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Tuesday, June 4, 2013

EW Taylor – An Introduction to Educational Alternatives

An Introduction to Educational Alternatives

by EW Taylor

Alternative education promotes a variety of approaches to education and learning that are different from those found in mainstream school systems. Also known as non-traditional education, this method has roots in philosophies that have fundamental differences to common school based teaching. This is a result of parents’ or students’ dissatisfaction with aspects of traditional education and often has strong philosophical, political or scholarly orientations. Most alternative education systems emphasize small class sizes, a sense of community, and more informal relationships between teachers and students.

Waldorf Education

Also referred to as Steiner education, Waldorf education approaches teaching from a humanistic point of view and it is based on the philosophy of Rudolf Steiner. This method of education acquired its name from the first Waldorf School opened in 1919 for the children of employees at the Waldorf-Astoria factory in Germany.  The Waldorf education system encompasses public and charter schools, as well as home schooling environments.

Waldorf education divides child development into three broad stages that last approximately seven years each. Early education has a focus on practical activities and environments that give the child an opportunity for creative play. Elementary school aims to develop the student’s social capacity and artistic expression, leading to both creative and analytical thinking.

Secondary education fosters idealism and develops critical understanding of life concepts. This method of education stresses the importance of using one’s imagination in learning and integrates academic, practical, and artistic value. Waldorf schools have a high level of autonomy through which they decide the best curricula for themselves.

Montessori Education

This is an approach to education that was the brainchild of Italian educator and physician Maria Montessori. Available in over 30,000 schools all over the globe, it offers education for children from birth to the age of eighteen. The main characteristics of this method of education is its emphasis on freedom within limits, respect for a child’s natural growth and value of independence although there are various other practices that exist under the Montessori umbrella. Maria Montessori founded her philosophy under the belief develop optimally when they are at liberty to interact freely within their environment.

Montessori identified universal, innate traits in human psychology, which she termed as ‘human tendencies.”  In her approach, these traits determine human behavior at every stage of development, to which she devised a system of education that responds to individual character and facilitates free expression.

Montessori education divides human development into four distinct periods, referred to as “planes.” The first plane starts from birth to six years of age, six to twelve for the second, twelve to eighteen and eighteen to twenty-four. The educational approaches appropriate to each plane are characterized by different modes of learning and developmental imperatives.

Open Schools

Another alternative education method is the open school, which is an outgrowth of the British infant school design. It aims to make its students independent and self-determined learners and free thinkers. Students at advanced levels in free schools often volunteer in various locations, and can take college courses for either high school or college credits. Open school students also develop and maintain class schedules independently.

Open schools are developed with a structure that is community-based, with advisory groups known as “families” directing the students in their development of various learning activities and functions. There are often student councils, which contain two representatives from each “family.” Student Council meetings provide an opportunity for the representatives to bring forward any ideas and questions that may be important for discussion. This approach encourages leadership traits to be developed among students, making students active participants in the development of the curriculum.

Sudbury Schools

A Sudbury school is one that encourages democratic education, where students are allowed to decide individually how to spend their school time, with learning coming as a result of day to day experience instead of education through a predetermined syllabus. Students at Sudbury schools take full responsibility for their education, with the schools being run through direct democracy whereby students and staff are treated as equals.

Sudbury Valley School, which was founded in 1968 in Massachusetts, was the first school of this kind and gave this method of education its name. With over 30 schools all over the world having adopted this model, they do not share any formal association but have a loosely connected support network.

The learning process at these schools is self-motivated and initiated by the students themselves. The students rely on free conversation and meaningful interplay between people for the exchange of ideas aiming to give exposure to areas of human experience that may be of interest to the individual. There is no age segregation among the students, with children of all ages mixing freely and learning from each other. Students develop their social skills through mentoring by their peers. As such, there is no formal testing and Sudbury schools do not offer evaluations or transcripts.

Reggio Emilia

This is an educational approach that caters primarily for children between the ages of 3 and 6. Founded as a new method of early childhood education after the Second World War by Loris Malaguzzi, it is named after her hometown. The guiding principle of Malaguzzi’s philosophy is the belief that young children have common traits of curiosity, competence and self confidence, and have the innate ability to thrive in a learning environment that is self guided and provides for mutual respect with his or her teachers.

Reggio Emilia schools have no set lesson plans and a flexible curriculum that that emphasized development on the students’ terms. This type of education also stresses the importance of a parent taking an active and visible role in the early education of their child, and the classrooms are explicitly designed to look and file like a home. Art plays an important role in the Reggio Amilia education system, with most schools having an ‘atelierista,’ an art teacher who assists children in their projects. These teachers document each step of a child’s development extensively, through folders of artwork while making sure to note the story behind each piece as told by the child.

According to Louise Boyd Cadwell, who interned at two schools in Italy, Reggio Emilia is all about supporting children’s thinking through exploration of their world, instead of simply providing ready-made answers.

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Genre – Children’s Book

Rating – G

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