Anarchism and Education: A Philosophical Perspective by Judith Suissa

By Judith Suissa

Whereas there were historic bills of the anarchist university circulate, there was no systematic paintings at the philosophical underpinnings of anarchist academic ideas—until now.

Anarchism and Education deals a philosophical account of the overlooked culture of anarchist proposal on schooling. even though few anarchist thinkers wrote systematically on schooling, this research is predicated principally on a reconstruction of the tutorial considered anarchist thinkers gleaned from their quite a few moral, philosophical and renowned writings. basically drawing at the paintings of the 19th century anarchist theorists corresponding to Bakunin, Kropotkin and Proudhon, the ebook additionally covers 20th century anarchist thinkers resembling Noam Chomsky, Paul Goodman, Daniel Guerin and Colin Ward.

This unique paintings will curiosity philosophers of schooling and educationalist thinkers in addition to people with a common curiosity in anarchism.

“This is a superb booklet that bargains with very important concerns throughout the lens of anarchist theories and practices of education... The booklet tackles a couple of matters which are suitable to anyone who's attempting to come to phrases with the philosophy of education.” —Higher schooling Review

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Students’ teachers normally would perform other parts of the job: monitoring students’ progress and addressing problems with their work. In about half of the participating schools, all the VHS students do their work during the same period, whether in the site coordinator’s classroom, the school media center, or a computer lab. In the schools that use this approach, the site coordinator can circulate among the students, assisting them with technical problems and monitoring their progress. In other schools, the site coordinator keeps track of VHS students who work in different locations at different times.

But what we found in our 5 years of studying VHS was that when it succeeded—and it often did—it was less because of the touted advantages of technology and more because the approach taken by Concord and Hudson created a flexible program and built on the insight and energy of participating teachers. The basic structure of VHS was quite compatible with the standard school grammar, with its courses, credit hours, assignments, and grades. However, VHS technology and the flexibility of the program supported the tinkering of talented teachers to create and offer high-quality courses that otherwise would not have been available.

Because the majority of them design a course that they have not taught before, materials for teaching the course must be written or found. , a textbook, or a set readings, or some hands-on materials for a science course), materials will need to be uploaded to the server that houses the NetCourses. Once the courses begin, teachers are expected to be online daily, or nearly that often, so that they can interact with their students. The teachers develop assignments, and they collect and grade students’ work.

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