From Militaristic Discipline to Collaborative Pedagogy

Anarchist and Pacifist Alternatives in Education

Abstract

This literature review examines how educational philosophies rooted in anarchist and pacifist traditions offer alternatives to the militaristic and disciplinary foundations of modern schooling. Drawing on historical, philosophical, and contemporary pedagogical literature, the review analyzes how coercive models—such as those shaped by the nineteenth-century Prussian system—continue to influence educational structures that privilege obedience, surveillance, and hierarchy. In contrast, anarchist and pacifist thinkers have articulated pedagogies grounded in autonomy, mutual aid, dialogue, and nonviolence. Using a thematic approach, this review identifies three areas where these traditions contribute to contemporary educational theory and practice: critiques of authoritarian schooling, the development of collaborative and dialogical forms of learning, and emerging practices such as restorative approaches that embody relational accountability. The analysis highlights how these noncoercive pedagogies challenge dominant notions of order and discipline, offering pathways toward more participatory and ethically grounded forms of education. The review concludes by discussing implications for educators and educational institutions seeking to move beyond punitive or hierarchical models toward collaborative, community-oriented learning environments.