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Over the years, Lee Perlman, a seasoned philosophy teacher, has immersed himself in prison environments, which has shaped his understanding of safety and vulnerability. Reflecting on his experiences, he notes that while he has felt secure during the majority of his visits, the initial feeling of unease is crucial, as it provides insight into the emotions of anyone entering a prison setting.
For over 40 years, Perlman has been a lecturer in MIT’s Experimental Study Group (ESG). His journey into prison education began in the 1980s when he introduced his students studying nonviolence to discussions with incarcerated individuals at the Massachusetts Correctional Institution at Norfolk. This engagement was profound and compelling, leading him to return frequently, and from the early 2000s onwards, he started offering comprehensive courses within prison walls.
In 2018, he took a significant step by cofounding the Educational Justice Institute (TEJI) at MIT alongside Carole Cafferty, a veteran in the corrections field. TEJI was established with a dual purpose: to deliver higher education and technological access to prisoners and to cultivate empathy among MIT students, allowing them a deeper understanding of the criminal justice system. This initiative fosters collaborative learning between both groups, breaking down barriers through shared educational experiences.
“There’s hard data that there’s nothing that works like education to cut recidivism, to change the atmosphere within a prison so prisons become less violent places.”
According to Cafferty, the core of TEJI’s educational philosophy is three essential literacies: emotional, digital, and financial. These components equip incarcerated individuals with valuable skills, providing classes in humanities, computer science, and business, with credits transferable to various institutions. The approach includes an innovative “inside-out” model for Perlman’s philosophy lessons, consisting of mixed groups of incarcerated and non-incarcerated students from MIT and other collaborating universities.
Perlman expresses a lifelong conflict between the desire for solitary contemplation and a commitment to social good. Within the confined space of prison, he finds a powerful medium for discussing profound topics like love, authenticity, and compassion, which serve as tools to contribute positively to the lives of others.
TEJI is also instrumental in bridging academia with the criminal justice system. It collaborates with various MIT departments and spearheads broader initiatives like the Massachusetts Prison Education Consortium and the New England Commission on the Future of Higher Education in Prison. Through these efforts, TEJI is pivotal in transforming educational approaches for incarcerated individuals, facilitating smoother reintegration into society.
Both Perlman and Cafferty share a conviction that education should fundamentally alter the trajectories of those incarcerated, acknowledging the limitations of the current system. Through TEJI, they strive to create viable pathways for learning and growth.
Interestingly, Perlman’s foray into reforming prison education was not driven by a planned agenda. His background as a political organizer shapes his approach; he seeks out opportunities for transformative educational initiatives wherever they arise.
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