Re: DSM: seduced by resources

From: Melissa Tyson (mvtyson@hotmail.com)
Date: Fri Nov 09 2001 - 16:45:01 EST


Can anyone give me a heads up on the Mountain Laurel startup in Hartford?
I'm sort of totally and completely out of the loop due to the fact that I'm
... well. I'm just not there. But I'm still very interested.

>From: Isabel <isblcsy@mediaone.net>
>Reply-To: discuss-sudbury-model@sudval.org
>To: <discuss-sudbury-model@sudval.org>
>Subject: Re: DSM: seduced by resources
>Date: Tue, 06 Nov 2001 19:48:10 -0800
>
>Mike,
>
>Thanks for your response to my post. I'm disappointed I didn't get more
>feedback but I am enjoying the current threads.
>
>I agree that freedom and respect are more important than 25 digital
>cameras.
>I am also totally in agreement with the Sudbury philosophy. I just wish
>the
>gap wasn't so large. Our local SV school is quite poor. Teachers make way
>less than teachers elsewhere. When extra money comes in (from donations or
>fundraisers) it goes to rent, salaries and scholarships. There isn't much
>left over for woodworking or darkroom equipment.
>I'm sure this is actually quite common especially with SV start-ups.
>
> ...and Martin asked
>
> >What does your son think?<
>
>He wants to go to a school where he can decide what to do with his body and
>time, so he will start the sudbury school after winter break.
>
>Isabel
>
>
>
>on 11/5/01 2:31 PM, Mike Sadofsky at sadofsky@mediaone.net wrote:
>
> > Isabel,
> >
> > I suspect you'll get a flood of response to this inquiry, but I'll
> > provide my 2 cents anyway.
> >
> > The strength of the sudbury model is not in physical resources but in
> > the freedoms that allow each child to follow their interests, to be
> > respected as peers by people of all ages, to be able to talk about any
> > topic with anyone else, to participate in the operation of the school,
> > etc. Those kids who have the interest have found ways at sudbury
> > model schools to study and learn all of what the state-of-the-art
> > resources you describe at the 'progressive' school imply - science,
> > art, computer technology, drama, crafts, etc.
> >
> > When resources such as you describe are provided without any expressed
> > need, they often lie unused and, with time, will deteriorate.
> >
> > I often talk about what I am told by sudbury valley graduates after a
> > short time at college or in the work force. They invariably tell me
> > that they are amazed by the lack of focus, poor study habits, and
> > absent work ethic in their age peers. These are young people from
> > public and private schools (including recognized prep schools) who
> > have had the best of the kind of physical resources you describe.
> > Those resources and the curriculums that accompany them aren't an
> > answer in themselves. Of much more importance is the independence,
> > respect, and discussion that are the hallmarks of a sudbury model
> > school.
> >
> > Incidentally, I know sudbury valley graduates who achieved marked
> > levels of accomplishment in art, science, drama, ... with limited
> > physical resources and the constraints of a (very) old building
> > (although now well maintained).
> >
> > Mike Sadofsky
>
>
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