Abstract

Conceptualizing the deconstruction process in schools presents an analysis of future learning systems. The idea that where people learn is no longer the issue, what people learn, and how they learn is of paramount importance to educators around the world. Conceptualizing the deconstruction process in education is a necessary step to rebuilding future learning systems that will address content. People do not have to go to “school” anymore. From home schooling to online classes, school has come to people. Keeping students in a classroom for 55 minutes does not mean that they have learned anything. This paper will explore research on future learning systems that have begun the deconstruction process to make schools a more meaningful experience. Conceptualizing a new type of organization for children will take more than professional development; it will take thinking outside of a box that we created.