Showing posts from November, 2014

Freedom to Learn Section II: Responsible Freedom in the Classroom (part one)

Section II “permits a diverse assortment of teacher-facilitators to tell their own stories of excitement, frustration and reward as they work to humanize their classrooms” – along with Rogers clarifying and illustrating some of the meanings. 1.A Sixth Grade Teacher Experiments This chapter reports on and presents ‘A Teacher’s Diary’ by Barbara J. Schiel, which “will release other teachers to be adventuresome and honest”. 1.1A Teacher’s Diary: Barbara J. Shiel Barbara’s diary reflects on a difficult, undisciplined, apathetic class and uncooperative or defensive parents. She initiated a programme of student-centred teaching with a very high level of freedom for the children and very low levels of control on the part of the teacher. The experiment developed as two groups, a large non-directed one, and a smaller teacher-directed one for those unable to find direction (and which group continued to shrink in size as children realised they preferred non-directivity). The programme was very…

A remarkable teaching and learning co-operative

A new book, Co-operation, Learning and Co-operative Values, is published this month by Routledge in which the authors ‘describe, analyse and assess the growth of co-operative education’. In a chapter by Stephen Yeo titled ‘The co-operative university? Transforming higher education’, he describes the Social Science Centre as:
...a remarkable teaching and learning co-operative named ‘The Social Science Centre’. This will be well able to speak for itself, offering ‘free, co-operative higher education’, ‘organised on the basis of democratic, non-hierarchical principles, with all members having equal involvement in the life and work of SSC’ ( The Centre’ s name may be seen as a direct heir of the Owenite understanding – indeed invention – of social science as critique of the anti-social or dismal science of competitive political economy. I concur!