„First of all, a democratic school is a place where children don’t feel threatened, where they feel accepted and free.”
Kelly Sappir, Graduate, Sudbury School, Jerusalem
Sudbury schools are free, democratic schools which operate according to the so-called Sudbury model, i.e. following the principles established over 40 years ago at the original school which was founded in Sudbury Valley, Framingham (Massachusetts), USA. Today there are about 40 such schools in existence throughout the world. Most of them are to be found in the USA, the others in Canada, Israel, Denmark, Belgium, the Netherlands, Germany,Japan, Australien. In Sudbury schools, the basic principles of our democratic society are taken seriously and lived out accordingly. The rights of children and adolescents to determine for themselves what and how they should learn is respected without any restrictions. And in addition to this freedom to exercise self-determination, pupils have the experience of forming their own learning environment according to democratic principles. There is no need to ‘teach’ democracy at a Sudbury school – it is a permanent, living part of the school’s very fabric.
Sudbury schools are based on the empirically verifiable conviction that children and adolescents learn most effectively when they are able to decide for themselves what and how they learn. Children are inquisitive by nature. Left to themselves, they want to learn and to grasp – both literally and metaphorically – the world they live in so that they can orientate themselves. Effective, joyful learning takes place when people can pursue their own inclinations in an atmosphere which is free of anxiety and pressure. This opens up new perspectives, broadens experience. Under these circumstance, making mistakes becomes one of the most valuable paths to learning.
“It is a commonly held misconception that it makes sense to divide one’s time artificially into periods for learning and periods for leisure pursuits. Worse still is the belief that this has to be the rule. The brain makes no such distinction – it is learning all the time anyway!” Manfred Spitzer, Neurobiologist
For pupils at Sudbury schools learning is generally a spontaneous process which takes place in a mixed age environment (~ 4-19 years) through play, communication or watching others. The pupils gather knowledge all the time by reading, researching,
experimenting etc. They form working groups, organize projects and often develop a wide range of artistic activities. They also initiate courses of more formal instruction which is then provided by staff members, external freelance instructors or competent fellow pupils.
experimenting etc. They form working groups, organize projects and often develop a wide range of artistic activities. They also initiate courses of more formal instruction which is then provided by staff members, external freelance instructors or competent fellow pupils. They enjoy the freedom to allocate their time – whether ‘working time’ or ‘playing time’ – according to their individual rhythm and stage of development. In other words, they develop their own individual curriculum. The result is a particularly effective and sustainable form of learning. Staff members are available to provide help and support as and when it is needed. There is no form of performance assessment. (unless specifically requested by a pupil).
This does not mean that there are no rules in a Sudbury school environment. The freedom of the individual is limited wherever it encroaches on a neighbour’s freedom or that of the community as a whole. Each person’s limits are defined by rules laid down by the group as a whole.
School affairs are handled in assemblies which are convened on a weekly basis. Children, adolescents and staff members form a democratic community. Each individual enjoys the same rights and is subject to the same obligations as everyone else, regardless of age or standing. ‘One person, one vote’: Decisions are taken strictly on the basis of equal voting rights for each member of the community.
The effectiveness of the Sudbury approach towards self-determined learning has been demonstrated continuously for over 40 years in many parts of the world. Sudbury alumni have learned to stand up for their interests and needs, to recognize their strengths and weaknesses and to develop particular competence in those fields which they regards as being relevant and important for the achievement of their aims in life. They are typically self-confident, self-aware, committed, creative, open and tolerant. Particularly noticeable is their above-average willingness to take on responsibility. The greater part of the school-leavers goes on to some form of higher education, whilst the others have used their time in the school to find out what kind of non-academic occupation goes best with their skills and temperament.
More information about Sudbury schools: www.sudbury-muenchen.de, www.sudval.org
