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Sofia University | Transformative Transpersonal Education since 1975 Finances ScholarWorks: Home KU ScholarWorks is the digital repository of the University of Kansas. It contains scholarly work created by KU faculty, staff and students, as well as material from the University Archives. KU ScholarWorks makes important research and historical items available to a wider audience and helps assure their long-term preservation. On February 11, 2010 the KU Faculty Senate passed a revised Open Access policy granting the University permission to deposit a copy of their scholarly work in an open access repository-- KU ScholarWorks. For information about submitting to KU ScholarWorks please contact Marianne Reed,

Finances Welcome to BioZone | BioZone Finances Seven Sins of Our System of Forced Education In my last post I took a step that, I must admit, made me feel uncomfortable. I said, several times: "School is prison." I felt uncomfortable saying that because school is so much a part of my life and the lives of almost everyone I know. I, like most people I know, went through the full 12 years of public schooling. My mother taught in a public school for several years. My beloved half-sister is a public schoolteacher. Sometimes I find, no matter how uncomfortable it makes me and others feel, I have to speak the truth. Now you might argue that schools as we know them are good, or necessary; but you can't argue that they are not prisons. Sometimes people use the word in a metaphorical sense to refer to any situation in which they must follow rules or do things that are unpleasant. Now here's another term that I think deserves to be said out loud: . The question worth debating is this: Is forced education--and the consequential imprisonment of children--a good thing or a bad thing?

University of Notre Dame Children Educate Themselves IV: Lessons from Sudbury Valley The Sudbury Valley School has, for the past forty years, been the best-kept secret in American education . Most students of education have never heard of it. Professors of education ignore it, not out of malice but because they cannot absorb it into their framework of educational thought. But the secret is getting out, spread largely by students and others who have experienced the Sudbury Valley School directly. In the last posting I summarized evidence that hunter-gatherer children learn the extraordinary amount that they must to become effective adults through their own self-directed play and exploration. For many years I have had the opportunity to observe the Sudbury Valley School, both as the father of a student who went there and as an academician using the school as a resource to study play and self-directed learning. First, a few mundane facts. The school operates as a participatory democracy No staff members at the school have tenure.