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robertogreco : sudbury   6

No Teachers, No Class, No Homework; Would You Send Your Kids Here? - Emily Chertoff - The Atlantic
"Many agree that the generation of Americans now in their teens and 20s had some of the most over-supervised and over-structured childhoods in U.S. history. It will be interesting to see whether these trends will continue, or whether these next-generation parents react to their own disciplined upbringings by becoming more hands-off. If they grow to resent the way they were raised, democratic schools may come to look like a pretty appealing option for their own children."
parenting  supervision  education  learning  sudbury  sudburyschools  sudburyvalleyschool  trends  deschooling  unschooling  2012  summerhill  schools  democratic  democraticschools  democraticeducation 
december 2012 by robertogreco
La Educación Prohibida | Un proyecto audiovisual para transformar la educación…
"La Educación Prohibida es una película documental que se propone cuestionar las lógicas de la escolarización moderna y la forma de entender la educación, visibilizando experiencias educativas diferentes, no convencionales que plantean la necesidad de un nuevo paradigma educativo.

La Educación Prohibida es un proyecto realizado por jóvenes que partieron desde la visión del quienes aprenden y se embarcaron en una investigación que cubre 8 países realizando entrevistas a más de 90 educadores de propuestas educativas alternativas. La película fue financiada colectivamente gracias a cientos de coproductores y tiene licencias libres que permiten y alientan su copia y reproducción.

La Educación Prohibida se propone alimentar y disparar un debate reflexión social acerca de las bases que sostienen la escuela, promoviendo el desarrollo de una educación integral centrada en el amor, el respeto, la libertad y el aprendizaje."

[Direct link to video: http://www.youtube.com/watch?v=-1Y9OqSJKCc ]
tolstoy  democratic  democraticschools  freeschools  escuelaactiva  sudburyschools  sudbury  2012  asneill  summerhill  españa  perú  español  prussia  schooliness  montessori  waldorf  rudolfsteiner  johntaylorgatto  williamkilpatrick  rosaagazzi  agazzisisters  johannheinrichpestalozzi  olvidedecroly  célestinfreinet  olgacossettini  emmipikler  reggioemilia  mariamontessori  ivanillich  paulofreire  schooling  history  schools  parenting  learning  education  progressive  deschooling  unschooling  colombia  ecuador  uruguay  argentina  chile  laeducaciónprohibida  spain 
august 2012 by robertogreco
Running Head: Self-Directed Student Attitudes (JUAL)
[Quote references: http://www.ascd.org/publications/educational-leadership/oct01/vol59/num02/The-Benefits-of-Exploratory-Time.aspx ]

"…also less tangible benefits of self-directed learning. Wolk outlines the benefits of exploratory time, which he defines as an hour or more per day in which students pursue projects & topics of their own choosing. Among these benefits he states that exploratory time "nurtures a love for learning, encourages meaningful learning through intrinsic motivation, creates true communities of learners, nurtures creativity, develops self-esteem & celebrates uniqueness"…Wolk recommends teachers turn over at least 20% of school day to students in order to achieve these benefits. He states that trusting students is paramount to the success of such time. "We must trust that students have educational & intellectual interests & curiosities, deeply meaningful questions about the world, & an innate desire to know & understand. We must trust that students want to learn & that they are willing to work hard in that learning. The next step is ours. We must give them time to own their learning"…"
stevenwolk  schools  openstudio  google20%  unstructuredtime  learning  self-directedlearning  tcsnmy  teaching  unschooling  deschooling  sudburyschools  sudbury  progressive  freeschools  democratic  children  intrinsicmotivation  lcproject 
february 2011 by robertogreco
Children Teach Themselves to Read | Psychology Today
"In marked contrast to all this frenzy about teaching reading stands the view of people involved in the "unschooling" movement and the Sudbury "non-school" school movement, who claim that reading need not be taught at all! As long as kids grow up in a literate society, surrounded by people who read, they will learn to read. They may ask some questions along the way and get a few pointers from others who already know how to read, but they will take the initiative in all of this and orchestrate the entire process themselves. This is individualized learning, but it does not require brain imaging or cognitive scientists, and it requires little effort on the part of anyone other than the child who is learning. Each child knows exactly what his or her own learning style is, knows exactly what he or she is ready for, and will learn to read in his or her own unique way, at his or her unique schedule."
education  reading  unschooling  learning  parenting  deschooling  directinstruction  pedagogy  sudbury  sudburyschools  petergray  psychology  research  anecdote  cognitive  children  autodidacts  literacy 
december 2010 by robertogreco
Educator, heal thyself of faulty premises
"The fact is learning is uniquely idiosyncratic and resists quantification. An abundance of assessments does not imply validity, nor does complexity of assessment confer objectivity. Simply stated, the belief that we can precisely measure learning is a myth." ... "We must consider what we actually know of the nature of learning and respect children as innately and powerfully curious. We need schooling that empowers children to think and act for themselves. "We must humbly admit that we can’t know for certain what each individual should study and for how long, given the ever-increasing pace of social and economic change. And all the while, we must set aside our differences long enough to see the common ground we all share: a deep concern for the future well-being of our children, our culture and our world."
learning  messiness  education  unschooling  change  deschooling  society  myth  assessment  children  schools  lcproject  philosophy  research  johntaylorgatto  homeschool  via:cburell  sudbury  brucesmith  tcsnmy  authority  alternative  leadership  individuality  self-directed  self-directedlearning  testing  well-being  democratic  democracy  pedagogy  cv  sudburyschools 
january 2009 by robertogreco

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