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Education alternative - not just alternative education

by Ron Miller

In today’s increasingly complex world, families have access to a wider range of educational options than ever before. It is now possible, and it’s becoming more widely recognized as desirable, to choose a school—or nonschool—learning environment that best serves the specific needs and accommodates the unique personal qualities of every young person.

Despite the forceful push for standardization in public educational policy, which has reached a peak in the so-called No Child Left Behind legislation, students now have diverse opportunities to experience a truly individualized or personalized education. Growing numbers of parents and educators are starting to recognize that the one-size-fits-all system, devised for the industrializing economy of the nineteenth century, is obsolete, and that the current obsession with standards, testing, and authoritarian control is a desperate last gasp of a system in decline.

Before the 1960s, families had few options. Other than the local public school, one’s choices might include a parochial (religious) school and perhaps an elite private school. As part of the general cultural awakening that took place during that decade, ideas about education expanded greatly. By the early 1970s, there was an explosion of “free schools,” Montessori and Waldorf programs, public “schools of choice,” and programs that became known under the generic name of “alternative” schools. Eventually some states endorsed the hybrid model of “charter schools,” using public funding to support a variety of educational experiments. At the same time, thousands of families became inspired by books such as Ivan Illich’s Deschooling Society (1970) and John Holt’s Teach Your Own (1983), to launch the homeschooling movement.

Struggling against the politics of standardization, these movements have matured and grown. When we now speak of educational alternatives—plural—rather than “alternative education,” we are embracing a wide range of possibilities, rather than endorsing an entrenched system and allowing a few dissidents to do their own thing on the margins.

There are at least twenty distinct models of non-standardized education, reflecting different views of child development and various understandings about what constitutes essential knowledge. One way to think about this diversity is to identify several basic philosophical orientations and compare them with each other. For example, some educational alternatives are frankly libertarian and individualistic. They argue that children learn most effectively—and become willingly collaborative members of the community—when they have full responsibility for their own learning from an early age.

A. S. Neill’s 1960 book Summerhill, describing the radical child-centered school he founded in England, is the best known statement of this approach. Today there is a growing international network of “democratic schools” (see www.idenetwork.org) and an expanding group of schools modeled after the pioneering Sudbury Valley School in Massachusetts (www.sudval.org). The most child-centered approach among homeschoolers, called “unschooling,” also seeks to do away with the arbitrary educational authority of adults.

Another category of alternatives might be called “social democratic” or “progressive.” These programs are more structured than the libertarian ones; for example, they do make specific intellectual demands on students, and may identify social values (such as peace, justice, sustainability) that they believe are crucial. Still, they tend to educate through dialogue and collaborative activity rather than authoritative transmission of a fixed curriculum.

A third major group of alternatives are those based on specific understandings of human development. The two best known of these approaches are the Montessori and Waldorf schools, both founded by visionaries in the early twentieth century (Maria Montessori and Rudolf Steiner). They believed that the child’s personality develops according to the unfolding of identifiable spiritual stages, and so they sought to provide educational experiences that specifically address the child’s needs at each stage. These alternative models are “child-centered” in the universal sense, rather than driven by society’s expectations for how future workers and citizens should be educated. (See www.montessori.org and www.awsna.org.)

There are other types of schools, and other styles of home- and community-based learning, that are more difficult to classify. Some of them combine elements of several categories. There are programs in public education, including charter and magnet schools, special programs for youths “at risk” of dropping out, and others, that are noticeably different from the standard school model, yet don’t quite fit into these philosophical groups.

Parents and young people who want to learn more about the variety of alternatives available can start by visiting the website of the Alternative Education Resource Organization (www.edrev.org).


Ron Miller, Ph.D. has been a leading activist and scholar in the emerging field of holistic education since 1988, when he founded the journal
Holistic Education Review. He is the author or editor of eight books, including What Are Schools For?, Creating Learning Communities, and Free Schools , Free People. He is on the faculty of GoddardCollege in Vermont. For more information see PathsOfLearning.net and edrev.org Alternative Education Resource Organization, learningalternatives.net International Association for Learning Alternatives, and great-ideas.org Holistic Education Press.

 

 

Pennies for Peace

by Cate Montana

When I talk about extremist mullahs fiercely opposing girl’s education, I’m talking about the minority. But they fear the pen far more than the sword because they know that when those girls who have an education become mothers they've lost their control over that society.

Greg Mortenson

EVERGREEN, CO- There's an African proverb that says if you educate a boy you educate an individual. But if you educate a girl you educate and help a community. Take the story of Aziza from the Charpusan Valley in Pakistan along the Afghan border as an example.

The first girl to go to school in her whole valley of about 4000 people, when Aziza was in first and second grade the boys threw stones at her trying to get her not to go to school. In third and fourth grade her teachers refused to teach her because she was female. So she sat outside and listened through the window and got school stuff from her brothers. In high school the boys made one last attempt to make sure she didn't graduate by stealing her notebooks.


Aziza
Aziza prevailed and in 1998 she graduated from high school. In Charpusan Valley approximately five to 20 women per year die in childbirth, so Aziza wanted to become a maternal care worker. For $800 the Central Asia Institute continued her education and she learned pre-and postnatal care and delivery immunization and other basic health practices. She now works in her valley for about a dollar a day, and not one woman has died in childbirth since 2000.

The educational work of the Central Asia Institute, founded by former American mountain climber Greg Mortenson, focuses on building schools, providing continuing education for children like Aziza, and educating teachers in the most rural and inaccessible regions of Pakistan and Afghanistan. A 501(c)3 non-profit organization, CAI depends completely upon donations for its work.

Pennies for Peace is a non-profit fundraising arm of the organization that started by accident back in 1993 when Mortenson was trying to raise money for the very first school in Korphe, Pakistan. After he talked to classes at Westside Elementary in River Falls Wisconsin, the children were so touched by his stories that on their own initiative they started raising money for the project by collecting pennies. The children raised $623.45 and were the second largest donors in the construction of the Korphe school.

Today, about 500 schools nationwide have helped fundraise with Pennies for Peace, and in the last five years about 100,000 kids have been involved in raising approximately $135,000 to make stories like Aziza’s possible.

“A penny implies little children to a lot of people, but really the penny is a symbol meaning that something small can really make a difference,” says Pennies for Peace Director, Christiane Leitinger. “We have kids from preschool through high school doing it. This year our fifth college has signed on because they're realizing that a penny is a huge educational tool. It’s a huge realization for them that a penny can buy a pencil. That a penny can start an education, and that an education can totally transform someone's life. So it has a very broad appeal.”

To help people start a fundraising campaign, Pennies from Peace has information kits available on their website. For teachers who want bring the lives of children in Pakistan and Afghanistan into focus during fundraising programs, Pennies for Peace offers an online curriculum covering regional history, geography and culture, complete with extensive recommended reading lists for children first grade through high school. “I wanted to make participating in Pennies for Peace something that was not going to cause teachers a big headache,” says Leitinger, a former Montessori teacher. “I wanted them to be able to implement the program with great ease.”

In addition to its fundraising and educational benefits, one of the most important functions of Pennies for Peace is cultural bridge building. “It's so important for children and adults in Pakistan and Afghanistan to understand that in America there are children and people who care for their well-being, because there's a lot of disinformation on both sides,” says Leitinger. “When we can find commonalities between peoples, those are the bricks in the foundations and the bridge that helps us understand each other. It's always very easy to look at the differences and write things off based on the differences. It takes a little more effort to look at things from the commonalities. But that's what we’re trying to do.”

Mortenson agrees that raising money is probably the least important thing about Pennies for Peace. Most important he says, is that the program is teaching children to think about caring and sharing and philanthropy. It is also broadening student’s cultural horizons, making them aware of the real circumstances in other children’s lives. Pennies for Peace also empowers young people by teaching them how they can reach out and participate in life on a global scale.

Why Pennies for Peace?

Originally called Pennies for Pakistan , Mortenson changed the name to Pennies for Peace when he founded the non-profit organization because he recognized the vital link between education – especially girl’s education – and world peace. “The studies basically show,” says Mortenson, “that if you educate a girl to a fifth-grade level - and of course more is better - but if you can get her to at least the fifth-grade level it does three important things, 1) it reduces infant mortality; 2) it reduces the population explosion, and; 3) it improves the basic quality of health and life itself in a very dramatic way. ( See What Works in Girls Education published by the World Affairs Council and UNICEF )


Greg
Mortenson and students from Gultori Refugee Girls School, Bromolo Colony Gultori Valley, on Line of Control (LOC) war zone between India and Pakistan.

Education for girls also has a dramatic impact on world peace because it directly reduces interest in, and the development of, terrorist activities and organizations in the isolated regions of third world countries. That is why in the last 18 months in Afghanistan 240, mostly girls’, schools have been destroyed or rendered unusable by extremist mullahs and other jihadists, including the Taliban. “There's a fierce desire and thirst for education over there,” says Mortenson. “And when I talk about extremist mullahs fiercely opposing girl’s education, I’m talking about the minority. But they fear the pen far more than the sword because they know that when those girls who have an education become mothers they've lost their control over that society.”

As a side effect of its fund-raising, Pennies for Peace teaches Westerners, who tend to take education for granted, just why building schools in places like rural Pakistan is so important. The organization also helps fill in important cultural gaps in our knowledge base. For example we hear about it on the news, but few people in the West know that ‘jihad’ can mean many things, including a noble quest for education or some other type of culturally uplifting endeavor. Even fewer people know that before a young Muslin man can go on any kind of jihad, he needs the permission and blessings of his mother.

“If he doesn't get the blessings of his mother it is very shameful,” Mortenson says. “And if a mother is literate or educated, she's much less likely to condone her son joining a terrorist group like the Taliban. In a bigger context you'll find that even in inner cities in the States and in impoverished areas in countries like Brazil, if a woman is educated her son is less likely to get in the gangs and engage in violence. There have been excellent studies done on this. Women’s education is a very high deterrent.”

Leitinger agrees that a wonderful side benefit of Pennies for Peace is making this kind of information available to individuals, schools and communities across the country. “Sometimes people have such a misunderstanding of what life is like over there, that there is an antagonistic relationship and they don't even think about it,” says Leitinger. “That's part of the beauty of Pennies for Peace… these are kids just like you. They work or go to school just like you. These are mothers who don't want their children to die. These are families who want the best for their children. These are very fundamental emotions that we can all relate to and identify with.”

For more information on how you can start a Pennies for Peace campaign go to penniesforpeace.org or contact the organization at P.O. Box 3567, Evergreen, CO80437-3567; Phone 303.674.7940 or write info@penniesforpeace.org

 

 







   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 


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