John Axtell (newlife@theofficenet.com)
Fri, 30 Mar 2001 17:54:27 -0800
Bill,
Certainly an interesting take on the concept.
I wonder why if children have freedom in a SV model they seem to end up with an
education and when homeschooled and if given freedom few children end up being
well educated unless the parents force it.
Most children will stay outdoors if at all possible and seldom seem to want to
come indoors. Well that is what all of my children did. I wonder if most people
would think my kids odd and have found that most kids if given total freedom
gravitate from play to "education"? My kids may just be a bit abnormal.
John
Sugmapl@aol.com wrote:
> Dear Folks,
>
> Thanks for your help.
>
> >From Freedom to Learn:
> "Here, students of all ages determine what they will do, as well as when,
> how, and where they will do it. This freedom is at the heart of the school;
> it belongs to the students as their right, not to be violated"
>
> So then it is seen that this freedom does allow for a great and deep and rich
> education. But having this great educational outcome is not the intent of
> offering freedom. It (the education) is collateral, a by product,
> epi-phenomenal. This is all to say that if something more beneficial to
> education came along that was not freedom, we (Sudbury Schools) would not
> adopt it. This is the sense in which I mean Sudbury is beyond education. This
> something beyond is the offering of freedom, a process, which appears best
> highlighted in "The Art of Doing Nothing".
>
> Deep Regard,
> Bill Richardson
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