Resultaten voor 'peter gray'
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Plough Quarterly No. 42 - Educating Humans
Education has become too narrowly focused on academic success and future earning potential. But creative schools and individual teachers are finding ways, new and old, to reverse this trend. From kindergarten to university, writers in this issue of Plough step back to look at education as the holistic task of forming healthy, responsible, passionate humans, and share success stories from the front lines. On this theme: Alex Sosler on innovative schools where students learn a trade and study the humanities. Brit Frazier on becoming a local volunteer firefighter. Peter Gray on why free play is essential. Anthony Garces-Foley on why he chose to teach in a public school. Stephanie Ebert on reading children scary fairy tales. Patrick Tomassi on Lernvergnugenstag, when teachers get to teach what inspires them. Tim Maendel on a public high school that raises deer and fish. Phil Christmas on why everyone still needs literature. Benjamin Crosby on how Christian teaching gets passed on. Frederick K. S. Leung on why math is not merely instrumental. Also in this issue: Rabbi Meir Soloveichik on hearing God in the subway. Grace Hamman on Sister Penelope, mentor to C. S. Lewis. Paul Coleman on religious persecution in Nicaragua and Finland. Reviews of Edwidge Danticat's We're Alone, John Inazu's Learning to Disagree, and H. G. Parry's The Magician's Daughter. New poems by Claude Wilkinson. Plough Quarterly features stories, ideas, and culture for people eager to apply their faith to the challenges we face. Each issue includes in-depth articles, interviews, poetry, book reviews, and art.
€ 12,00 -
Mother Nature's Pedagogy
Children come into the world biologically designed to educate themselves. Their natural curiosity, playfulness, sociability, willfulness, adventurousness, tendency to look ahead, and desire to do well in the world were all shaped, by natural selection, to serve the function of education. In this collection of essays, developmental psychologist Peter Gray describes, with research evidence, how these natural tendencies play themselves out in children who are not schooled but, instead, are allowed ample time and opportunity to exercise their natural educative drives. He explains, especially, how children learn from one another when allowed to play freely in settings where they are not segregated by age. In addition, he presents evidence that children come into the world with prosocial drives-to help, share, and comfort-that grow ever stronger when adults allow them to grow. He also discusses ADHD as a natural and valuable personality variation, not a disorder, which causes problems in the typical school environment but does not interfere with Self-Directed Education.
€ 13,00 -
How Children Acquire "Academic" Skills Without Formal Instruction
Children who grow up in a literate and numerate environment do not need to be taught how to read or how to use numbers to calculate. They pick these skills up in the course of their everyday living. In this collection of essays, developmental psychologist Peter Gray presents the evidence that this is so. He also presents evidence that teaching-especially when it is forced and comes too early-can interfere with children's learning to read and calculate. In addition, in one essay he describes the difference between Self-Directed Education and progressive education, and in another he presents evidence refuting the claim that children lose academic skills during summer vacation from school (the so-called "summer slide"). This book is especially valuable for parents who are thinking of opting out of standard schooling for their children but are concerned about their children's acquisition of academic skills. It is also valuable for educators who are interested in stretching their understanding of how children naturally learn the kinds of skills that schools try to teach.
€ 13,00 -
Evidence that Self-Directed Education Works
Theory is one thing; empirical evidence is another. Is it true that children can educate themselves well, without coercion or coaxing, when provided with a supportive environment and plenty of opportunity to play, explore, observe, and socialize? In this collection of essays, developmental psychologist Peter Gray presents evidence from a variety of sources that this indeed is true. One essay points out the amazing amount that little children learn before anyone attempts to teach them in any formal way. Another presents evidence from anthropological research that children in hunter-gatherer cultures educated themselves well, for life in their culture, with no formal instruction. This is followed by an essay summarizing the results of research showing that graduates of the Sudbury Valley School-a school designed for Self-Directed Education-have succeeded very well in higher education, jobs, and life in general. The final seven essays all deal with the results of research, conducted by Peter Gray and Gina Riley, into unschooling families and the lives of adults who grew up unschooled. "Unschooling" here is defined as the variety of homeschooling in which children are not subjected to an imposed curriculum but are allowed to follow their own interests and thereby educate themselves.
€ 13,00 -
The Harm of Coercive Schooling
Children, like all human beings, crave freedom, but they are not free in school. Schools operate by methods of coercion (a "request" in school is really an order), enforced with reward, punishment, and threats. Coercion interferes with children's natural, joy-filled and interest-filled ways of learning and turns learning into "work." In this collection of essays, developmental psychologist Peter Gray describes also how schooling promotes bullying, cheating, and showing off; contributes to high rates of anxiety, depression, and even suicide among students; aims to push everyone, regardless of the shape of their personality, through the same square holes; and leads to a lifetime of anxiety dreams. The last two essays show how the harm has moved down even to the youngest students, caused by the misbelief that academic training should start in kindergarten and before. This collection is for everyone who cares about children's wellbeing.
€ 13,00