The purpose of this study is to offer a qualitative, phenomenological examination of American public schooling within the metaphorical context of sickness and healing. The rationale for the study is that the schooling structure itself needs to be viewed metaphorically in terms of sickness and healing. The procedure used is a personal case study employing the qualitative narrative methodology. The results of the study offer alternative practices for compulsory schooling. The conclusion suggests more community and home-based educational opportunities as a solution to many of the problems of contemporary compulsory schooling.
