To be found in the earliest literature and recordings of interviews, in the transcripts of promotional house parties, conviviality is what the founders of Corvid always thought should replace professionalism or careerism in the work of teaching. it also served for some at Corvids around the globe, as the pedagogy that builds interest and loyalty, without working that line too hard.
Conviviality, life together, is as close as we can get to a truly quickened classroom. Having torn off the bureaucracy and administration from Highest Education like the husk from a corncob, our classroom are the real thing: places where study is concentrated and undistracted by the hyperlinked employment-obsessed life outside it. The real world is in our classrooms — livingrooms, for the most part — and the unconsidered, money-driven world outside the classroom is fake life.
Conviviality surrounds and supports many kinds of pedagogy, however, and can even make use of authority and obedience, of lecture and demonstration, no less than of demotic discussion. For where a group has a common life undergirding its activity — even if that life is only resumed every two or three weeks in common study — various modes of human relationship can be made to work for education. Because of conviviality, we are not limited to Deweyan or Illichian ideas of student priority and teacher leveling. We are able to embrace role parity, in which students and teachers diversify the learning situation through adhering to their natural functions. Of course, the teacher is welcome to lift students and demean himself. Again, conviviality enriches all these possibilities.
More on life together from Dietrich Bonhoeffer's book of that title.