The third act of the show, "Minor Authorities", was particularly of interest. In it, a "free school" in Brooklyn was profiled (grades K - 12) where there are no grades, no courses, and no tests. But there sure is democracy. The kids get to set all of the rules, and have to arbitrate all of the disputes that occur, with guidance and support, and with the only requirement being that everyone must attend "all-school" meetings when they are called.
From the school's web page:
There is no set curriculum except the establishment of an all-inclusive
democratic system that runs the school, and the communication of that system to
all members of the school. The communication of the twin philosophical
underpinnings of the school, including the democratic system stated above, and
the understanding that students are free to pursue their individual interests
for however long they want and in whatever manner they choose, thereby placing
the responsibility for learning on the students, also constitutes the curriculum
of the school. There are no compulsory grades, assessments or homework. The
students are in charge of their own learning and progress and are able to
adequately assess themselves and perform any additional work or learning outside
of the school that they want to in line with their interests.
This is truly lovely, and a fascinating model to work with, but in many ways it strikes me that much of what is being done at this school is already in practice here at the TBS Children's Center. In your child's classroom here at TBS, she has already been involved in setting up (and negotiating) class rules. Your child is encouraged to follow his interest to whatever and wherever it may lead. What a wonderful vision it might be if our entire educational spectrum worked the same way.
It might be a great conversation starter to ask your children what rules they would set or change at home or at school if they had to make the choices themselves. How would they handle the responsibility of being "in charge"?
(And in case you don't yet know who I am, I am the relatively new Executive Director of the Temple; your children know me as "their new friend, Daniel").
This sounds very Summerhill School-esque, and I was always very intrigued by models like this. Though I have trouble seeing it played out in a K-12 setting, I also see such huge value in it. So much in school these days is focused on homework and grades, not on learning for the sake of learning. The more we focus on MCAS and other structures in place, the further away we get from teaching children to love learning. But Daniel, I agree with you wholeheartedly about TBSCC! So much of that democracy and love of learning is taking place in the Children's Center. The teachers take the lead from students and don't force rules on the children that don't make sense.
ReplyDeleteI would actually be interested to have that conversation with Mia (a HUGE Daniel fan) because I am sure she would have a lot to say. I too get rushed through life by just setting rules and expectations. I bet I could learn a lot from my children (not so much Adam at the moment since he thinks throwing food is appropriate) about expectations that make sense.
Thanks, Daniel, for such a thought-provoking post. Next time you post, we'll have to include a picture of you! :)
Thanks for making me think. I'm curious to know how graduates of this school fare as adults, in life and work. I've been thinking about how we are preparing our young children for a future that we can't imagine or predict. I am confident that the skills they learn in negotiating their own learning will serve them well in whatever challenges the future brings. How else do we get at those skills and bring them into our children's experience at ages 2,3,4, and 5. Fascinating to think about.
ReplyDeleteThere is a piece in yesterday's New York Times on the same topic. "We want young people to become independent and capable, yet we structure their days to the minute and give them few opportunities to do anything but answer multiple-choice questions, follow instructions and memorize information."
ReplyDeletehttp://www.nytimes.com/2011/03/15/opinion/15engel.html?_r=1&emc=tnt&tntemail1=y