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This book illuminates what must always be at the heart of
powerful schooling and authentic learning. Its focus is on
free learning, with an emphasis on early East Asian thought as a
vehicle through which learning may emerge. The volume
describes learning as helping the learner become more
conscious, more aware. As such the authors explain
how quality learning encompasses all learning that is chosen
by the learner. It is non-judgmental and their idea is that if
learning is done by choice then direct harm will be mitigated
because quality, willed learning is not just about the individual,
but includes others — it is community focused as well as
self-determined. In the first part of the volume the authors look
specifically at how quality willed learning can inform the state
and how it can protect the rights of children. The second part
looks at what quality willed learning can mean to leaders.
In the last part the authors look at what it can
mean for teachers and finally what it can mean for the learners
themselves.   Â
This book illuminates what must always be at the heart of powerful
schooling and authentic learning. Its focus is on free learning,
with an emphasis on early East Asian thought as a vehicle through
which learning may emerge. The volume describes learning as helping
the learner become more conscious, more aware. As such the authors
explain how quality learning encompasses all learning that is
chosen by the learner. It is non-judgmental and their idea is that
if learning is done by choice then direct harm will be mitigated
because quality, willed learning is not just about the individual,
but includes others - it is community focused as well as
self-determined. In the first part of the volume the authors look
specifically at how quality willed learning can inform the state
and how it can protect the rights of children. The second part
looks at what quality willed learning can mean to leaders. In the
last part the authors look at what it can mean for teachers and
finally what it can mean for the learners themselves.
Home schooling is an important and growing American phenomenon with
only our first edition in the field. This new 2nd edition will
appeal to the home school world, people interested in American
education, and the private school community. Changes in the
educational environment in the US over the last ten years have
prompted growing numbers of parents to withdraw their children from
public education. Currently, four percent of school-age children in
the United States are home schooled. An array of educational
researchers present various legal, philosophical, and personal
perspectives to this new volume. Changes in schooling and home
schooling in Great Britain bring an interesting international
perspective to this collection of research-based information.
Home schooling is an important and growing American phenomenon with
only our first edition in the field. This new 2nd edition will
appeal to the home school world, people interested in American
education, and the private school community. Changes in the
educational environment in the US over the last ten years have
prompted growing numbers of parents to withdraw their children from
public education. Currently, four percent of school-age children in
the United States are home schooled. An array of educational
researchers present various legal, philosophical, and personal
perspectives to this new volume. Changes in schooling and home
schooling in Great Britain bring an interesting international
perspective to this collection of research-based information.
Humans are natural learners. Many of the authors in this collection
of essays begin from a learner-centered, democratic perspective.
Complete list of authors include: John Taylor Gatto, Pat Farenga,
Satish Kumar, Roland Meighan, Susannah Sheffer, Aaron Falbel,
Joseph Chilton Pearce, Gordon Neufeld, Naomi Aldort, Wendy
Priesnitz, John. L. Vitale, Jerry Mintz, David Albert, Mary Leue,
Grace Llewellyn, Matt Hern, Sandra Dodd, Katharine Houk, Monica
Wells Kisura, Brent Cameron, Christine Brabant, Seema Ahluwalia and
Carl Boneshirt, Dale Stephens, Kate Cayley, Kate Fridkis, Eli
Gerzon, Candra Kennedy, Jessica Claire Barker, Peter Kowalke, Idzie
Desmarais, Sean Ritchey, Brenna McBroom, Andrew Gilpin. Divided
into three sections, the first part of the book deals with what
constitutes a learner-centered approach to education. The second
section addresses how some have implemented this approach. In the
last section, learners who have lived learner-centred learning
share narratives about their experience
The Legacy of John Holt contains sixteen portraits of a radical
teacher and writer whose ten books and work influenced
schoolteachers and homeschoolers to help children learn in their
own ways. Written by friends, colleagues, and homeschoolers who
knew Holt personally, this book sheds new light on a pivotal figure
in American education whose work continues to inspire the
homeschooling movement (which Holt called "unschooling"). People
who knew Holt from his college days until his death share stories
and details about him that bring his quiet but forceful personality
to life for readers and present his ideas about children and
learning as part of their own lives, not just theory. "So many of
the voices that we now need desperately to hear seem to have faded
in the media-celebrity din: Paul Goodman, Ivan Illich, John Holt,
to name three who told the raw truth about modern education.
Perhaps their relative obscurity today is because they were not
empire-builders, gathering disciples, but old-fashioned prophets,
letting the chips fall where they may. This new collection of
testimony from those who knew John Holt well suggests still another
explanation. Here we see how influence grows not by the
establishment of reputations, but by inspiration-to pursue one's
own truth, bestow one's own gifts. This is a heartening realization
in our dark times." -Taylor Stoehr, author of Changing Lives:
Working with Literature in an Alternative Sentencing Program and
The Paul Goodman Reader "John Holt departed altogether too soon.
Thank God he left behind Pat Farenga to help lead the effort to
make Holt's deep wisdom about children available to a new
generation of parents and teachers. The contributors to Pat and
Carlo's book bear witness to the currency of Holt's work and
provide us with poignant and intimate glimpses of the person behind
the ideas. I feel like I know John so much better now." -Chris
Mercogliano, author of Making It Up As We Go Along, the Story of
the Albany Free School; Teaching the Restless; How to Grow a
School; and In Defense of Childhood. "Where the hell would we be
without John Holt? When I first encountered him a couple of decades
ago, like so many others I was immediately thrilled, and quickly
read everything he'd ever written. I figured I had a pretty good
handle on his thinking and understood why he mattered so much. But
over and over again through the years he keeps coming back to me. I
keep remembering things he has said and keep realizing that I still
don't fully grasp the radical depth and scope of his ideas. So
often I feel like I have broken a new intellectual trail for myself
or like maybe I have a good new idea, and then I realize, naw, John
Holt said that better than you, just thirty-years ago. And how
great is that?This book is one more reminder of that, and a sweet
one at that" -Matt Hern, author of A Radical Handbook for Youth;
Field Day; and Deschooling Our Lives. John Holt gained fame in the
1960s as an insightful school critic with his books How Children
Fail and How Children Learn, both of which are still in print and
combined have sold nearly 2 million copies. Frustrated by the slow
pace of change in schools, Holt became one of the founders of the
homeschooling movement in 1977, when he published the first
magazine about learning outside school, Growing Without Schooling.
How do we learn best? The willed curriculum is not an unusual event
but is something that we experience on a daily basis. It is not a
deviation from many everyday routines but, in fact, it is a process
that happens many, many times a day, day in and day out, to all of
us. It is not something unusual or strange, but if we pay attention
to how we live our lives we will quickly realize that we are making
use of the willed curriculum already, and often with powerful and
dramatic learning results. In this sense, the willed curriculum is
not a call for something new but a call to be more mindful and make
more use of something we are already using. We know that interest
and internal motivation are critical for deep learning. Loving what
we are learning, interest, and internal motivation are at the very
core of the willed curriculum.
This is an EXACT reproduction of a book published before 1923. This
IS NOT an OCR'd book with strange characters, introduced
typographical errors, and jumbled words. This book may have
occasional imperfections such as missing or blurred pages, poor
pictures, errant marks, etc. that were either part of the original
artifact, or were introduced by the scanning process. We believe
this work is culturally important, and despite the imperfections,
have elected to bring it back into print as part of our continuing
commitment to the preservation of printed works worldwide. We
appreciate your understanding of the imperfections in the
preservation process, and hope you enjoy this valuable book.
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