A Conservative Teacher’s Take on ‘What Is Wrong With Our Schools’

Meet Daniel Buck, a dedicated middle school English teacher from Wisconsin. Buck recently shared his insights in his debut book, What Is Wrong With Our Schools: The Ideology Impoverishing Education in America and How We Can Do Better for Our Students. Beyond his classroom duties, Buck serves as a senior visiting fellow at the Fordham Institute and writes for various respected outlets like the Wall Street Journal and National Review. He has emerged as a notable conservative voice in education, especially in today’s heated school politics. We sat down with him to chat about his experiences, point of view, and his new book. Check out our conversation below!

Let’s Talk About the Book

When I asked Daniel about his book, he laid out the premise like this: “It’s a polemical book with a rather simple argument: All of the trendy debates about education, whether it’s funding, class size, or school choice, overlook a fundamental issue. We’ve built our educational system on flawed principles about how students learn.” He goes on to explain that he dives into the different ideologies shaping American education and then discusses specific debates around curriculum, instruction, and behavioral policies.

Interestingly, he didn’t exactly choose to write the book; a publisher approached him. The more captivating story involves his motivation. Daniel shared, “While in grad school, I came across these wildly progressive and politicized notions about education. I felt the need to process, contend with, and make sense of everything I was learning. While writing, I got more messages from teachers and parents asking about alternatives to figures like John Dewey or Paulo Freire. I struggled to provide clear answers. So, this book became my attempt to address that gap.”

Exploring the Ideologies

Now, you might be curious about the “ideologies” he refers to in his title. Daniel explained, “I honestly should have pluralized it. There are two main ideologies. First, we have progressive education, which dominated the conversation in the early 20th century. It traces its roots back to European romanticism, suggesting that society and its traditions corrupt children. Just like Rousseau argued, imposing traditional academics or rote learning stunts a child’s inherent goodness. Nothing is worth learning for its own sake; it’s all about what naturally appeals to kids.”

Then he described the second ideology, critical pedagogy. This goes even further, led by thinkers like Paulo Freire. Buck noted, “It pushes the idea that we shouldn’t just shield kids from societal and traditional influences. Instead, we should empower them to reshape society. This radical stance is why politics have seeped into so many classrooms. I view progressive pedagogy as merely mediocre and apolitical, while critical pedagogy is consciously radical and destructive.”

On Pushback and Conversations

Many readers might resist his claims, arguing that concepts like anti-racism and DEI (Diversity, Equity, and Inclusion) are responses to real issues. So, I asked Daniel how he counters this. He remarked, “The most common pushback is the idea that anti-racism or DEI simply teaches accurate history. But, that’s not the case at all. I’ve taught the beauty of the Harlem Renaissance and the horrors of chattel slavery through the lens of Frederick Douglass’ autobiography. I delve into segregation using classics like A Raisin in the Sun and discuss the civil rights movement with MLK’s letters and speeches. My focus is always to emphasize that these historical atrocities exist in spite of American ideals. Our evolving political equality is about fulfilling our founding documents, not rejecting them. DEI and anti-racism misuse history to attack classical liberalism and American values.”

Reflecting on His Teaching Journey

Thinking back on his teaching journey, Daniel remembered some formative experiences. “My first year was chaos,” he confessed. “I applied everything I learned in university. I let my students draft their own behavioral rules and choose their books. I based my lessons on their interests and built relationships. Yet, things were still out of control. The progressives claim classrooms should be emotional safe spaces, but mine felt pretty unsafe. There weren’t any physical fights, but it was a close call.”

“Eventually, I figured out the importance of asserting some adult authority in the classroom. It was only then that I began to guide my students through great literature, and slowly, things started to stabilize. That experience made me realize progressive education wasn’t cutting it. I knew I had to find a new way.”

Engaging Beyond the Divide

It’s easy to feel like education debates are stuck in a loop where neither side truly hears the other. I wanted to know if Daniel had found any thinkers or colleagues with different views able to constructively engage in conversations. He replied, “Surprisingly, I often find many teachers—both online and in-person—who agree with my perspective. Most want to keep Shakespeare in the curriculum and enforce some consequences for misbehavior. My biggest clashes arise with administrators, professors, and journalists.”

“When I’ve had face-to-face conversations about these disagreements, we maintain civility. But online? Forget about it. That never ends well!”

Finding Conservative Voices

Many people feel they don’t encounter much writing from right-leaning teachers, even though they know they exist. I wanted to know if Daniel thought this was true. “In every school I’ve taught in, there have always been a few conservative teachers. We often share our views quietly, behind closed doors. Plenty of us exist, but many are hesitant to speak out due to potential backlash. We want professional peace and good relationships with colleagues,” he revealed.

He continued, “Interestingly, most educators often embrace values associated with conservatism—like local control, smaller bureaucracies, classical curriculum, and strict discipline—even if they don’t label themselves as conservatives.”

The Need for Change

Daniel pointed out that abandoning punitive discipline could have immediate negative effects on classrooms. “It stems from the progressive belief that discipline is a form of oppression. This kind of thinking can create chaos in schools. If classrooms become disruptive, no curriculum can thrive.”

He also emphasized, “The reading lists in teacher preparation programs need a serious update. The education schools promote figures like John Dewey and critical pedagogues—almost as if they’re the holy grails of teaching. When conservative voices do pop up, they are often dismissed with derision. Incorporating some cognitive science or introducing even one conservative voice into teacher prep would be a major win.”

Facing Critiques

In our conversation, Daniel acknowledged the critics who have voiced disapproval over his book. “Many critiques come from people who haven’t even read it. They argue my subtitle is too lengthy or say I lack sufficient experience. It’s never a real argument; it’s more of a cheap shot. The irony? Those who have read it always leave a positive comment.”

What’s Next for Daniel?

When we talked about his future, Daniel shared, “I’m currently wrestling with how to create educational alternatives and effectively shake up the dusty old progressivism in our schools. That could mean staying in the classroom, diving into full-time writing, returning to those dreaded schools of education, or joining an organization dedicated to crafting solid curriculum. I’m still figuring that part out!”

In reflecting on Daniel Buck’s insights, it’s clear that his experiences and ideas spark important conversations about the future of our schools. Everyone may not agree with his perspectives, but they certainly fuel a needed dialogue on what education should look like in America. So, whether you’re a teacher, a parent, or just someone who cares about the future of education, Buck’s thoughts are worth considering. Let’s keep the conversation rolling!