Re: DSM: Sharing the SVS model


Rick Stansberger (rickstan@zianet.com)
Sat, 11 Nov 2000 15:39:22 -0700


What's the difference between 2) and 3)?
Rick

Robert Swanson wrote:

> I'd like to suggest three paradigms:
> 1) School is about learning (public school)
> 2) School is about human development (SVS)
> 3) School is about the evolution of developing human potential (wisdom
> school)
>
> The idea of learning THINGS is so big in our society it seems to cast a
> shadow over human development. We put as a second consideration the
> character development of an individual.
>
> Dr. Melvin Morse (who writes about NDE's of children) said school emphasizes
> the left side of the brain. It does so by emphasizing verbal activity. Words
> keep us busy accessing the past and future. On the other hand, the right
> lobe of the brain is timeless and nonverbal. Its communication is focused on
> feelings, intuition and depth perception. Right lobe communication
> references the broader environment.
>
> When we get out of the intellect, it is not a question discerning this one
> thing is right and that one thing is wrong and here we sit. Rather, feelings
> are concerned with how much happier do we want to evolve right now. Life is
> a continuum of creativity and choice.
>
> robert
>
> on 11/9/00 10:07 AM, Julianne Madrid at huli_madrid@yahoo.com wrote:
>
> > Kathleen,
> > I really appreciate what you wrote. I think the
> > Sudbury Model does go beyond right and wrong (from my
> > limited knowledge). I think it's important to create
> > something without it having to be because something
> > else is bad. Why would we want to create a school in
> > reaction to the system we have now? Isn't that just
> > called school reform? I think the SVS model is a
> > whole new paradigm and the questions you ask are
> > important. I understand the tendency to attack the
> > system, because I'm confronted by it everyday in my
> > job in a public school. I also realize that it isn't
> > useful to do so. It's more useful for me to focus on
> > creating something that does work for people.
> > Julianne Madrid
> >
> > --- Avenfeliz1@aol.com wrote:
> >> Rick,
> >> I'm not into the attack and defend mode. So I'll
> >> answer you and not the
> >> previous post.
> >> I make no defense of my profession. I don't think
> >> that she's right. I don't
> >> think that she's wrong. I don't think I'm right. I
> >> don't think I'm wrong.
> >> What if the Sudbury Model goes beyond right or
> >> wrong? What if it goes beyond
> >> attack and defend? What if you can't free the
> >> children without a new method
> >> that goes beyond right or wrong? I think the
> >> Sudbury model is taking a bad
> >> rap here. It's not about attack and defend. And
> >> it's not about trashing
> >> other people's decisions. I could come back and
> >> defend my position. I could
> >> attack in kind. But I won't.
> >> I will say this: I believe in my bones that the
> >> children I work with are not
> >> free, even in my classes. What I do think (I admit,
> >> I don't really "know" a
> >> lot.) that I love the people I spend my days with.
> >> I respect them. I don't
> >> care for the public school system. I never have.
> >> Generally, I find it quite
> >> oppressive. I wish the Sudbury Model was the norm.
> >> But it's not. ( I
> >> prefer the Sudbury Model for my son.) And because
> >> it's not, not every child
> >> or teacher can go there. And because we're not all
> >> able to do this, are we
> >> to give up, sit back and whine that we're not free?
> >> I prefer not to do
> >> that.
> >>
> >> And when you give up the attack and defend model,
> >> what's left?
> >> Maybe just a more interesting set of questions,
> >> like:
> >>
> >> 1. Does, in fact, the Sudbury Model call forth a
> >> new method qualitatively
> >> different
> >> than attack and defend?
> >> 2. Why, after thirty years are Sudbury schools so
> >> hard to do, given that
> >> other educational models are so patently invasive
> >> and destructive?
> >> 3. Are children or anyone ever really damaged?
> >> 4. If they are damaged, what is the
> >> characterization of such damage?
> >> 5. If Sudbury Valley schools can institutionalize
> >> respect for children, and
> >> such respect is the sufficient condition for the
> >> freedom of children, can
> >> others ,knowing this, offer respect on their own in
> >> institutions other than
> >> this model?
> >> 6. Basically, was there not both kindness and
> >> goodness, among slaves, even
> >> in the plantation system?
> >> Kathleen Richardson
> >
> >
> > =====
> > Julianne Madrid :)
> > "Freedom is not worth having if it does not include the freedom to make
> > mistakes." --Mahatma Gandhi
> >
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--
"Weirdness abounds and shatters our illusion of order.  Heh-heh.  All the
dust is being blown out from under the carpet. Wonderful stuff!"

Wanda Hamilton-Quinn



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