ALTERNATIVE SCHOOLS

John Bronkhorst / Radboud UniversityJan Dekker / Edith Stein / OCT

Is it possible to learn in total freedom? (Rousseau; romanticism)Is it possible to learn in total freedom? (Rousseau; romanticism)Nature educates.

C l l l i t t d i t? S h l?Can people only learn in a structured environment? School?(Itard & Sequin; Herbart; Montessori)

Th d LittTheodor Litt “Führen oder Wachsen lassen?” (1929)

Ivan Illich “Deschooling Society” (1960)

TopicsFundamental choices in education What is the main objective? What is your position?What is the main objective? What is your position?What is reform educationTwo other waves? Why?Two other waves? Why?What schools are (still) working?Alternative schoolsWhat? Why? Knowledge society and alternative schoolsg y

Fundamental choices

Learning = orKnowledge is objectiveK l d h t b

Knowledge is subjectiveKnowledge has to be

transferredAd lt k h t h

subjectiveKnowledge constructed by the individual

Adults know what has to be transferredE i i k l d

yCooperative work is positive; role of peers

Empiric knowledgeDirect Instruction

ConstructivismCase based knowledge

Reform educationNew Educational Fellowship / Basic pointsp p

School situated at the countrysidePupils have to be activePupils have to be activePupils should choose their own activitiesSchool and family have to cooperate as much as

iblpossiblediscipline and order arise from structured work situationssituationsauthentic learning: like real life (or in) learning is problem solvingg p g

Why reformeducation?

Neo-romanticism end 19th century; more freedom; no useless disciplin; back to nature tofreedom; no useless disciplin; back to nature, to the authentic, the pure

Socialism: being strong for the weakest

WO-I: better society through education (andWO I: better society through education (and possible role for schools)

Who philosophy emphasisWho philosophy emphasis

Montessori liberalism Choosing M. learning materials;individual

Jenaplan(petersen)

humanism Education above teaching; group; community;

Dalton Pragmatic Choosing Tasks;Dalton(parkhurst)

Pragmatic liberalism

Choosing Tasks;individual

Steiner Antroposophy Work related to stages in life;N h i id liNo choices; idealism

Freinet Democraticsocialism

Democracy; self government;Personal experience as learning p gstart

Alternative schools….. A never ending story

Socrates 4th century (BC)Comenius (17th century)

Froebel (19th century)1970 2th wave

seventiesanti-authoritarion

d i

Froebel (19 century)Pestalozzi (19 th century)

1920 1th wavereform education

educationreform

sudbury valleyhillsummerhill

tvindetc.

2000 3th wavereform

home educationnew age

Wh d ti l l tiWhy a new educational revolution in the seventies?in the seventies?

Student protest: Middle class society Student protest: Middle class society

Materialistic; more freedom and less adaptation ; post modernMaterialistic; more freedom and less adaptation ; post modern

antianti--autoritarian schoolsautoritarian schools; hippy movement ; eastern ; hippy movement ; eastern religions religions yy gg(bagwhan, buddhism etc.);“all you need is love…” (bagwhan, buddhism etc.);“all you need is love…”

Vietnam war: better society; capitalism Vietnam war: better society; capitalism vs vs communismcommunism

New socialistic and communistic experiments (china; cuba; New socialistic and communistic experiments (china; cuba; communecommune;;

New schools 1970Anti-authoritarion education (neo-romantic; psycho-analytic)

Tvind (Denmark) Traveling as a model for learning;( ) g glearning by comparing and doing

Summerhill school/England (romanticism)g ( )

Reggio Emilia

Laborschule Bielefeld (progressivism)

Sudbury Valley (USA) Rebecca Wild (Costa Rica)Sudbury Valley (USA) Rebecca Wild (Costa Rica)

Many others……

Why a third wave around 2000?Anti-authoritarion education (neo-romantic; psycho-analytic)

Tvind (Denmark) Traveling as a model for learning;( ) g g;learning by comparing and doing

Summerhill school/England (romanticism)

Reggio Emilia

Laborschule Bielefeld (progressivism)

Sudbury Valley (USA) Rebecca Wild (Costa Rica)

Many others……

C t ti i t dConstructivist purposes and designsdesigns

problem oriented activitiesvisual formats and mental modelsvisual formats and mental modelsrich environmentscooperative and collaborative learningcooperative and collaborative learninglearning through exploration

th ti l i th ti tauthentic learning; authentic assessment methods

21th centuryReggio Emilia (art as important factor)Rebecca and Maurizio WildRebecca and Maurizio WildSudbury Valley schoolHome school movementHome school movementReform education revivalN A /id liNew Age/idealismNetherlands: ‘het nieuwe leren’

1920 1970 2000 Three waves 1920 1970 2000romanticism Tolstoi

v. Eeden Summerhill Sudbury

ll

Iederwijs

Three wavesIn the 20th century

valley

Progressi-vism

Montessori Dalton

Tvind

Wittering Romero

JenaplanFreinet

LaborschuleEGO OGO

Wonderwijs Fasenonderwijs

Art Julius Langbehn

Reggio Emilia

Holthuus Kindercentrum

Idealism SteinerIdealism Steiner(vrije school)

Communes New wave

democracy Freinet Sudbury Iederwijsdemocracy Freinet Sudbury valley

Iederwijs(sociocratie)

What is the kernel of a good schoolconcept?

K E

Norms and values

KNOW

XPE

General aims of the school

LED

RIE

Specific aims of the school

GE

NCE

Learning situations

Children/Students

The new generation..Non linear thinkersLiving in a global societymulti taskingtechnologically fluent at a very young agelearning all the time; learning cooperative/ICTlearning all the time; learning cooperative/ICTcontrolling their medialooking for “hard fun”, challenges, solving problemsno need for a step by step approach; figuring out the ruleshigh tech is my tech

Tapscott, D.: Growing up digital

Learning and ICT

Teacher qualificationsKnowledge of learning processes Knowing the tools: e-mail www video-Knowing the tools: e mail, www, videoconferencing, multi-media, edutainment, computoys.Flexible didactical knowledge and attitudesHelicopterviewGl b l k l d d killGlobal awareness, knowledge and skillsHigher Order Thinking Skills (HOTS)

Canadian Dutch Exchange (1995)E-zine

“My grandpa was in your country duringthe war. He mentioned the townthe war. He mentioned the townof Groesbeek. Do you know it?

His friend died there, during a Germanattack….”

Melvin, 11 year, Toronto

Educational futureWhat will education look like in 2030?

Same educational concept all over Europe Or all over the the world?

Same kind of schools in every country?

Same kind of content in every country?Same kind of content in every country?

Teachers able to work in all countries?

Or still in the footprints of…..