Crawford explores the concept of education as a transformative process that extends beyond mere personal development to engaging with external, structured realities that command respect and necessitate submission. He uses the metaphor of learning a language, as described by Iris Murdoch when teaching herself Russian, to illustrate how engaging deeply with a structured discipline leads to a richer understanding and mastery that pulls the learner out of their subjective self and into a broader, objective world.

Crawford argues that true empowerment in education comes not from asserting autonomy, but through submission to the rigors of authoritative structures—be it the grammatical rules of a new language or the mechanical realities of a musical instrument. He cites musicianship as an example where the musician submits to the instrument’s constraints and traditional musical forms to achieve expressive freedom. The chapter also challenges the modern Western valorization of autonomy, suggesting that it might cloud our understanding of how genuine skills and independence develop.

Furthermore, Crawford discusses the collaborative nature of creativity through the lens of glassblowing at MIT, where the interplay of individual roles within a team under the guidance of a master craftsman exemplifies his thesis.