Build Back Our Democratic Muscles: Replace Authoritarian Teaching Practices in the USA with Self-Determination Theory
Authoritarian teaching refers to a strict, control-based approach to education where the teacher assumes the role of a primary authority figure and enforces rules, discipline, and structure with little or no room for student input, creativity, or autonomy. In authoritarian classrooms, the teacher's word is law, and students are expected to comply with instructions without question. This approach often involves rigid control over behavior, standardized methods of instruction, and a focus on rote learning, obedience, and order. This type of teaching style is common in the United States. Many people continue to think that this is what good teaching looks like. However, this is a cultural construct and it is not backed by evidence or research. Authoritarian teaching practices have severely weakened the primary muscle of democracy: the presence of a rational, autonomous brain in every voter.
While authoritarian teaching may appear to support a controlled, well-ordered environment, its impact on students is detrimental. Researchers in education and psychology have found that authoritarian teaching styles stifle critical thinking, creativity, and autonomy, and can lead to reduced motivation, anxiety, and a lack of confidence. In the long run, students who experience authoritarian teaching struggle to develop the skills needed for active participation in a democratic society, such as collaboration, critical thinking, and creativity. Moving away from authoritarian methods in favor of more student-centered, democratic teaching approaches aligned to Self-Determination Theory can foster more independent, confident, and engaged students. It exercises the skills needed to maintain a functional democratic system.
Authoritarian teaching can undermine the foundations of democracy by shaping citizens who are less likely to engage critically, question authority, or participate meaningfully in democratic processes. For a democracy to thrive, it requires citizens who are empowered to think independently, voice their opinions, debate differing viewpoints, and hold their leaders accountable. The more authoritarian the educational system, the less likely students are to develop the skills and attitudes needed to sustain a healthy democracy. Authoritarian teaching simply does not allow individuals to develop the “mental muscles,” or socio-emotional and cognitive skills necessary to engage in a functional democratic system. Lacking these essential skills, individuals become easy to confuse, indoctrinate, and control; making them ideal targets for extremist and antidemocratic groups to deceive and manipulate.
Ultimately, education systems that foster critical thinking, autonomy, and active participation are far more likely to nurture democratic citizens who value freedom, diversity, and the importance of civic engagement. Our social relationships, including those with authority figures, are like a muscle. If our social interactions during important stages of development teach us that might is right; conformity is good; and compliance is ethical behavior, we are setting ourselves up for autocracy. Conversely, if our social interactions during important stages of development teach us that we should respect one another’s autonomy; work together to build strong, supportive relationships and communities that propel one another's growth and development; and create opportunities for individuals to feel like their skills are valuable, put to good use, and support their community, we are setting ourselves up for communities where we find real, collaborative solutions to the problems facing our neighborhoods, our nations, and our planet.
Self-Determination Theory can offer a powerful alternative to authoritarian teaching by building the socio-emotional and cognitive muscles needed for effective democratic participation. By promoting autonomy, competence, relatedness, and intrinsic motivation, SDT fosters the kinds of behaviors, skills, and attitudes that are essential for democratic participation: critical thinking, active engagement, respect for others, and a sense of agency. Replacing authoritarian approaches with SDT-informed practices in the classroom not only benefits students’ personal development but also contributes to the cultivation of a more active, informed, and engaged citizenry, which is essential for the preservation of democracy. Let’s build those democratic muscles by applying the findings of Self-Determination Theory to education and youth development in Baltimore and across the nation.
