Alternative Education for the 21st Century: Philosophies, by Philip A. Woods, Glenys J. Woods

By Philip A. Woods, Glenys J. Woods

It is a specific choice of prime examples of schooling grounded in substitute philosophies and cultures – from projects to create extra democratic faculties, via Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf faculties, to Maori and primary international locations schooling in Canada and Palestinian Jewish colleges in Israel. geared toward academic practitioners, leaders, and policy-makers in every kind of academic settings, in addition to lecturers and researchers, the e-book is a source to aid educators imagine creatively approximately schooling at a time while the necessity to locate new how you can nurture non secular and holistic development and democratic citizenship hasn't ever been larger.

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In the final chapter (chapter 12), “Pathways to Learning: Deepening Reflective Practice to Explore Democracy, Connectedness, and Spirituality,” we consider what can be drawn from the alternatives. The preeminent theme we identify is connectedness. The chapter briefly considers alternatives from the perspective of their differing positionings, power, and meanings, and argues that diversity is a valuable feature of democracy. It then sets out a framework of features that comprise education with a developmentally democratic character that aims to nurture the spiritual and aesthetic sensitivities, the secure identity and self-esteem, and the cognitive abilities and skills necessary to nurture independentminded individuals with a sense of civic and ecological engagement.

Le ssons Le a r n ed f rom t h e E x p e r i e nc e s i n Nic a r ag ua a n d Br a z i l Silvina Gvirtz and Lucila Minvielle1 Participation and Democratization as Alternatives to Bureaucratic Governance in Education From the end of the nineteenth century until the middle of the twentieth, national education systems, where the State played an essential role, consolidated. Within a “state-centric” logic, centralized and bureaucratic education systems were developed amid a technical expertise environment providing little participation to citizens in the decision-making process.

2001, 14). , 2001). , 2001, 15). Authentic learning helps to overcome the problem found in many classrooms of students being expected to be passive learners (Fouts and Associates, 2001; McLaughlin and Talbert, 2001; Meier, 2002; National Research Council, 2004; Shields, 2002a; Wood, 2005). , 2000; Reitzug and O’Hair, 2002; Sizer, 2004; Starratt, 2004; Wood, 2005). Newmann et al. (2001) make the point that authentic learning does not preclude students learning basic skills. , 2001, 13). Authentic interactive learning gives students the essential democratic skills of questioning and making decisions based on fact (Apple and Beane, 1995).

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