By Philip A. Woods, Glenys J. Woods
This can be a designated number of prime examples of schooling grounded in replacement philosophies and cultures – from tasks to create extra democratic colleges, via Quaker, Buddhist, Islamic, Montessori and Steiner/Waldorf colleges, to Maori and primary international locations schooling in Canada and Palestinian Jewish faculties in Israel. geared toward academic practitioners, leaders, and policy-makers in every kind of academic settings, in addition to teachers and researchers, the booklet is a source to assist educators imagine creatively approximately schooling at a time while the necessity to locate new how you can nurture non secular and holistic development and democratic citizenship hasn't ever been larger.
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Additional resources for Alternative Education for the 21st Century: Philosophies, Approaches, Visions
According to the rules mentioned above, the school, as a local decision unit, is empowered to act in matters of a lesser degree of importance, concerning only details and not any substantial matters.
2000; Reitzug and O’Hair, 2002; Rusch, 1995; Starratt, 2003; Wood, 2005; Woods, 2005). Despite this long history, democratic learning communities are rare in the United States (Rusch, 1995). , 2005, 75). , 2001, 14). , 2001). , 2001, 15). Authentic learning helps to overcome the problem found in many classrooms of students being expected to be passive learners (Fouts and Associates, 2001; McLaughlin and Talbert, 2001; Meier, 2002; National Research Council, 2004; Shields, 2002a; Wood, 2005). , 2000; Reitzug and O’Hair, 2002; Sizer, 2004; Starratt, 2004; Wood, 2005).
Service-learning positively impacts students’ (1) cultural and racial understanding (Vogelgesand and Astin, 2000); (2) sense of social responsibility and citizenship skills (Keen and Keen, 1998); (3) academic learning and the ability to apply learning to real-world problems (Foreman, 1996; Vogelgesang and Astin, 2000); and (4) career development (Astin and Sax, 1998; Tartter, 1996). Service-learning positively impacts both students and the community by providing (1) real-world learning experiences linked to community needs (Budge, 2006; Furman and Gruenewald, 2004); (2) students with the skills necessary to exercise their rights as democratic citizens (Gruenewald, 2003); (3) a way for local communities to sustain their ecology and culture (Woodhouse and Knapp, 2000).
Alternative Education for the 21st Century: Philosophies, Approaches, Visions by Philip A. Woods, Glenys J. Woods