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By Isaac Graves
Note: This article originally appeared in the September 2003 issue of DisciplesWorld.
Or Levi (Israel) and Isaac Graves (USA)
The
first time they hear the term democratic education, many people
respond with a knowing nod. Isn't that what public schools are: places
to learn about democracy? That may be true, but public schools are
not democratic schools-not by a long shot.
While there are no official rules for democratic schools, they tend to
have many common characteristics:
- Freedom: Students direct their own education. There
are no compulsory classes, no set curricula, no grades, and no
required tests.
- Equality among staff and students: Everyone in the
community is treated with the same respect.
- A self-governing school body with participatory democracy:
School decisions are made through a process in which each student and
teacher has a vote.
- Community is an extension of the classroom: Learning
is not restricted to sitting at a desk. Students often use community
resources-including people, parks, museums, and libraries-in their
daily activities.
It's a radically different way of learning, and it works.
I am a product of a democratic school. I attended the Albany Free School
in New York for nearly five years before moving on to my local public
high school. Through the Free School, I became involved in the annual
International Democratic Education Conference. IDEC is much more than a
yearly conference-it is a living community of educators, students, and
those involved or interested in democratic education. The conference is
held annually, each year in a different country, and its organization is
completely up to the school hosting it. This means that each conference
is unique and incorporates the local culture.
In July of this year, the 11th annual conference was held at Russell
Sage College in Troy, New York. The Albany Free School, in association
with the Alternative Education Resource Organization, hosted the event,
which drew more than 500 people from the U.S. and more than 25 other
countries. In all, 90 schools from around the world were represented. I
was on the organizing committee.
This year was not my first participating in IDEC. In the summer of 2002,
after an unhappy year in public high school, I traveled to Christchurch,
New Zealand, with a small group of teachers and students from the Free
School to be at the 10th annual IDEC.
The conference was magnificent. Students and teachers from around the
globe were in attendance. The keynote speaker was Yaacov Hecht, an
Israeli whose organization has founded more than 20 democratic schools
in that war-torn country. His words on human rights in education and
pluralistic learning-and on the impact of our education system on the
future of humankind-inspired me. Through workshops, spontaneous
conversations, and being a part of a community that respected my
opinions, my beliefs, and who I am, I came out a new person. After the
year I'd just spent in public school, it was a much needed reminder of
how eduation can be.
My year in public high school had been miserable. It wasn't because the
work was too hard; my time at the Free School had prepared me for the
transition. But the social aspects had begun to ware me down. My beliefs
and opinions were constantly questioned, attacked, and dismissed. In the
largely white environment, I heard racist comments and demeaning
statements thrown around without a thought. But what upset me most was
the lack of awareness and compassion both students and teachers showed
toward fellow human beings. Perhaps the lowest point was hearing a
teacher joking about the torture of a suspected terrorist. Many
of my classmates laughed. That jibed with their attitudes in general
toward "the other." Most simply took whatever was said on television as
"the truth." The indifference to human suffering and unquestioning
acceptance of the media's spin made me wonder how many of our public
schools are simply turning out robots.
After that year of worry and unhappiness, I came home from New Zealand
energized and ready to work on hosting the 2003 conference-and, through
talks with members in our delegation, ready to leave school. I had made
the decision to home school myself. Of course, I had not yet spoken with
my parents, but I knew that if my convictions were sincere, they would
have faith in me and allow me to guide my own education.
Home schooling was a completely new experience for me, although not
foreign to my being. The style in which I schooled myself was democratic
education...but with just me, the voting process was a lot easier. I
found self-motivation and the desire to sleep all day my main
challenges-albeit minor ones. With home schooling came amazing
opportunities. I had an internship with a biologist at the New York
State Museum, and was able to work at my own pace at home. I designed a
curriculum around my interests and learning style. Rather than studying
each subject for 40 minutes each and every day, I focused on a
particular subject for days or even weeks at a time.
IDEC has taught me that with faith and resolve come great things. I am
lucky to be a part of an international community that cares so deeply
about those linked with it. It has served as a pool of support and
compassion, which I can only compare to my experiences with my global
church community.
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