Democratic school

from Wikipedia, the free encyclopedia
Summerhill School - Oldest and best known Democratic School in Suffolk, England

Democratic school means an alternative school that meets the following criteria:

  • Lessons are voluntary. Learning takes place independently and without a curriculum .
  • As many issues as possible relating to coexistence at school are regulated on a grassroots basis , with pupils and teachers each having one vote.
  • Every student can move freely around the school as long as he does not violate the rules decided by the community.

Democratic schools thus enable their students to learn independently .

The term was first used in 1987 by the Democratic School of Hadera .

definition

There is no generally accepted definition of democratic schools. Democratic schools are unanimous in their claim to not impose any binding or judgmental requirements on the learning process of their students, i.e. to enable self-determined learning and to organize the school on a grassroots basis . Usually this happens through a school meeting.

The European umbrella organization EUDEC names three key features that define a democratic school:

  1. A solid and generally recognized approach to equality and shared responsibility.
  2. Decisions are made collectively by all members of the community regardless of age or status. Every student and every teacher has an equal say in important decisions, such as school rules, learning content, projects, the employment of school staff and finances.
  3. Self-directed learning: learners choose what they want to learn, when, how and with whom to learn. Learning can take place inside or outside the classroom, through play, as well as through classical study and research. Learning must follow the students' intrinsic motivation and target their interests.

Typical features of democratic schools

  • No grades and no externally determined assessment
  • Age mix across the whole spectrum of the student body
  • No general or compulsory curriculum
  • Lessons are voluntary
  • Self-regulation through democratic institutions such as school assemblies and conflict resolution committees; thereby securing human rights, especially equality between teacher and pupil
  • Positive relation to the heterogeneity of the student body
  • Regular school assembly as the highest authority of the school
  • Freedom of movement on the entire school premises
  • The number of pupils is usually 15–150, in exceptional cases even more
  • Games are viewed positively in all age groups

Democratic School Concepts

All democratic schools assume a fundamental respect for children. However, there are clear differences between different schools in the specific design of freedom of learning and the democratic decision-making structures as well as everyday school life.

The exact number of democratic schools is not known. Depending on the definition, there are hundreds to thousands of schools around the world, mainly in democratic states. They are particularly common in Israel, the USA, France, Japan, and the Netherlands. There are 23 democratic schools in Germany (as of 2019) -.

Summerhill

Summerhill is the most famous, first and oldest representative (founded in 1921) of democratic schools. The great celebrity Summerhills influenced the alternative school movement and most of the democratic schools significantly in their conception. As a democratic boarding school, Summerhill is a children's republic . Almost all rules are made by teachers, supervisors and students together, lessons are optional and students are given a high degree of self-determination .

The school director and founder AS Neill was a champion of free sexuality from the start. He saw many problems of children and society as caused by their oppression. Also co-education was normal since the beginning of school. Swearing and naked bathing children on the school grounds were therefore not unusual in Neill's time. In addition to the use of paradoxical sanctions , i.e. the reward for serious offenses, the theming of sexuality was another special feature of Summerhill. Zoë Readhead , the current headmistress and daughter of Neill, commented in 2014, "Today a lot of children have too much power," alluding to the fact that Summerhill's challenges have changed. In the past it was often about instilling trust in frightened children, today it is more about getting children to abide by the rules of the community.

Sudbury Valley School

Established in 1968 Sudbury Valley School in Framingham ( Massachusetts , USA) is influenced by Summerhill, but still has a more radical notion of academic freedom. Courses and other forms of formal instruction are only offered if students explicitly request them. Teachers therefore play a more passive role in Sudbury schools than in other Democratic schools. There are now more than 40 Sudbury schools , most of which are in the United States.

Sociocratic Schools

Sociocratic schools are represented mainly in the Netherlands and refer to the sociocratic method of Gerard Endenburg . Endenburg also developed his method through the experiences he had made at the consensus-oriented Quaker school Werkplaats Kindergemeenschap . In sociocracy, decisions are made by consensus , a weak form of consensus in which no one is allowed to have a well-founded "serious objection". Small schools only have one decision-making circle, larger schools organize themselves in learning communities (similar to a school class). The individual learning communities are organized in circles and are linked to the group of students. I.e. one or two students / teachers sit in both circles and convey information and decisions. This in turn is linked to the school group (highest committee), as well as the teachers, parents and support groups, which in turn are the superordinate group of some working groups. All delegates are bound by the decisions of their respective group.

Learning is basically free. However, formal learning is given more prominence than Sudbury schools.

The Frisch School in Erbach in the state of Hesse describes itself as the first sociocratic school in Germany (founded in 2014).

Schools that call themselves sociocratically organized, often do not see themselves as democratic schools, but have a sociocratic organization of the teaching staff and possibly the parents or the sponsoring association, but without (relevant) student participation.

More schools

There are also other concepts that meet the criteria of democratic schools, but do not call themselves such. These include Agile Learning Centers , the state schools Lycée Experimental de Saint-Nazaire and Lycée autogéré de Paris in France, the school for adult education in Berlin, Methodos e. V. in Freiburg as well as some anarchist schools and schools occupied by students. Historically, the orphanage Dom Sierot and its offshoot Nasz Dom by Janusz Korczak , as well as Kees Boeckes Werkplaats Kindergemeenschap in the early years, also count as a democratic school.

history

Since the emergence of democratic state systems, there have been schools and children's republics experimenting with student democracy. Well-known cases include Léonard Bourdon 's boarding school for orphans, Société des jeunes Français (1791–1795), Heinrich Stephani's pupil jurisdiction in Gunzenhausen (1826–1834), Leo Tolstoj's farmer's school in Jansnaja Poljana (1859–1862) south of Moscow and the George Junior Republic (1895-?) In New York State .

The boarding school Summerhill in Leiston ( Suffolk , England), which was founded in 1921 by the Scottish educator AS Neill and still exists today , is considered to be the oldest school to have institutionalized a very far-reaching student democracy . Summerhill had a strong influence on the Sudbury Valley School (since 1968), numerous alternative schools worldwide and the Democratic School of Hadera (since 1987), which is why the vast majority of Democratic Schools worldwide can be traced back directly or indirectly to Summerhill today.

Independently of Summerhill, Kees Boecke developed his consensus-based school Werkplaats Kindergemeenschap in Bilthoven in the Netherlands in 1929, from which later the sociocracy and thus the sociocratic schools emerged and Janusz Korczak opened the grassroots democratic orphanage Dom Sierot (1911–1942) in Warsaw, which also offered lessons.

The Sudbury Valley School was founded in 1968 by Daniel and Hanna Greenberg, among others. Supported by the numerous and relatively high-circulation publications of the Greenbergs about their school, at least 40 Sudbury Valley Schools have been founded, most of which are in the USA. This makes the Sudbury Valley Schools the largest type of school with a separate name among the Democratic schools.

At the beginning of the 2000s there were about ten Iederwijs schools in the Netherlands relating to both Sudbury and Kees Boeke.

The generation of 68 founded numerous alternative schools with grassroots democratic elements in the western world. In the USA, where it is legally easier to set up independent schools, hundreds of schools are suspected to have been founded during the 1970s and 1980s. At the same time, the anti-authoritarian movement in Germany and the Éducation Nouvelle in France discussed Neill's ideas and founded alternative educational kindergartens . The first German alternative school to meet compulsory schooling was the Frankfurt Democratic Free School . It was created in 1975, existed illegally until 1986 and was then legalized by the new Red-Green government of Hesse. The first alternative school in the GDR was the Freie Schule Leipzig , founded in 1990 , which became a democratic school in 2008.

As early as 1972, pupils at a Berlin school for the second education path occupied their school as a protest against poor spatial and learning conditions. After two violent evictions by the police and the strike solidarity of some teachers, most of the students and a quarter of the teachers were fired. Some of the dismissed teachers and students then founded the adult education school . At the beginning the school organized itself with an equal delegate system of the two status groups pupils and teachers. After that, a school assembly was appointed to the governing body in which every student and every teacher has a vote, which continues to this day. There has been no compulsory attendance since it was founded.

In 1987 Yaacov Hecht founded the Democratic School of Hadera . It is the first democratic school to use the term democratic school. In 1993 the first International Democratic Education Conference - IDEC for short - took place here. Since then, the IDEC has taken place annually at different democratic schools and has made a significant contribution to the democratization of alternative educational schools such as Kapriole Freiburg or the Freie Schule Leipzig and the establishment of democratic schools.

There are at least 200 democratic schools worldwide. The largest numbers are in the United States , Japan, France, and Israel. Relative to the size of the population, the Netherlands is also significant with 19 schools (as of 2019). Others are in Australia, Belgium , Brazil , Bulgaria , Costa Rica ( Summerhill Latinoamericano ), Denmark , Germany , Finland, Great Britain , Ireland , Japan , Canada , New Zealand , Peru , Poland , Puerto Rico, Romania , Switzerland , Czech Republic , Slovakia , South Africa , South Korea, Taiwan, Thailand, and Ukraine.

The school for adult education is likely to be the largest in the world, with around 800 in 1981. Today the school has shrunk to around 300 students (as of 2019). In the recent past, the Moscow School No. 734 " School of Self-Determination " with 600 students and the Democratic School of Hadera in Israel, which had 563 students in April 2017, and the Democratic School in Kfar Saba (Israel) with more than 400 students are among the world's largest democratic schools. Most democratic schools have significantly fewer students.

In Germany there are 25 democratic schools, the more important ones include the Free School Frankfurt , the Free School Leipzig , the Kapriole in Freiburg , the New School Hamburg , the School for Adult Education in Berlin, the Democratic School X in Berlin, the Free School Heckenbeck and the Democratic School Infinita in Steinhorst.

The International Democratic Education Conference (IDEC) has been held annually since 1993 . The European Democratic Education Community (EUDEC) has existed since 2008 . You can find more democratic schools in German-speaking countries on their website.

In Israel there is an Institute for Democratic Education and the company Education Cities , both of which arose from the environment of the Democratic School of Hadera and are committed to the democratization and innovation of education, educational processes and schools.

The first state democratic schools were probably the Lycée experimental de Saint-Nazaire and the Lycée autogéré de Paris (1982-present). In the 1990s, state democratic schools were also established in Israel.

School meeting

Most Democratic Schools have weekly meetings that are open to all children and adults, but some meet without a regular schedule when the need arises. This is where decisions are made on all matters relating to the school, from the hiring of new employees to the introduction or abolition of rules or the financial budget to the course of a school day. Everyone, regardless of age, has equal voting rights. It is usually led by a student. The attendance is usually voluntary.

The school assembly is the school's highest decision-making body in everyday school life. Some democratic schools have founders or headmasters who, in individual cases, stand above the school assembly. Also, not every school assembly is allowed to decide on financial issues or safety rules.

In most schools, resolutions are passed with a simple majority of those present, some schools require a qualified majority. There are also schools that work on the consensus principle . In some schools the meetings are informal, informal and spontaneous, in others there are rules of procedure with formalized procedures that make the agenda efficient and prevent people from being run over.

In the school assembly, each student and each teacher has exactly one vote and everyone has the right to propose. Most democratic schools decide by majority vote. Sociocratic schools and agile learning centers make decisions based on consent , a weak form of consensus.

Basically, the attempt is made to act according to the principle "those affected by the decision make the decision", with the result that parents (not only) at the Sudbury Valley School can have a say in the school fees.

In Summerhill the school assembly is called the General Meeting , at the Free School in Frankfurt it is called the House Assembly and at the Democratic School of Hadera it is called Parliament .

Larger schools often delegate the competencies of the school assembly to committees, i.e. working / decision-making groups set up by the school assembly.

Violations of rules

In some schools, students and staff have worked out an enormous number of very detailed rules and have a separate school assembly or a judicial committee that can impose sanctions according to a set procedure to deal with rule violations. Other schools have relatively few rules and prefer only mediation rather than a judicial system. Some schools use both mediation and formalized judicial processes.

Conflicts and rule violations in Summerhill are resolved by the tribunal, in which everyone can take part. At Sudbury Schools, elected Resolutions Committee officials handle such matters.

Parental work

Democratic schools also differ in the extent to which they involve the parents of the students. In some schools, for example, parents are allowed to vote on finances, in some they have the right to vote in everyday school life, in others none at all. In some schools the presence of parents is perceived as annoying, in others they are welcome, in still others parents' cooperation is expected. Some schools are organized as community schools in which the transition from school life to family life is fluid and the school is more of a part of a larger community that lives together and sometimes also organizes their gainful employment together.

The school for pupils in Vienna also includes parents. The Democratic School of Hadera in Israel appears to be the only democratic school where former students also have the right to vote in the school assembly.

classes

Most democratic schools offer voluntary courses, and many, such as Summerhill and the Kapriole in Freiburg , help their students prepare for nationally recognized degrees so that they have the option of teaching or studying.

Sudbury schools have no curriculum at all. A fixed curriculum would contradict a basic principle of democratic education, self-determined learning. Proponents of the model argue that the compulsion to learn certain things destroys children's natural curiosity and enthusiasm to learn new things. For this reason, teaching courses do not play a major role there and are only set up on the initiative of students, learning in other schools is largely not initiated by the students themselves, i.e. the school offers various courses in which the students can participate in accordance with the traditional school subjects but don't have to. As a rule, the teachers in such schools (and usually also the students) can offer further courses or projects on topics that interest them. In some schools, the staff do not offer courses, but they keep re- preparing the learning environment so that the students there discover those things that the adults consider important ( prepared environment ). Informal learning plays an important role in all schools .

However, there are clear differences between different schools in the specific design of the freedom to learn and everyday school life.

Democratic schools in Germany

"You have to do everything yourself" - poster of the public working group of the Berlin School for Adult Education

In Germany there are 23 democratic schools and at least 51 start-up initiatives (as of 2019).

The first democratic school was the Summerhill School, founded in 1921, at that time the Hellerau International School. However, after two years, due to conditions similar to civil war in Saxony, they moved via Austria to England. With the boys' town Buchhof there was a democratic children's republic in the FRG for a short time in the post-war period due to American influence .

The educational spectrum of democratic schools in Germany ranges from democratic schools that are not oriented towards a model school (e.g. Kapriole ) to sociocratic schools (e.g. Frisch Schule) and Sudbury schools (e.g. Ting school ) to school- like free learners -Places (e.g. Methodos eV ) and libertarian adult education ( school for adult education in Berlin). Other schools are the trilingual sociocratic Apego School in Berlin, the New School Hamburg , which was founded by the singer Nena , the Free School Frankfurt , the Free School Heckenbeck , the Network School Berlin , the Free School Leipzig , the Free School Heckenbeck, the PIEKS Stuttgart and the Infinita near Hamburg.

Graduates from Democratic Schools

research results

Studies of alumni from Summerhill, Sudbury Valley School, and The Circle School find that a student at a Democratic school tends to come from a middle-class, academic family background. Whereby his parents either sent him to the democratic school at the beginning of his school career and are very likely convinced of the school concept or they see the democratic school as a (sometimes the last) place to deal with the (school) problems of the previous school (s) .

Three studies at Sudbury Valley School and one in Summerhill found that former students see a positive association between the Democratic School and the development of high self-esteem, the ability to overcome problems and the development of a positive relationship with learning. In the studies of Sudbury alumni, this association was at least significant.

In their study of Sudbury graduates, Gray and Chanoff, like Bernstein in the survey of Summerhill graduates, come to the conclusion that the graduates see no problem in dealing with authorities and assess themselves better than those around them in this regard.

Looking back, in a 1985 survey (85% of all alumni were interviewed), Sudbury alumni are very happy (81%) or happy (16%) to have gone to Sudbury Valley. No graduate interviewed was dissatisfied.

Graduates of Emmanuel Bernstein's 1968 Summerhill study were generally very positive about Summerhill. The two most frequent criticisms of Bernstein were the poor academic support and the insufficient (en) (enthusiastic) teachers. Margit Zellinger (1996) also confirms this for her study of Summerhill graduates. Both points of criticism were probably also taken up on the basis of Bernstein's study from 1968 in Summerhill and the inspector's report from 1999 and, according to the inspector's report, at least the weak academic support is now a thing of the past.

According to the alumni, the positive aspects of Summerhill were named in a 1968 study (sorted by frequency from frequent to less frequent):

  • Promote healthy relationships with intercourse and the opposite sex
  • The opportunity to develop healthy self-confidence and normal interaction with authorities
  • A space in which children can develop naturally and explore their interests and skills
  • Children were able to act out their play instinct and engage in academic learning at the time they felt was appropriate without being forced
  • Summerhill helped to understand one's own children better and to raise them in a healthy way

When asked "Are you satisfied with your life?" Sudbury graduates in the study "Pursuit of Happiness" answered 15% with no, of which the majority expected a change for the better, 25% were satisfied and 60% were very satisfied.

In response to the open-ended question in Pursuit of Happiness “What makes you satisfied in your job?”, 55% said they were able to help others, which was by far the most frequently given answer category. 29% saw a spiritual or ethical purpose in their job. Just as many gave activism as financial reasons (exactly 14% each).

Although the family income within the group of Democratic Circle School graduates correlates positively with the likelihood of the graduate attending college, the likelihood of studying is significantly higher in each income group for graduates of the Circle School than the national average. This was the result of a survey carried out by the Circle School itself. The percentage of graduates attending or attending college or university varies from 47% in Summerhill in 1999, to 58% in Sudbury in 1985, to 84% for students who have been at Circle School for at least 4 years.

All of the Sudbury Valley School students surveyed in 1985 felt they had an advantage over their fellow students in terms of their attitude towards studying. According to their own statement, not a single one of them had problems with the formal structure. 82% of students said Sudbury Valley helped them with higher education. The two most frequently cited reasons for this are "uncomplicated contact with authorities" and the opinion that Sudbury Valley is closer to university than mainstream schools in terms of self-organized learning.

Famous Graduates

Democratic School of Hadera

  • Gal Friedman (* 1975), Olympic champion in windsurfing
  • Sarit Hadad (* 1978), Eurovision Song Contest singer for Israel

Sudbury Valley School

Summerhill

School for Adult Education Berlin - SfE

Werkplaats Kindergemeenschap

Associations and institutions

The rapid spread of democratic schools since the 1990s and 2000s has been largely driven by the International Democratic Education Conference (IDEC).

The following associations and lobby organizations also exist:

  • APDEC - IDEC branch of the Asia and Pacific region
  • AERO - Association from the USA
  • EUDEC - European Association of Democratic Schools
  • Schools of Trust - lobby organization for democratic education in Germany

The Kibbutzim College of Education in Tel Aviv in Israel and The Necessary Teacher Training College in Denmark train teachers in self-determined learning and for democratic schools.

Democratic education

Democratic Education (English: democratic education ) is greater discretion over the organization of their school and a worldwide movement with the aim of students self-paced learning to enable. There is currently no generally accepted definition of the term, but at the IDEC ( International Democratic Education Conference ) in 2005, the participants agreed on the following statement:

"We believe that young people have the following rights within any educational context:

  • individual freedom of choice, how, when, what, where and with whom to learn
  • Equal rights in decision-making about how their schools are organized and whether and which rules and sanctions are necessary. "

The International Democratic Education Network is open to any school that cultivates the following ideals:

  • Respect and trust for children
  • equal status of children and adults
  • shared responsibility
  • Pupils' freedom to choose their occupation
  • joint democratic school management by children and adults, without reference to so-called superordinate guidelines or systems

The European Democratic Education Community (EUDEC) formulates an even shorter description:

"There are two pillars of democratic education:

  1. self-determined learning
  2. a learning environment based on equality and mutual respect. "

See also

literature

  • Axel Backhaus u. a. (Ed.) (2008): Democratic primary school - participation of children in their life and learning. University of Siegen.
  • David Gribble: School on the move. New ways of learning in practice Arbor-Verlag, Freiburg 2001, ISBN 3-924195-59-5
  • Matthias Hofmann: Past and present of independent alternative schools. An introduction. Ulm 2013, ISBN 978-3-86281-057-4
  • Matthias Hofmann: Alternative Schools - Alternatives to School Ulm 2015, ISBN 978-3-86281-086-4
  • Sudbury Valley School Press: The Sudbury Valley School. A new way of looking at learning. Tologo Verlag, Leipzig 2005, ISBN 3-9810444-0-1

Web links

Individual evidence

  1. ^ Resolution of the International Democratic Education Conference 2005. In: de.idec2005.org/. Retrieved May 11, 2019 .
  2. ^ How EUDEC Defines Democratic Education. In: eudec.org. Retrieved March 4, 2020 .
  3. ↑ Klemm, Ulrich: History and Present Free Democratic Schools - 'Wait until the student takes the first step' . In: Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.): Private schools versus state schools . tape 4 . Springer VS, Wiesbaden 2013, ISBN 978-3-531-18199-8 , pp. 115-135 .
  4. ^ A b Henning Graner: Interpretations of Democratic Schools . In: uneducated . In the educational landscape ... something was happening. Issue 1/18. tologo, 2018, ISSN  1865-0872 , p. 46 : "The introduction of this series of articles on the different interpretations of a democratic school explains why a theory of democratic schools is needed in order to be able to understand the diversity of democratic schools."
  5. ↑ a b David Jahr & Robert Kruschel: "Democracy? - We have been doing that here for a long time!" A model for classifying democratic practices in schools . In: uneducated . Democratic schools - diverse and on the move. Issue 1/15. tologo Verlag, 2015, ISSN  1865-0872 , p. 11-16 .
  6. ^ Skiera, Ehrenhard: Reform pedagogy in past and present. A critical introduction. Oldenbourg (handbooks and textbooks in pedagogy), Munich 2013, p. 344 .
  7. ↑ Popenoe, Joshua: Student in Summerhill . Rowohlt, Reinbek near Hamburg 1971, p. 81.82 .
  8. ↑ Kamp, Johannes-Martin: Children's Republics. History, practice and theory of radical self-government in children's and youth homes . University of Essen, Essen 1994, p. 119 .
  9. ↑ a b Simone Kosog: »Today many children have too much power«. In: sz-magazin.sueddeutsche.de. February 3, 2014, accessed March 7, 2020 (Interview with Zoë Readhead.).
  10. ↑ Gray, Peter: Liberated Learning . Drachen Verlag, 2015, ISBN 978-3-927369-91-7 .
  11. ↑ a b List of Schools Similar to HVSS. In: hvsudburyschool.com. Hudson Valley Sudbury School, accessed March 4, 2020 .
  12. ↑ a b c Strauch, Barbara; Reijmer, Annewiek: Sociocracy. Circle structures as an organizational principle to strengthen the shared responsibility of the individual . Verlag Franz Vahlen., Munich 2018, ISBN 978-3-8006-5416-1 , pp. 40-51 .
  13. ^ State of affairs. In: www.frisch-schule.de. Frisch Schule, accessed June 18, 2019 .
  14. ↑ Kamp, Johannes-Martin: Children's Republics. History, practice and theory of radical self-government in children's and youth homes. Eat. University of Essen, Essen 1994, p. 199 .
  15. ↑ Klemm, Ulrich: History and Present Free Democratic Schools - 'Wait until the student takes the first step' . In: Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.): Private schools versus state schools . tape 4 . Springer VS, Wiesbaden 2013, p. 115-135 .
  16. ↑ Kamp, Johannes-Martin: Children's Republics. History, practice and theory of radical self-government in children's and youth homes . University of Essen, Essen 1994, p. 209 .
  17. ↑ Kamp, Johannes-Martin: Children's Republics. History, practice and theory of radical self-government in children's and youth homes . University of Essen, Essen 1997, p. 155 .
  18. ^ Kavner, Lucas: At Brooklyn Free School, A Movement Reborn With Liberty And No Testing For All. Huffington Post, January 9, 2012, accessed June 3, 2020 .
  19. ↑ Kühn, Axel: AS Neill and Summerhill: A reception and impact analysis. Eberhard-Karls-Universität Tübingen, Tübingen 2002, p. 72 .
  20. ^ Wilke, Martin: Freedom and Democracy at Free Alternative Schools. Free University of Berlin, Berlin, p. 7-10 .
  21. ↑ Nitsche, Rainer; Rothaus, Ulli; Bauer, Mense: Open doors and other obstacles. Experience in a self-governing adult school. Luchterhand, Darmstadt 1981, p. 12-18 .
  22. Jump up ↑ Untouched (2008): Die Kapriole - A Democratic School in Germany. Interview with Lenja Haas, Pascal Yoncaova, Niklas Gidion. In: Untouched Magazine (2), pp. 18-22 Available online at https://www.kapriole-freiburg.de/app/download/6106309575/unerzüge-2-2008-s18-s22.pdf?t=1342650267.
  23. ^ Hecht, Yaacov: Democratic education. A beginning of a story . Innovation Cube, 2010, p. 325 .
  24. ^ Democratic School Focus (school website). In: www.schulefokus.ch. Retrieved September 14, 2019 .
  25. ↑ Nitsche, Rainer; Rothaus, Ulli; Bauer, Mense: Open doors and other obstacles. Experience in a self-governing adult school. Luchterhand, Darmstadt 1981, p. 18 .
  26. ↑ German School Prize: Primary School on the Süsteresch. Schüttorf, Lower Saxony Main Prize Winner 2016. In: German School Prize. 2016, accessed October 10, 2019 .
  27. ↑ Pupils help former forced laborers and other victims of National Socialism in Kiev, Minsk and Moscow -The “School of Self-Determination” in Moscow. In: www.schueler-helfen-ns-opfern.net. Retrieved May 6, 2019 .
  28. ^ Annegret Wulff: Democracy education in Russia. (PDF) In: www.stiftung-evz.de. Pp. 141–144 , accessed on May 6, 2019 . The report was published by the Remembrance, Responsibility and Future Foundation .
  29. ^ Member Schools. In: eudec.org/schools. Retrieved November 24, 2019 .
  30. ↑ Uriel Kashi: Democracy Education in Israel - History and Current Approaches. (PDF) In: www.stiftung-evz.de. Remembrance, Responsibility and Future Foundation , 2008, pp. 34–48 , accessed on May 10, 2019 . The Institute for Democratic Education is presented in detail there.
  31. ↑ About. In: www.education-cities.com. Education Cities, accessed March 9, 2020 .
  32. ^ Hecht, Yaacov: Democratic education. A beginning of a story: Innovation Culture. 2010, p. 253-266 .
  33. ^ A b Schiffner, Maria: The Sudbury Schools Concept - Criticism and Opportunity for the German Education System . Berlin 2007, p. 9 .
  34. ^ Graner, Henning: Parliamentary procedures in a democratic school . Berlin 2009, p. 14 .
  35. ↑ Greenberg, Daniel; Wilke, Martin: Free at last! Living and Learning at Sudbury Valley School . Arbor, Freiamt im Schwarzwald 2010, p. 13 f .
  36. ↑ Our school (website of the student school). Accessed on July 26, 2019 : “The pupil school sees itself as a comprehensive school with public rights up to grade 9 and is a self-governing school; this means that parental work is required. "
  37. ^ Matthias Hofmann: Past and present of free alternative schools - An introduction . 2nd Edition. Klemm + Oelschläger, Ulm 2013, ISBN 978-3-86281-057-4 , Chapter 5.6 The Sudbury Concept, p. 131–132 : “In Sudbury schools there are no curricula or the like. The pupils are always free to decide whether and when to do something. Learning agreements with and without teachers come about through the initiative of the students. "
  38. ^ Christian Füller . With the collaboration of Annegret Nill and Wolf Schmidt: Exit private school? What they can do better, what they fail . 1st edition. Edition Körber-Stiftung, Hamburg 2010, ISBN 978-3-89684-077-6 , The grassroots democrats - self-determination as a principle - visiting the workshop school in Rostock and the new school in Hamburg, p. 165 : “Sudbury schools work in the spirit of free upbringing - that is, with maximum self-determination for the children. You decide whether and what is learned. "
  39. ^ Kamp, Johannes-Martin: Summerhill in Dresden . In: Hamburger Schulmuseum (Ed.): National and international connections of the experimental and reform schools in the Weimar Republic. Contributions to the school history conference on November 17 -18.11.1992 in the Hamburg School Museum . University of Hamburg, Hamburg 1992, p. 115-122 .
  40. ↑ Kamp, Johannes-Martin: Children's Republics. History, practice and theory of radical self-government in children's and youth homes . University of Essen, Essen 1994, p. 587-597 .
  41. ↑ Apego school: school concept and educational goals. Available online at https://apego-schule.de/schulkonzept-und-bildungsziel/, last checked on August 14, 2019.
  42. ↑ concept. In: school.netzwerkspielkultur.de. Network game culture, accessed March 4, 2020 .
  43. ↑ Sting-Free Active school in the Filder: Democratic School. Available online at https://pieks-fas.de/sample-page/demokratische-schule/, last checked on March 4, 2020.
  44. ↑ concept. In: Infinita. Retrieved March 4, 2020 .
  45. ↑ a b Gray, Peter; Chanoff, David: Democratic schooling: What happens to young people who have charge of their own education? A follow-up study of the graduates of the Sudbury Valley School, a democratically administered primary and secondary school that supports Self-Directed Education. In: American Journal of Education . No. 94 , 1986, pp. 207 ( alternatifokullar.com [PDF]).
  46. ↑ a b Bernstein, Emmanuel: Summerhill: A Follow-Up Study of Its Students . In: Journal of Humanistic Psychology . 1968, p. 131 , doi : 10.1177 / 002216786800800205 .
  47. ^ Zellinger, Margit: Summerhill today. What happened to Neill's parenting experiment and what happened to former students? University of Salzburg, Salzburg 1996 ( paed.com ).
  48. ^ Bernstein, Emmanuel: Summerhill: A Follow-Up Study of Its Students . In: Journal of Humanistic Psychology . 1968, p. 131 , doi : 10.1177 / 002216786800800205 .
  49. ↑ Greenberg, Daniel; Sadofsky, Mimsy; Lempka, Jason: Pursuit of Happiness. The lives of Sudbury Valley alumni. Sudbury Valley School Press, Framingham 2005, pp. 342 .
  50. ↑ Greenberg, Daniel; Sadofsky, Mimsy; Lempka, Jason: The pursuit of happiness. The lives of Sudbury Valley alumni. Sudbury Valley School Press, Framingham 2005, pp. 81 .
  51. ^ Circle School Harrisburg (Ed.): Circle School Graduates in 2015. College Attendance, Academic Degrees, and Occupations . Circle School, Harrisburg 2015, p. 7 ( circleschool.org [PDF]).
  52. ^ Zellinger, Margit: Summerhill today. What happened to Neill's parenting experiment and what happened to former students? University of Salzburg, Salzburg 1996 ( paed.com ).
  53. ↑ Gray, Peter; Chanoff, David: Democratic schooling: What happens to young people who have charge of their own education? A follow-up study of the graduates of the Sudbury Valley School, a democratically administered primary and secondary school that supports Self-Directed Education . In: American Journal of Education . No. 94 , 1986 ( alternatifokullar.com [PDF]).
  54. ^ Circle School Harrisburg (Ed.): Circle School Graduates in 2015. College Attendance, Academic Degrees, and Occupations. 2015, p. 8 ( https://circleschool.org/wp- content / uploads / 2018/12 / Circle-School-Grads-in-2015-July-30-2015.pdf).
  55. ↑ Gray, Peter; Chanoff, David: Democratic schooling: What happens to young people who have charge of their own education? A follow-up study of the graduates of the Sudbury Valley School, a democratically administered primary and secondary school that supports Self-Directed Education . In: American Journal of Education . No. 94 , February 1986, p. 199 , JSTOR : 1084948 ( alternatifokullar.com [PDF]).
  56. ↑ Kashi, Uriel: Democracy Education in Israel. History and current approaches. Berlin: Foundation for Remembrance, Responsibility and the Future. 2008, p. 35 .
  57. ↑ Resolution of IDEC 2005. In: de.idec2005.org. Retrieved November 17, 2019 .
  58. ^ International Democratic Education Network. Retrieved November 17, 2019 .