alternative schools - slide
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ALTERNATIVE SCHOOLS
John Bronkhorst / Radboud UniversityJan Dekker / Edith Stein / OCT
Is it possible to learn in total freedom? (Rousseau; romanticism)Is it possible to learn in total freedom? (Rousseau; romanticism)Nature educates.
C l l l i t t d i t? S h l?Can people only learn in a structured environment? School?(Itard & Sequin; Herbart; Montessori)
Th d LittTheodor Litt “Führen oder Wachsen lassen?” (1929)
Ivan Illich “Deschooling Society” (1960)
TopicsFundamental choices in education What is the main objective? What is your position?What is the main objective? What is your position?What is reform educationTwo other waves? Why?Two other waves? Why?What schools are (still) working?Alternative schoolsWhat? Why? Knowledge society and alternative schoolsg y
Fundamental choices
Learning = orKnowledge is objectiveK l d h t b
Knowledge is subjectiveKnowledge has to be
transferredAd lt k h t h
subjectiveKnowledge constructed by the individual
Adults know what has to be transferredE i i k l d
yCooperative work is positive; role of peers
Empiric knowledgeDirect Instruction
ConstructivismCase based knowledge
Reform educationNew Educational Fellowship / Basic pointsp p
School situated at the countrysidePupils have to be activePupils have to be activePupils should choose their own activitiesSchool and family have to cooperate as much as
iblpossiblediscipline and order arise from structured work situationssituationsauthentic learning: like real life (or in) learning is problem solvingg p g
Why reformeducation?
Neo-romanticism end 19th century; more freedom; no useless disciplin; back to nature tofreedom; no useless disciplin; back to nature, to the authentic, the pure
Socialism: being strong for the weakest
WO-I: better society through education (andWO I: better society through education (and possible role for schools)
Who philosophy emphasisWho philosophy emphasis
Montessori liberalism Choosing M. learning materials;individual
Jenaplan(petersen)
humanism Education above teaching; group; community;
Dalton Pragmatic Choosing Tasks;Dalton(parkhurst)
Pragmatic liberalism
Choosing Tasks;individual
Steiner Antroposophy Work related to stages in life;N h i id liNo choices; idealism
Freinet Democraticsocialism
Democracy; self government;Personal experience as learning p gstart
Alternative schools….. A never ending story
Socrates 4th century (BC)Comenius (17th century)
Froebel (19th century)1970 2th wave
seventiesanti-authoritarion
d i
Froebel (19 century)Pestalozzi (19 th century)
1920 1th wavereform education
educationreform
sudbury valleyhillsummerhill
tvindetc.
2000 3th wavereform
home educationnew age
Wh d ti l l tiWhy a new educational revolution in the seventies?in the seventies?
Student protest: Middle class society Student protest: Middle class society
Materialistic; more freedom and less adaptation ; post modernMaterialistic; more freedom and less adaptation ; post modern
antianti--autoritarian schoolsautoritarian schools; hippy movement ; eastern ; hippy movement ; eastern religions religions yy gg(bagwhan, buddhism etc.);“all you need is love…” (bagwhan, buddhism etc.);“all you need is love…”
Vietnam war: better society; capitalism Vietnam war: better society; capitalism vs vs communismcommunism
New socialistic and communistic experiments (china; cuba; New socialistic and communistic experiments (china; cuba; communecommune;;
New schools 1970Anti-authoritarion education (neo-romantic; psycho-analytic)
Tvind (Denmark) Traveling as a model for learning;( ) g glearning by comparing and doing
Summerhill school/England (romanticism)g ( )
Reggio Emilia
Laborschule Bielefeld (progressivism)
Sudbury Valley (USA) Rebecca Wild (Costa Rica)Sudbury Valley (USA) Rebecca Wild (Costa Rica)
Many others……
Why a third wave around 2000?Anti-authoritarion education (neo-romantic; psycho-analytic)
Tvind (Denmark) Traveling as a model for learning;( ) g g;learning by comparing and doing
Summerhill school/England (romanticism)
Reggio Emilia
Laborschule Bielefeld (progressivism)
Sudbury Valley (USA) Rebecca Wild (Costa Rica)
Many others……
C t ti i t dConstructivist purposes and designsdesigns
problem oriented activitiesvisual formats and mental modelsvisual formats and mental modelsrich environmentscooperative and collaborative learningcooperative and collaborative learninglearning through exploration
th ti l i th ti tauthentic learning; authentic assessment methods
21th centuryReggio Emilia (art as important factor)Rebecca and Maurizio WildRebecca and Maurizio WildSudbury Valley schoolHome school movementHome school movementReform education revivalN A /id liNew Age/idealismNetherlands: ‘het nieuwe leren’
1920 1970 2000 Three waves 1920 1970 2000romanticism Tolstoi
v. Eeden Summerhill Sudbury
ll
Iederwijs
Three wavesIn the 20th century
valley
Progressi-vism
Montessori Dalton
Tvind
Wittering Romero
JenaplanFreinet
LaborschuleEGO OGO
Wonderwijs Fasenonderwijs
Art Julius Langbehn
Reggio Emilia
Holthuus Kindercentrum
Idealism SteinerIdealism Steiner(vrije school)
Communes New wave
democracy Freinet Sudbury Iederwijsdemocracy Freinet Sudbury valley
Iederwijs(sociocratie)
What is the kernel of a good schoolconcept?
K E
Norms and values
KNOW
XPE
General aims of the school
LED
RIE
Specific aims of the school
GE
NCE
Learning situations
Children/Students
The new generation..Non linear thinkersLiving in a global societymulti taskingtechnologically fluent at a very young agelearning all the time; learning cooperative/ICTlearning all the time; learning cooperative/ICTcontrolling their medialooking for “hard fun”, challenges, solving problemsno need for a step by step approach; figuring out the ruleshigh tech is my tech
Tapscott, D.: Growing up digital
Learning and ICT
Teacher qualificationsKnowledge of learning processes Knowing the tools: e-mail www video-Knowing the tools: e mail, www, videoconferencing, multi-media, edutainment, computoys.Flexible didactical knowledge and attitudesHelicopterviewGl b l k l d d killGlobal awareness, knowledge and skillsHigher Order Thinking Skills (HOTS)
Canadian Dutch Exchange (1995)E-zine
“My grandpa was in your country duringthe war. He mentioned the townthe war. He mentioned the townof Groesbeek. Do you know it?
His friend died there, during a Germanattack….”
Melvin, 11 year, Toronto
Educational futureWhat will education look like in 2030?
Same educational concept all over Europe Or all over the the world?
Same kind of schools in every country?
Same kind of content in every country?Same kind of content in every country?
Teachers able to work in all countries?
Or still in the footprints of…..
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