Hi all, Joe,
I was not talking about following the Sudbury philosophy at home. That is a
topic of its own, much differerent and more complicated. We have been there
on this thread. I was referring to how "purely", or not, parents abide by
the philosphy as regards the school. It's not only about intervening if
there are perceived academic shortrcomings. Parents can "interfere" in many
subtle ways with their chidlren's freedom at school. For example, I
believe very strongly in the model and my kids' rights to choose what they
want to do during their day. Can't say I believe a full 100% though. Last
year Jesse stayed indoors all day, every day ; forgetting to eat and even to
drink anything. He would come home very crabby, pale, and his body was
getting flabby,etc. I could not help myself from talking about what he
needs to do to take care of his body and began each day by reminding
him-like, "It's a great day outside today. Get outside for some time
today!" In spite of me, he is doing GREAT and is totally happy. ( Funny
though, my input never seemed to make a difference last year. He did what he
wanted anyway. This year he is outside all the time and asking me to pack
more food!) I'm also not sure I want him going off campus when he turns 8.
He is 7 1/2 now and I really don't think he is ready for that.
I was simply questioning the black and white/ 100% or nothing mood (not
really the right word, but I'm rushing and can't think of another) of the
----- Original Message -----
From: "Joe Jackson" <firstname.lastname@example.org>
Sent: Wednesday, January 23, 2002 10:48 PM
Subject: RE: DSM: students rights
> Hey, Ann.
> > The second question this discussion raises for me: Is it
> > necessary to believe in and/or act on that belief only 100%
> > for benefits to be gained? I don't think so.
> > I imagine that there are very few, if any, students at
> > Sudbury schools whose parents can follow the Sudbury
> > philosophies 100% all the time. Yet great benefits are still
> > reaped. Don't you think?
> Actually, I think the majority of parents, at least at Fairhaven, do not
> attempt to intercede on any perceived shortcoming in their children's
> scope or depth of academic development. But I'm not sure what you mean
> by "follow the Sudbury philosophies", whether that means not intervening
> with the tutoring or home schooling, or simply means not mimicking the
> model at home.
> As to the former, while I think there are benefits to kids of using the
> school as a home schooling drop-off center (as opposed to the socially
> oppressive environment of a regular school), parental insistence on
> tutoring or formal home schooling or other means of coerced academic
> progress substantially degrades the student's experience at the school.
> School then becomes an environment where the decompressing and
> recuperation is not taking place in a limited period of time from
> previous schooling experiences, but represents a standing shelter from
> the coercive educational environment at home. This stunts the normal
> development of the Sudbury learner to the point where I don't think
> these parents belong in the school.
> However, if you mean applying the principles of Sudbury education in the
> home, then certainly I agree that it is not necessary for the parent to
> institute full-time democracy in order for their children to receive the
> full benefit of what the school has to offer.
> -Joe Jackson
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