Vol 1, No 10          
Lake Near Subdury Valley School
Comparison to Other Alternative Schools, and
Sudbury Recommended Reading

 
 
The following article was written by a founder of Fairhaven School, a Sudbury school in Maryland.


Oh, So You're Sort of Like...
by Romey Pittman

After hearing a short explanation of our school's philosophy, many people understandably try to link it with something already familiar to them. The most frequently mentioned ''so-you're-sort-of-likes'' are listed below. We have tried to be fair, but clear, in distinguishing ourselves from other philosophies. However, all the subtleties of these educational models are not laid out and comparisons are not made from every angle. We hope that the explanations below serve to clarify what the Sudbury model is really about, and what it is not.

A MONTESSORI SCHOOL? There are some ways in which the Sudbury model is similar to the Montessori approach. Children in both settings are allowed more freedom to make decisions about what interests them and how to pace themselves than in most other schools. Both models also hold the basic assumption that children are naturally curious and don't need to be forced to learn. But Montessori children may choose only between the specific options presented by the teacher, not from the full array of activities which life itself presents. Montessori educators believe that all children learn according to specific patterns and sequences. They base classroom activities on the model's assumptions about what is ''developmentally appropriate'' for each age group, and restrict access to certain activities if earlier activities in the preplanned sequence have not been completed. The Sudbury model makes no assumptions about how individual children will learn at any age. There is no expectation that one learn multiplication before negative numbers or how to draw a circle before a square. Interest is the only criterion for engaging in any activity, and satisfaction the only evaluation of success.

A WALDORF SCHOOL? Like Waldorf schools, Sudbury schools care about the whole child. We are not only interested in academic success, but in the happiness and full human potential of each individual. Like Waldorf schools, we do not push children to read early, as traditional schools do. We both value play, ''deep'' (intensely involved) play, in particular, as crucial to the development of children's mental, physical, emotional, and spiritual selves, indeed as the fundamental ''work'' of children. We both respect the intuitive wisdom of children, and take their world views and interests quite seriously. But the Sudbury model espouses no particular path of spiritual or emotional growth. Rather than listening to children in order to better guide them, we listen to them to respond to their self-determined needs. Unlike Waldorf education, we have no predetermined curriculum. We trust children to make their own mistakes, work through their own problems, and come to their own solutions, with help, when it's needed, but without the assumption that we know the best outcome. Waldorf educators endeavor to move children, and society in general, in a particular direction, and seek to set up an environment which fosters such social transformation. By contrast, Sudbury schools seek to create an environment where children can recognize and pursue their own agenda. Children and adults together assess and modify the culture of the school through the School Meeting. The democratic process in a Sudbury school can be loud and contentious; it involves special interest groups politicking, voters making judgments, defendants being sentenced. It is ''real'' and not necessarily ''enlightened'' (although always respectful). The Sudbury model simply aims to give children access to the full complexity of life, and the curiosity, confidence, and competence to participate in — and perhaps to change — society according to their own interests, experience, knowledge, and goals.

A PROGRESSIVE SCHOOL? Sudbury schools believe, as progressive school reformers do, that traditional schooling is not working. Both identify authoritarian teaching and administration as problems, and seek to reduce the stresses students experience in being coerced into learning and evaluated by ''objective'' testing. But the Sudbury model also rejects the notion that the alternative to authoritarianism is permissiveness — kind teachers giving kids second and third chances to shape up, trying to prevent any unhappiness, and bending over backwards to ''make learning fun,'' getting children to learn without them noticing they are learning. When kids are treated permissively they do not learn personal responsibility for their actions. Adults in progressive schools are still retaining the authority to grant or deny that second chance, to step in to resolve disputes, to establish the rules of conduct in their schools. There can be an illusion of freedom or democratic decision-making in progressive school, but if kids make poor decisions, adults always retain the power to step in and solve the problem for them. In the context of learning, progressive schools often try to have the curriculum follow students' interests. But the effect of teaching to a child's interests is, as Daniel Greenberg has argued, like a parent waiting for a child to open her mouth to speak before popping in the medicine the parent wants to give her. Children who show an interest playing Cowboys and Indians for a few hours, might be subject to six weeks worth of projects about Native Americans, regardless of whether their interest is sustained or not. The child administered medicine in such a manner may learn never to open her mouth around a parent with a spoon; the student administered education in such a manner may learn not to show interest, at least in school. Learning something new can be hard work, and children are quite capable of hard work — when they are working on something they want to do. When a student has a serious interest, there is no stopping her, and ''making it fun'' is often an intolerable distraction. When a student has an interest, we believe she should be allowed to pursue it only as far as she feels necessary. She may return to an important idea later, to deepen her interest, but forcing or manipulating her to deepen it will only serve to lessen her curiosity and sense of self-determination. Some progressive schools offer an array of courses, but do not require attendance. Sudbury schools do not have standard offerings, because learning to pursue one's own agenda can be challenging, sometimes painful, sometimes boring. We think boredom is a valuable opportunity to make discoveries about one's self. It is often easier to sit in classes, be entertained (maybe not as well as TV entertains, but still better than nothing), and avoid parental pressure, than it is to schedule one's own life, wrestle with one's own questions, learn how to seek the answers, and master one's own destiny.

HOMESCHOOLING? There is a particular philosophy of homeschooling, often referred to as ''unschooling,'' which shares many similarities with the Sudbury model. John Holt was its best known proponent, and his writings have been invaluable to us in helping to explain just how learning can happen without teaching, and why on earth a child might choose to learn arithmetic or some other supposedly dreadful subject. Unschoolers believe, as we do, that children are born curious about the world and eager to succeed in life and that kids learn best through experience and experimentation rather than by being told how and what to think. In the words of John Holt: ''Real learning is a process of discovery, and if we want it to happen, we must create the kinds of conditions in which discoveries are made. . . They include time, freedom, and a lack of pressure.'' But unschoolers, for the most part, see the family environment as the best place for children to grow, while the Sudbury model believes that, as the African proverb states, ''It takes a village to raise a child.'' Children and parents have complex relationships and interdependencies which make it harder for children to discover true independence within the family. In the environment of a Sudbury school, children face direct personal responsibility for their actions, without the emotional baggage that family-based accountability can sometimes carry. In addition, children are more able to develop some important social skills in a democratic school — the ability to tolerate diversity of opinion, to speak out against inappropriate behavior, and to develop and carry out group projects, for example. In most homeschooling families, the parent sees him or herself as ultimately responsible for the child's education, while at Sudbury schools, that responsibility rests squarely with the child.

STUDENT GOVERNMENTS IN TRADITIONAL SCHOOLS? Sudbury School Meetings are similar to student governments only in that they are composed of students. But the School Meeting is a participatory democracy, where every student and staff member has the option of a direct vote in every decision made. Student governments are representative — students are chosen to represent the larger student body. More importantly, student governments are hardly ever given real power over substantive issues. Elected positions serve primarily as symbols of status, popularity, and ''leadership potential'' for college admissions purposes. The School Meeting decides who will be staff each year, how tuition will be spent, what each and every rule of the school will be, and who will be suspended or expelled for violation of those rules. Staff members are involved on an equal footing, arguing their positions with gusto. But they are also equally bound to the rules of the school. As a free majority, students experience real control over their lives at school, and real consequences if they fail to meet the responsibilities such control requires of them. That kind of government brings a community identity and sense of individual empowerment no token school government could hope to achieve.



Recommended Reading List

The Sudbury Valley School Experience, 3rd ed, 1992   A collection of essays discussing various aspects of the educational philosphy underlying Sudbury Valley School, and vignettes illustrating its atmosphere. An excellent introduction to the life and style of the school.

Free at Last: the Sudbury Valley School, by Daniel Greenberg, 2nd ed. 1991   The spirit and flavor of daily life at SVS come alive in this book, written in a light, anecdotal style.

Kingdom of Childhood, edited by Mimsy Sadofsky and Daniel Greenberg, from interviews by Hanna Greenberg, 1994   A remarkable series of vivid personal recollections of life at Sudbury Valley, as recalled by former students.

A New Look at Schools, by Daniel Greenberg, 1988   A socio-cultural analysis of education in its historical setting. SVS is discussed in the context of the type of schooling appropriate to post-industrial societies.

Legacy of Trust: Life After the Sudbury Valley School Experience, by Daniel Greenberg and Mimsy Sadofsky, 1992   What has become of children who attended Sudbury Valley School as they pursue their lives as adults? Based on a comprehensive study.

A full publication list can be obtained by writing The Sudbury Valley School, 2 Winch Street, Framingham, MA 01701, or calling 508-877-3030, fax 508-788-0674. Visits also can be arranged.



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