In the educational psychology literature, self-regulated learning is associated with empowerment, agency, and democratic participation. Therefore, researchers are dedicated to developing and improving self-regulated learning pedagogy in order to make it widespread. However, drawing from the educational philosophy of Paulo Freire, teaching students to regulate their learning can be tied to a curriculum of obedience, subordination, and oppression. Using Freire's discussion of concepts such as adaptation, prescription, and dependence, I suggest that self-regulated learning: (1) targets individual psychological changes that render individuals adaptable to existing social orders; (2) is guided by a logic to prescribe a certain kind of self; and (3) produces a relationship of dependence as learners depend on teachers for learning the necessary scripts to regulate their learning. This analysis points to ethical complexities related to teaching students to academically self-regulate. [ABSTRACT FROM AUTHOR]; Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)