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From Socrates to Summerhill and Beyond - Towards a Philosophy of Education for Personal Responsibility (Hardcover)
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From Socrates to Summerhill and Beyond - Towards a Philosophy of Education for Personal Responsibility (Hardcover)
Series: Landscapes of Education
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In From Socrates to Summerhill and Beyond: Towards a Philosophy of
Education for Personal Responsibility, Ronald Swartz offers an
evolving development of fallible, liberal democratic,
self?governing educational philosophies. He suggests that educators
can benefit from having dialogues about questions such as these:
1). Are there some authorities that can be consistently relied upon
to tell school members what they should do and learn while they are
in school? 2.) How should the imagination of social theorists be
both used and checked in the development and implementation of
innovative educational reforms? 3.) How can teachers in personal
responsibility schools help their students learn? These questions
are representative of problems that Swartz raises in his book.
Swartz identifies four educational programs as personal
responsibility schools. These are Little Commonwealth (Homer Lane);
Summerhill (A.S.Neill); Orphans Home (Janusz Korczak) and Sudbury
Valley School (Daniel Greenberg). Swartz then suggests that these
learning environments create social institutions that are liberal,
democratic, and self?governing and therefore endorse the policy of
personal responsibility. This policy states: All school members,
students included, are fallible authorities who should be
personally responsible for determining their own school activities
and many policies that govern a school. Schools which incorporate
this policy can interchangeably be referred to as personal
responsibility, self?governing, or Summerhill style schools. In
providing an historical and philosophical understanding of
Summerhill style schools, Swartz suggests that these educational
alternatives have intellectual roots in the ideas associated with
Socrates as portrayed in Plato's Apology. Specifically, in personal
responsibility schools teachers are not viewed as authorities who
attempt to transmit wisdom to their students. Rather,
self?governing schools follow the Socratic tradition which claims
that teachers can be viewed as fallible authorities who attempt to
engage students in dialogues about questions of interest to
students. The interpretation of Plato's works used by Swartz can be
found in Karl Popper's The Open Society and Its Enemies. Swartz has
also been significantly influenced by the educational writings of
Bertrand Russell and Paul Goodman. Goodman's Compulsory
Miseducation makes it clear that schools which follow in the
tradition of Summerhill compete with the educational programs that
are an outgrowth of John Dewey's writings. In summary, Swartz's
book aims to engage educators in dialogues that will lead to
improved educational theories and practices.
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