Education has at least three elements to it. It at least has some agenda,
some notion that it is enamored with. Secondly, it at least has some method,
some process or program by which it sees itself effecting it's agenda. And
thirdly, it has a willingness, even an eagerness, to characterize and define
the self of the child.
Thus the child and the children are called:
First graders, Second graders, Freshman, Sophmores, Juniors, Seniors,
Graduates, slow, gifted, special ed, the dull but hard working over achiever,
the lazy but brilliant under achiever, the A B C D or F student, college
prep, college material, the one that "needs improvement", the one that
"shows improvement", and then of course there are the ones that come in and
take a good whiff of the place and then tell the educators to "Get F*****",
and then they are of course "at risk".
And then later they even call themselves the names. Geeks, dweebs, dopers,
skaters, soshes, preps, slakers, freeks, jocs.
(I have even had a class stand up in front of me and delcare with near
unanimity that they were "dumb". They were the dumb class.)
See, without agenda, and without method (and freedom and respect for the
child is simply to big, to profound, to be defined as teaching method), and
with 33 years of steadfast refusal to characterize and define the self of the
child, Sudbury is clearly, obviously, not education.
But some may say, well it's real education, or useful education, or true
edcuation, or artful education, or beautiful education. But the notion that
it is education is incorrect, and confusing and adds nothing. Just call it
what it is: true real useful beautiful art.
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This archive was generated by hypermail 2.0.0 : Wed Mar 27 2002 - 19:39:49 EST