Educational Existentialism and the Sudbury Valley School

[Pages:4]INNOVATIONS IN EDUCATION synergyt,he automatibcenefitsto

societyresultinfgromthe self-directionf

It wasuncanntyo findthatalthough

psychologicahlleyalthyhumanbeings.It noneof theschoolf'sounderhsadheardof

encompassMeasslow'sB Values1 ,Laing's Moustakash,is principlepsermeatetdhe

alienatiorenmedieasn, dArthuCr ombsp'he- school.Thecentraildeaof theschooils

nomenologiacaplproactho learningI.t is individuaflreedomandresponsibilitIyn.

thecornerstoonfeMoustakaesx'istentialismpracticeth, ismeantsheabsencoef authori

"Only thepersohnimselcfandevelohpis tarian hierarchicasltructuresr,equired

potentialitienso,mattehr owferventlaynd courseass, signegdroupsp,rescribnedumber

exhaustivealnyotheprersomn aywishtodo of classroohmoursg, radese,valuationosr,

thisforhim."2

degrees altlhe hallmarkosf the present

Oneschoowl hichclaimsto followthe educationsaylstem.

principleosf educationeaxl istentialisism Thestatedkeyfeatureosf theschool's

theSudburVyalleySchooiln Framinghamo, peratioinclude:

MassachusetIts.claimsto be the only schoo"lin whichall personpsossesfsr,om themomenttheyenter,all theindividual rightsadulthsaveinthecountr.y..inwhich politicadl emocracisytheformof govern-

1. Learningthrougshelf-motivatiaonnd self-regulatioRne.quirecdourseasreconsidered unnecessabreycauspeeoplewill discovefror themselvtehsethingstheymustknowif they

meaning4 ."

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