The study presents a provocative challenge to the established role of microglia in synaptic development by demonstrating normal synaptic density and neuronal properties in microglia-deficient mice. However, the methodology raises key concerns. For instance, Figure 2 reports electrophysiological properties, but it does not clarify whether compensatory mechanisms, such as astrocytic remodeling or altered extracellular matrix composition, were examined as potential contributors to the observed normalcy. Were these alternative mechanisms evaluated, and how might they explain the apparent redundancy of microglia in these processes? Moreover, the study focuses on a limited developmental window; could the authors address whether microglial roles in synaptic pruning or refinement emerge at later stages or under specific environmental challenges?
While the study effectively critiques neoliberal influences, it lacks a detailed examination of how these anarchist pedagogical approaches address practical constraints within institutional settings, such as funding limitations, administrative policies, and faculty workload. Could the authors provide specific examples or strategies on how these barriers are navigated in practice? Furthermore, the absence of longitudinal data on the sustained impact of these methods on students’ artistic development and critical thinking raises questions about their long-term effectiveness.