the Bill of Rights of the Tennessee Constitution, there is no mention of Education whatsoever, never mind as a “right.” I read it twice, all 36 sections. Not a peep. * However, somewhat ironically, the same Declaration of Rights does say the following: * Section 1. That all power is inherent in the people, and all free governments are founded on their authority, and instituted for their peace, safety, and happiness; for the advancement of those ends they have at all times, an unalienable and indefeasible right to alter, reform, or abolish the government in such manner as they may think proper.* Section 22. That perpetuities and monopolies are contrary to the genius of a free State, and shall not be allowed.* After the Declaration of Rights, Article XI, Section 12 reads: The State of Tennessee recognizes the inherent value of education and encourages its support. The General Assembly shall provide for the maintenance, support and eligibility standards of a system of free public schools. The General Assembly may establish and support such postsecondary educational institutions, including public institutions of higher learning, as it determines.So what Courtenay Turner said — what they tossed her from the meeting for saying — is actually correct. The Tennessee state constitution says that the state “shall provide,” it doesn’t say the parents or the children must take. Additionally, when these people referenced “children’s rights,” they were either imagining them or inventing them to support their argument. There is no language in the document referencing “children’s rights” to anything other than the same right to due process their parents have (see Section 7 below):That the people shall be secure in their persons, houses, papers and possessions, from unreasonable searches and seizures; and that general warrants, whereby an officer may be commanded to search suspected places, without evidence of the fact committed, or to seize any person or persons not named, whose offences are not particularly described and supported by evidence, are dangerous to liberty, and ought not to be granted. In other words, unless and until the state has evidence that parents are willfully neglecting, exploiting, or otherwise harming their children, they have no authority under this constitution to force the children of Tennessee out of their homes, and away from their parents period, never mind for thirteen years, all day, for at least nine months of the year. If you’re still skeptical, read Section 8:That no man shall be taken or imprisoned, or disseized of his freehold, liberties or privileges, or outlawed, or exiled, or in any manner destroyed or deprived of his life, liberty or property, but by the judgment of his peers, or the law of the land.So, at least in Tennessee, public education is neither a right to receive, nor an obligation to take, despite what Courtenay was told. What’s more, the Bill of Rights of the United States — as properly-educated Americans know — guarantees due process to all Americans, regardless of where they live. Federalism aside, no state has the authority to nullify the following: Amendment IVThe right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.These facts notwithstanding, Tennessee has this compulsory education law: Tenn. Comp. R. & Regs. 0520-01-02-.17 reads:(1) Children entering kindergarten shall be five (5) years of age on or before August 15. However, a child does not have to enroll in school at five (5) years of age, but enrollment must occur no later than the beginning of the academic year following the child's sixth (6th) birthday.(2) Any transfer student applying for admission who was legally enrolled in an approved kindergarten in another state and who will be five (5) years of age no later than December 31 of the current school year shall be enrolled.(3) Pursuant to the Tennessee compulsory attendance law, all children must attend school between the ages of six (6) and seventeen (17), both inclusive.How did this happen? That’s the funny part; It’s hard to tell. There is no single, definitive date for the passage of a Tennessee compulsory education law. Instead the state’s education laws and regulations have evolved over time to emphasize compulsory attendance. The Butler Act (1925) and Private Acts of 1929 (Chapter 735) demonstrate the state’s involvement in regulating education, while modern guidelines reflect the ongoing commitment to compulsory attendance. In other words, the rights-violations crept in, until they became law by default. By the way, I strongly suggest you go check your own state’s compulsory education law here, so helpfully compiled by our federal Department of Education, to see how it’s worded. There are variations, mostly in the age range and number of years a child must attend, and what excuses parents may use to choose alternative means of educating their own children, but all compulsory education laws require that parents notify and/or send a written request to the state authorities who have the power to say “no.” Here is the text of the Tennessee law as of 2023:Compulsory Education Laws are UnconstitutionalNow maybe I’m missing something — I am not a lawyer after all, just one of the “educated citizenry” we’re constantly told schools are meant to produce — but (c-1) sounds a whole lot like a violation of Sections 7 and 8 of the Tennessee state constitution. The state is effectively telling all parents they are compelled to send their children to public or non-public school, which includes homeschool, or the state will punish them. In other words, parents of children between 6-17 have to tell the state how they’re educating their children, and presumably the state may and shall decide whether they approve. So let’s look at Tennessee homeschooling law:This seems a whole lot like presumption of guilt. Consider the fact that a parent without a HS Diploma or GED is denied the right to educate their own children. You might be tempted to say “Well, they are unqualified,” but where does it say the state has the exclusive authority to define “qualified” for every individual, not just for those employed by the public “option?” In addition to defining “qualified,” they claim the exclusive legal authority to define the following:* “school”* “standards”* “emotionally/academically mature”* “curriculum” * the number of days a parent should “teach” their own childTo me, even Tennessee’s homeschooling laws violate due process guaranteed in the United States Bill of Rights and the Tennessee state constitution. If you’re wondering why no one has challenged these as violations in court, the answer is they have, it’s just gotten nowhere because —surprise, surprise — a population “educated” by the state is disinclined to see the state as the bad guy. Usually, when I argue that compulsory education laws are unconstitutional, I immediately hear a chorus of responses like:* “What about parents who don’t do anything to get their kids an education?”* “How will Americans be literate?” or the ever-popular “So you want people to be illiterate morons?”* “I bet you want to repeal child labor laws too!”* “Parents simply aren’t qualified to teach their own children!”What those people are telling me is that after over 150 years of government run compulsory education, we already have a large population of people willing to hand over their rights without even realizing they’re doing it (never mind demanding that those in power give it their best shot to amend the Constitution first).School Choice Relies on Compulsory Education LawsSo now that I’ve argued my case that compulsory schooling is unconstitutional, let me make my case that School Choice relies on the existence of that unconstitutional law. Let me break it down for you in a series of questions hypothesizing a state in which compulsory education law does not exist, and your due process rights are intact:* What would be the justification for property taxes to pay for the public “option?” Why not raise the money using a lottery, but only to defray a modest fee for service? * What would be the justification for forcing parents to enroll their children in a specific school based on their zip code or “transportation” zone? * What would be the justification for government using your money decide what your child will eat for lunch (and sometimes breakfast) each day?* What would be the justification for the government deciding how teachers are trained, certified, and legally shielded from lawsuit (qualified immunity)?* What would be the justification for the government deciding what an “education” is across the state, for all schools, never mind the standards by which anyone decides whether or not your child has “succeeded” in getting one?There are more questions you could answer to better understand the way compulsory education law is the foundation of School Choice, but these are the ones that matter most to my argument. My hope is your answers will help you begin to see that School Choice bills depend on the following outgrowths of state power:* The people being compelled to pay income and property taxes to county, and the state for the ostensible purpose of “educating” children.* The people being compelled to send their children to a state-approved “school” or being granted permission by the state to homeschool their own children.* The people not having any legal means to avoid paying “school taxes,” even if they have no children, or are choosing to opt out of the public “option.”* The people either not recognizing any of the above as a violation of their rights, or feeling helpless to defend their rights.* The people feeling desperate for other pre-paid (what they sometimes call “free”) options for their children.School Choice bills don’t propose to end compulsory education laws, nor do they propose a tax opt-out for parents, On the contrary! They propose subsidies for parents made up of a sizable percentage (but not all) of the taxpayer funds the state would have spent on each child for the existing public “option.” The remainder of the allocated funds would still go to the “assigned” school for that child, even if the child isn’t there to teach, and the School Choice lobby is apparently fine with this “compromise.”Additionally, School Choice bills propose either the creation of a “public-private partnership” with a corporation that will distribute the public’s money, and oversee the “schools” and individuals “applying” to use it, or propose to grow the existing state departments of education to perform these services. Finally, School Choice bills accept the fact that the state will retain its authority to define the standards non-public schools (including homeschools) must meet before parents may use their child’s “school dollars” to pay for them.None of the above equates to parents having their parental rights respected, never mind “restored.” Call to Action: Demand Education Liberty!We have an incoming administration that promises to make School Choice a requirement of every state, and they’re even floating the idea of putting School Choice lobbyists in the administration. I am giving the President-elect the benefit of the doubt that he simply doesn’t understand what I’ve written above, or has never heard anyone argue for Education Liberty before. So please consider this article a call-to-action to each and every one of you — if you agree with me, of course — to make your voices heard. Resist the straw man arguments that you hate poor kids, or want an illiterate country. By the government’s own admission, as shown by their own (now six year-old data), we already have a country in which only 31% of our graduating seniors are “proficient” at reading. Epilogue: School Choice Serves the Globalist AgendaThis article is already longer than my usual, and in truth I should probably write a separate piece about how School Choice serves the globalist agenda to socially engineer free will out of existence, but for now I will leave you with a second clip of my conversation with Courtenay Turner to spark your curiosity. Please listen at least to this twelve minute clip, and then go watch the whole show. Also check out Courtenay’s content about School choice. The Reason We Learn is a reader-supported publication. Although I want to keep all my posts free because I don’t want to put a price on what I consider information that could help you protect your children, and our country, your paid subscription is greatly appreciated, and frees me up to create content more frequently! Thank you! Get full access to The Reason We Learn at thereasonwelearn.substack.com/subscribe