Libertarian education: an alternative model of education, by Andrea Sola

Libertarian education: an alternative model of education

by Andrea Sola

Libertarian education is a current of pedagogy that has distant origins, and that has been theorized by many authors and put into practice in many experiences almost anywhere in the world.

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Bulgaria: The National Parents Network

Who are we and what we do

The National Parents Network (NPN) is an NGO. It was founded in 2011. We’ve been working voluntarily in the area of:

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effe Symoposium Report, 5 May 2015, Edimburgh

EFFE SYMPOSIUM: Improving social equity through education

Report completo del convegno tenutosi ad Edimburgo il 5 maggio 2015

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I bambini dicono – Children say

Quando disubbidisco mi sento tutta rotta dentro e ho paura di non essere più capace di ritornare aggiustata come ero prima di diventare disubbidiente.

When I disobey I feel broken inside and I’m afraid I won’t be able to return fixed as I was before becoming disobedient.

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Una intervista al direttore della Academy for Free school teaching di Danimarca

Ole Pederson è direttore dell’Independent Academy for Free School Teaching in Danimarca, una scuola che prepara i futuri insegnanti delle Free schools danesi che sono molto differenti da quelle così chiamate in Inghilterra, in quanto si basano sulla pedagogia di Grundtvig e Kold.

Qui una sintesi del suo intervento al EFFE Simposium di Edimburgo e della sua intervista che qui riportiamo.

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Childwood and philosophy, international council for inquiry with children

Childwood and philosophy, international council for inquiry with children 

childhood & philosophy is a biannual journal dedicated to the intersections and interfaces of philosophy, childhood, children’s philosophies, and philosophical inquiry with children. It welcomes all submissions, both theoretical and applied, that are located within or between these boundaries. It also offers a forum for descriptions of and reports on events and projects involving philosophical practice with children.

Sands School: una scuola democratica tra le più significative del Regno Unito

Whole School Photo

 Welcome to Sands School

Our school is so different from the mainstream that it is hard know where to start!

It looks different – there is no uniform or even a dress-code for students.

It sounds different – there are no clanging bells or unnatural quietness.

But mainly it feels different – there is no “us and them” division between staff and students

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Yaacov Hecht, Education City – A learning Social Network

Education City – A learning Social Network

Yaacov Hecht

“Education City – A learning Social Network”

The Path of Education System in the 21st Century 

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ISRAEL: Education Cities Network

Education Cities Network

The Education Cities Network was founded by TOPAZ- Leading Social Innovations and  theEducation Cities organization. The network is a group of Israeli municipalities, organizations and businesses, that lead educational innovation, and who joined forces.

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Una intervista a Howard Gardner

Traduzione dell’intervista ad Howard Gardner che spiega in cosa consista l’intelligenza multipla e l’impatto che può avere nell’istruzione (2011).

The anarchic experimental schools of the 1970s, By Tom de Castella x BBC News Magazine

Articolo del servizio scolastico della BBC pubblicato il 21 ottobre scorso sulle scuole dell’anarchia degli anni Settanta del secolo scorso. il malessere scolastico ha i suoi propri antidoti. Articolo in inglese.

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Sugata Mitra, una nuova conferenza: Costruiamo una scuola nelle nuvole

GUARDA IL VIDEO (sottotitoli in italiano)

Educational researcher Dr. Sugata Mitra’s “Hole in the Wall” experiments have shown that, in the absence of supervision or formal teaching, children can teach themselves and each other, if they’re motivated by curiosity and peer interest. In 1999, Mitra and his colleagues dug a hole in a wall bordering an urban slum in New Delhi, installed an Internet-connected PC, and left it there (with a hidden camera filming the area). What they saw was kids from the slum playing around with the computer and in the process learning how to use it and how to go online, and then teaching each other.

The “Hole in the Wall” project demonstrates that, even in the absence of any direct input from a teacher, an environment that stimulates curiosity can cause learning through self-instruction and peer-shared knowledge. Mitra, who’s now a professor of educational technology at Newcastle University (UK), calls it “minimally invasive education.”

At TED2013, Sugata Mitra made a bold TED Prize wish: Help me build a place where children can explore and learn on their own — and teach one another — using resouces from the worldwide cloud.

Download the Self Organized Learning Environment (SOLE) Toolkit >>

How does the brain learn? – Prof.Dr. Gerald Hüther

https://www.youtube.com/watch?v=-G-jrLljDUk prima parte

https://www.youtube.com/watch?v=kjaDhbHxaEE seconda parte

https://www.youtube.com/watch?v=2_A1o67vqNo terza parte

 

Gerald Huther is head of neurobiological research at a psychiatric clinic in Germany, working to discover more about the effects of fear, stress, addiction and nutrition on the brain.

For Huther the human brain is a densely networked structure that is open-ended in terms of its programmability. Unlike those found in many other forms of life – such as stickleback fish whose complicated mating rituals are genetically predetermined – the human brain at birth is pretty much open-ended in terms of how it can be programmed. You come into the world with a brain whose final wiring is going to be connected up and consolidated in accordance with how you use it.

There is an upside and a downside to this. The bad news is that if you don’t get what you need in the first years of life – if your relationship with your primary caregiver is traumatic, for example – that can “canalize” defective coping strategies that manifest in later life as psychological disturbance and antisocial behavior.

The good news is that given the human brain’s extraordinary plasticity we can change its structure through changing how we use it. We can sharpen our senses by attending more sensitively and precisely to our inner and outer worlds. We can develop a great capacity to empathize with others’ feelings, putting ourselves in their place. And we can come increasingly to know ourselves – aware of what is taking place within ourselves, conscious of who we are and how we came to be like this.

By deciding how and for what purposes we are going to use our brains, we also end up making a decision about what kind of brain we are going to end up with. For here you really do need to “use it or lose it” and the choice not to embark on a path of development but rather to stay as you are might well be the last free choice you make: the more frequently you use the old established neuronal circuits you currently have the more embedded they become.

If you don’t want to become stuck in that way, following the old worn-in ruts, you have to call your experience into question again and again. By following the usual human path of egocentricity – seeing oneself as the center of the world and acting accordingly – one embeds a fixed pattern of repetitive neuronal connectivity. The harder path of self-development, which leads to a more comprehensive, complex and more highly networked brain, consists in developing qualities that go beyond self-centeredness. Sensibleness, uprightness, humility, prudence, truthfulness, reliability, empathy, and courtesy; qualities such these cannot be developed in isolation. They come as part of a matrix of social feelings that involve connectedness and solidarity that transcend our usual self-centeredness. In the end, says Huther, a person who wishes to use his or her brain in the most comprehensive manner must also learn to love.

Huther sets his arguments out clearly and precisely. The book is styled as a kind of “user’s manual” for the human brain, with section headings such as “Removing the Packing and Protective Materials,” “Options for Assembly and Possible Applications,” “Advice About Installations Already in Place,” “Repairing Failed Installations,” “Maintenance and Servicing,” and so on. I wonder at the wisdom of this choice, for like a user’s manual the book often comes across as drier and less poetic than its title would otherwise suggest. For those who keep going at it, this book has considerable wisdom to offer alongside its hard science. Many readers, though, will wish there were a few more oases of imagery and poetry along the way.

Ridef 2014: intervista a Inger Nordheden, insegnante Freinet svedese

Ridef 2014: intervista a Inger Nordheden, insegnante Freinet svedese.

Nell’intervista viene descritta l’attuale situazione delle free schools svedesi che hanno una storia più che ventennale e sono completamente fianziate dallo Stato. In particolare si descrive il conflitto in atto tra la tendenza ad un uso economicamente strumentale da parte dei gestori di alcune scuole e la opposizione a questa deriva da parte delle diverse tipologie di scuole libere (Steineriane, Montessori, Freinet ed altre) accomunate da impegno ideale e non finalizzato al profitto.

 

Inger Nordheden insegna al College of Teachers dell’ Università di Stoccolma.E’ stata una delle fondatrici della Freinet School Chesnut di Stoccolma. E’  uscito recentemente il suo ultimo libro “Adventures in Education”, The emerge of the Modern School Movement in Sweden. ForlagKastanien ℅ Inger Nordheden, Nordenflychtsvagen 67, SE –  112 15 Stockholm – Sweden    

Ridef 2014: intervista a Abdelfattah Abusrour

L’intervista è stata realizzata durante il Convegno internazionale della RIDEF tenutosi a Reggio Emilia dal 21 al 30 luglio 2014.

A seguire sono state inserite immagini della presentazione del gruppo palestinese durante una serata di spettacolo della Ridef

Abdelfattah Abusrour è direttore del Centro Culturale Alrowwad (Pioneers for life) che ha sede a Betlemme (Aida camp), Palestina.

Il sito dell’organizzazione è www.alrowwad.org

The Self-Organizing Child: Chris Mercogliano at TED

Chris Mercogliano was a teacher at the Albany Free School for thirty-five years and stepped down as director in June 2007 to concentrate on writing and speaking about non-controlling education and child-rearing. He is a member of AERO’s Board of Directors.