David Rovner (firstname.lastname@example.org)
Sun, 17 Dec 2000 17:29:57 +0200
CindyK.. ."CindyK" <email@example.com>
I know it is not for me to answer but, as I understand it, that's the whole point at
Sudbury Valley, support -- "caring and supportive concern" -- not guidance -- "the
usual sort of positive encouragement and enrichment". You work at the structure of
the school not at the individual-psychology level (not at feelings of people): "In every
case it is an individual struggle" -- the emphasis is on struggle -- "and when it
succeds it is an individual triumph". Anywayl, nobody asks you to point out the
difficulties. Ask Hanna from SVS.
see "The Silent Factor" and "The Art of Doing Nothing" -- The Sudbury Valley School
---------- Original Message ----------
I have noticed that there is very little encouragement involved with the sudbury model.
Whenever I have mentioned that I
would like to start a school I have been told: it's very difficult, you're better off moving
closer to one, not many people make
it, etc... Now, I understand that it is all true and I know that it weeds the garden. If,
once people find out how hard it is, and
they still continue they will be more likely to succeed. But is there no room for
encouragement? I don't only mean with me.
I mean in the school. I know that the adults are to give the students room to discover
on their own. But is it a conscious
effort not to encourage too much? Is that part of the model? I believe in
encouragement. Once my kids show an interest in
something, I try to encourage them to follow that interest as long as it remains an
interest. I tell them they can do anything
that they are interested in. I think that if I instead pointed out all the difficulties, they
may not even embark on the journey.
My kids are still young yet and maybe I am wrong.
This is just what I have noticed here and I would like to know if it applies to the model.
Where does encouragement fit into
the Sudbury Model?
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