Joe Jackson (firstname.lastname@example.org)
Sun, 7 Jan 2001 10:54:52 -0500
> But it seems to me that it contradicts what you said in a previous
> post, which is that you can't agree that children and adults can
> interact in
> ways similar to children and children (or adults and adults--not
> specifically stated by me in my earlier posts, but intended).
I'm sorry we misunderstood one other.
What I did disagree with is the statement that a child's will can't be
damaged by adults suggesting activities to them. My feeling is that SVS has
proven it can and does.
> -----Original Message-----
> From: email@example.com
> [mailto:firstname.lastname@example.org]On Behalf Of Joe
> Sent: Saturday, January 06, 2001 8:31 PM
> To: email@example.com
> Subject: DSM: RE: RE: RE: RE: Subtle Coercion?
> There is an oft-repeated axiom among much of the folks at various Sudbury
> schools I have been totally fortunate to associate with, that a good
> guideline for finding that "fuzzy line" between leading a child
> and walking
> alongside is: Is what I'm saying to her something I would say to an adult
> casual acquaintance?
> In other words, I would not walk up to an adult that I had known
> for a short
> time and say, "Hey, I noticed you working with a calculator
> yesterday. You
> know, there's this great book on mathematics in the library."
> I might, however, walk up to a casual acquaintance and say, "Was
> that xyz I
> saw you reading the yesterday? Oh, how do you like it? I read her other
> book, zyx." etc.
> Knowing and being honest with yourself regarding your intention when you
> speak to a student is likewise important. Avoiding the "seduction of the
> teachable moment". :)
This archive was generated by hypermail 2.0b3 on Thu Mar 29 2001 - 11:15:59 EST