Liz, do you really think it is at all possible for a child, or anyone for
that matter, to not grow, learn or develop in any way in -any-setting (other
than one which is severely deprivational- like an orphanage crib with little
human contact) ? I don't think so.
As for your Q. regarding the children of sudbury children : when does the
second paradigm begin? I may have lost track of what we've been referring
to as the 2nd paradigm; but regardless- I think those sudbury children who
became parents will still be Parents. I suspect that would change the
dynamic even for a Sudbury graduate.
Ann
----- Original Message -----
From: Liz Reid&Errol Strelnikoff <lizanderrol@home.com>
To: <discuss-sudbury-model@sudval.org>
Sent: Sunday, December 23, 2001 12:11 PM
Subject: RE: DSM: David Rovner's and Bruce Smith's recent posts on the
Diploma
> > That basic view is that the child is an improver. It is a
> > view that the child
> > is a developer, a learner, a grower.
>
> I was wondering what would happen if a child came to Sudbury that did
> none of these things; neither learned, grew or developed the whole time
> they were there?
>
> > (By the way, it is not only the child that is free; when we
> > (the children,
> > the parents, the staff, the founders and the assembly) fail
> > to evaluate
> > progress, well then, that's our freedom.)
>
> But what is the next phase? When the children of Sudbury have their
> children and these children live in *freedom* from birth, does this mean
> the second paradigm happens the moment the baby leaves the birht canal
> or is it still only possible at the Sudbury door?
>
> > And this second paradigm happens the first moment the four
> > year old arrives
> > at the "school" house door. It happens when, as Sudbury has
> > done for 33
> > years, they are offered real and true freedom. It happens
> > exactly in that
> > first moment, when we fail to anticipate.
>
> Liz
>
>
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