If the current foundations of education are based upon validation (of social systems, social roles, disciplines of study, examination achievements, subjective standards of student work, completion of various lengths of study, reputations of institution etc) then The School of Invalidation subverts this model through the applied practice of invalidation. The school systematically invalidates all inherited beliefs of prior validations a student may have acquired through the conditioning of the world in order that new ideas and systems might be freely considered in their place. Students in turn produce work that no longer looks for validation from, or contributes to the validation of, existing social and mental models.
The process of invalidation takes place through three critical stages; a) The deconstruction of a validated construct. b) The identification of the reasoning for existing validation, which is often little more than common consensus, social norm or tradition. c) The mental or physical (behavioural) decoupling from a validated construct. From this point the student is freed to imagine the world a new both for themselves and for others.
The School of Invalidation is an act of individual and collective emancipation from the assumed logic that validation, and the validated, present the only means in which a society can continue to progress.
The School of Invalidation has not been validated, is not awaiting validation, nor does it or can it offer validation to its students. Invalidation is, ironically, now becoming one of the most valid forms of education being delivered in an educational sector obsessed with validating itself in order to appear valid and offer validated validity.