The Booroobin Sudbury School (firstname.lastname@example.org)
Sat, 6 Jan 2001 17:36:54 +1000
I understand that you're seeking inclusiveness and to broaden discussions to
include other independent Schools. I know there are more similarities than
differences in Sudbury Schools and a whole range of other Schools, which
some refer to as "alternative". And thanks for pointing out to everyone
about NCACS ( I was going to backtrack and correct it, because we have a
link on our web site, but most people in the discussion group would probably
know of them anyhow). I know the value of working with others. In fact
there are people organising a "democratic schools" conference in Sydney,
Australia in April. As with our contemplation of being involved in that
conference, we are concerned about becoming involved with Schools or groups
who believe their Schools operate democratically. We put a huge amount of
energy into our School. We don't necessarily want to become part of a group
where our values or carefully crafted identity become blended or submerged
under the heading of something which we uphold as being so important, but
which others use and apply so lightly, and not particularly responsibly.
Our time is best invested, in my opinion, in continuing to put out the
values and messages inherent in the Sudbury model. This in itself gets
people thinking, talking, and sometimes leads to action. We can meet and
join with others already in those other organisations to discuss ways and
means to put out messages about better ways and means for kids to learn and
the variety of Schools that are available to choose from or that can be
established. Whilst we want to be co-operative, we are also conscious that
we are in competition with these other Schools, in what is currently (even
though it will change slowly over time) a limited market that is accepting
of different educational concepts.
The Booroobin Sudbury School
Ph/fax +61 07 5499 9944
----- Original Message -----
From: "Dana Matthew Bennis" <email@example.com>
Sent: Saturday, January 06, 2001 3:23 PM
Subject: Re: DSM: Interest increasing?
> On Sat, 6 Jan 2001, The Booroobin Sudbury School wrote:
> > Hi Dana, and others,
> > There are already groupings of Schools with vaguely similar
> > but with the exception of Sudbury Valley model Schools, most are not
> > democratic. IDEC, the "International Democratic Education Conference"
> > held annually and is hosted by a School somewhere in the world, and
> > together a large range of Schools. There is also the principally US
> > NAACS, the National Association of Alternative Community Schools, which
> > meets annually, usually in the US.
> > Regards, Derek
> > The Booroobin Sudbury School
> Thanks Derek.
> Also, there is the international Alternative Education Resource
> Organization (AERO).
> (and its actually NCACS, National Coalition of . . . )
> Many of the schools involved in these organizations are not as democratic,
> but they do share many thoughts regarding schooling and children. Lets
> please concentrate on the similarities among all these schools, not the
> differences. I too disagree with some of Summerhill's practices,
> especially the subtle pressure for kids to attend classes. But
> there are a VAST amount of practices at Summerhill that are also a part of
> Sudbury. The same goes for so many of the alternative schools out there.
> I don't want to preach, I just keep reading through email after email of
> people pointing out the differences in schools and not highlighting the
> similarities and using those to help spread the idea of democratic
> > http://booroobinschool.squirrel.com.au
> > Ph/fax +61 07 5499 9944
> > ----- Original Message -----
> > From: "Dana Matthew Bennis" <firstname.lastname@example.org>
> > To: <email@example.com>
> > Sent: Saturday, January 06, 2001 3:25 AM
> > Subject: RE: DSM: Interest increasing?
> > > Joe wrote:
> > >
> > > "I'm interested, since the only real constants of the model is that
> > > students and staff see to the day-to-day governance, and that learning
> > > student-led (two concepts you are in harmony with), why aren't you
> > > starting
> > > a Sudbury School?
> > >
> > > "I understand the flexibility you seek, but since that very
> > > inherent in the model, why would you choose to differentiate yourself
> > > the range of existing SM schools, with all of their varying governance
> > > styles and judicial systems?"
> > >
> > >
> > > Joe and others,
> > >
> > > Aren't the goals of Sudbury to increase this wonderful democractic
> > > student-centered "education" throughout the country and throughout the
> > > world? So that the most kids as possible (or all kids, to be
> > > can have the incredible experience of being part of this type of
> > > community? That is my goal, and I believe it is also the goal of
> > > people involved with Sudbury schools (correct me if I am wrong). In
> > > which case, wouldn't a great way to accomplish this goal be to
> > > communication between all schools with similar philosophies and goals,
> > > to recognize their efforts to establish a place where, as you
> > > Sudbury schools Joe, "the students and staff see to the day-to-day
> > > governance, and that learning is student-led." There are many such
> > > schools out there - schools which developed before or after Sudbury,
> > > which did not necessarily know about Sudbury when they were founded.
> > > Should their decision not to affiliate themselves with Sudbury imply
> > > the school is antithetical to the Sudbury model?
> > >
> > > It seems that Sudbury is limiting its efforts to increase the
> > > communication between democractic schools and the amount of
> > > schools to only those schools which call themselves Sudbury model
> > > What about establishing communication with other schools which have
> > > same philosophies? - sharing ideas, having conferences, pooling
> > > everyone's minds to come up with the best ways to increase the chance
> > > of all kids having the opportunity to be a part of a democractic
> > > student-centered school.
> > >
> > > I believe that Sudbury schools are absolutely wonderful places for
> > > children (and staff too!). And the success and spreading of the
> > > idea is extremely important to the spread of democractic education.
> > > Especially because of this reason, if Sudbury could bond a bit more
> > > other democractic schools, and become a part of the country-wide and
> > > world-wide movement for this type of education, then the spread of
> > > democratic schools and the acceptance and desire for their
> > > could hopefully increase at a higher rate than ever.
> > >
> > > With all praise and love for the Sudbury model,
> > > Dana
> > >
> > >
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