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Sudbury Valley Schools give full responsibility for the learning process to the student. This means that lessons are usually requested by students from teachers. In addition, the school is a direct democracy in which students and teachers participate equally in the school. Parents are explicitly excluded from most areas of school organization. [3]
The Sudbury Valley School was founded in 1968 by a community of people in Framingham, Massachusetts, United States. [1] In 2019, several schools stated that they were based on the Sudbury Model in the United States, Australia, Belgium, Canada, France, Germany, [ 2 ] Israel, [ 3 ] Japan and Switzerland.
The Sudbury Valley School has been the inspiration for numerous schools [3] many of which refer to themselves as 'Sudbury schools.' The Sudbury Valley School formally rejects the idea that there can be an official definition or official list of Sudbury schools and in 2016 ended its earlier practice of linking to other schools which claimed to ...
Furthermore, Sudbury Valley School uses a great many words to say very little. I propose to put into Sudbury school the following summary of Sudbury Valley School: The first Sudbury school was the Sudbury Valley School. It was founded in 1968 in Framingham, Massachusetts, and is still (2009) operating. The main school building is a large ...
Daniel A. Greenberg (28 September 1934 – 2 December 2021), was one of the founders of the Sudbury Valley School, has published several books on the Sudbury model of school organization, [1] and was described by Sudbury Valley School trustee Peter Gray as the "principal philosopher" among its founders. [2]
This is a list of some of the current and former democratic schools around the world. This list also includes sub-branches of democratic schools such as Sudbury schools inspired by the Sudbury Valley School and certain anarchistic free schools that align with the broad principles of democratic education.
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Some may also feel a deep aversion to school based on their personal experiences or question the efficiency and sustainability of school learning and are of the opinion that compulsory schooling represents an impermissible interference with the rights and freedoms of parents and children; and believe that schools as a vehicle for knowledge ...