One of the themes we’ve been exploring is the role of freedom in our classroom; from the way we organise the physical classroom environment or choose to utilize outdoor spaces, to various ways we can take a guiding or facilitating approach to instruction.
However, it’s also important for us to recognize and prepare for the challenge of introducing freedom. The article, “Principles of an Ethic of Critical Thinking” summarizes this challenge: “Students, like most humans, often remain in chosen bondage. . . It is a less authentic way to live; but it is easier”.
In this regard, it seems that we must confront our own fears and doubts before we can expect our students to feel comfortable exercising their freedom.
If we can, I think it’s great to infuse a little existentialism into our classrooms. In general I think this kind of philosophy helps foster critical thinking while bringing individual agency over classroom management issues.
But until I start teaching, I have no idea of the extent to which I can effectively utilize “freedom” in the classroom.
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1 comment:
Thanks John, your comments are thoughts substantive, provocative and well argued.
Old Jean Jacques spoke of the need to "force" some to be free, and A.S. Neil created a student participatory democracy in his Summerhill school in response to this challenge. What approaches do you think will help children dsicover and foolwo their bliss?
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