| Edition |
Third edition. |
| Description |
xxv, 406 pages ; 24 cm |
| Note |
Rev. ed. of: Freedom to learn for the 80's. c1983. |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
Difficulties and opportunities. 1. Why do kids love school? -- Student interviews -- Citizen or tourist class -- Schools that love kids -- Concluding remarks -- 2. The challenge of present-day teaching -- How are the reforms doing? -- Learning climate -- A lost generation -- The changing school -- What does it mean to teach? -- What is learning? -- 3. As a teacher, can I be myself? -- Can we be human in the classroom? -- How can I become real? -- Celebrated learning moments : learning from others -- You can be yourself -- The challenge -- |
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Responsible freedom in the classroom. 4. A sixth-grade teacher experiments -- Comments about the experiment -- Summary -- Postscript -- 5. A French teacher grows with her students -- Comments -- 6. Administrators as facilitators -- Oxymoron or congruence? -- Call me Bob -- Interview with Bob Ferris -- Principal teacher -- Facilitating great ideas -- Can vision carry forward? -- Open schools/healthy schools -- Self-assessment : creating fully functioning professionals -- 7. Other facilitators of freedom -- Courage, integrity, and one mistake -- Geology goes radically democratic -- Creative knowledge : born of love and trust -- Fantasy in teacher training -- Freedom part time and its consequences -- Concluding remark -- 8. The interpersonal relationship in the facilitation of learning -- Qualities that facilitate learning -- What are the bases of facilitative attitudes? -- Too idealistic? -- Summary -- 9. Becoming a facilitator -- A magic wand -- What is the way? -- An example -- 10. Ways of building freedom -- Building on problems perceived as real -- Providing resources -- Learning objectives -- Instructional continuum -- Use of contracts -- Engaging the community -- Learning through projects -- Peer teaching -- Choice of a group -- The conduct of inquiry -- Self-assessment -- Other sources -- Concluding remarks -- 11. The politics of education -- The traditional mode -- The politics of conventional education -- The person-centered mode -- The politics of person-centered education -- The threat of the person-centered approach -- The political implications of the evidence -- Can we influence a profession? -- Conclusion -- 12. Is there discipline in person-centered classrooms? -- Examples from the classroom -- The public's view of discipline -- What do we know about discipline? -- Is there order in person-centered classrooms? -- Myths about discipline -- Three-dimensional discipline and learning -- Other sources -- Concluding remarks -- 13. Researching person-centered issues in education -- Show me! -- What works : direct of indirect teaching -- Brain development and rich environments -- Facilitators can make a difference -- Other studies that support person-centered learning -- Caring : a protective shield -- Concluding remarks -- |
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The philosophical and value ramifications. 14. A modern approach to the valuing process -- Some definitions of values -- The infant's way of valuing -- The change in the valuing process -- The fundamental discrepancy -- Valuing in the mature person -- Some propositions regarding the valuing process -- Propositions regarding the outcomes of the valuing process -- Values and the co-learner -- Summary -- 15. Freedom and commitment -- The individual is unfree -- The individual is free -- The meaning of freedom -- The emergence of commitment -- The irreconcilable contradiction -- 16. The goal : the fully functioning person -- The background from which the problem is approached -- The characteristics of the person after therapy -- The fully functioning person -- Conclusion -- |
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A moratorium on schooling? 17. Transforming schools: a person-centered perspective -- Transforming the box -- Mass-produced learning -- Moratorium on schooling -- Moratorium on the bureaucracy -- Reforming from the inside out -- Real change -- What we know -- No feedback -- An overriding issue : do we keep the status quo or change? -- Transformation -- A learning community -- The challenge : a national dialogue -- Concluding comments -- |
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A journey begun. 18. Some reflections -- Challenges abound -- A journey begun -- Appendix -- Resources for change : a learning community -- Endnotes -- Index -- Author profiles. |
| Subject |
Learning, Psychology of.
|
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Education -- Experimental methods.
|
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Academic freedom.
|
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Educational innovations.
|
| Added Author |
Freiberg, H. Jerome.
|
| ISBN |
0024031216 |
|
9780024031211 |
|
