Community Learning Centers
Services for Self-Learners
* * * * *
A SUMMERHILL ALUMNUS
Mark Pryor pryors_place@earthlink.net
For me Summerhill was (and is) a place where the uniqueness of the individual was supported by the community. Although in my personal life I struggle with the experience and knowledge of personal freedom and that my children may never know that experience to wit the grievous imbalance I currently feel in that regard, Summerhill will always remain a major influence in my heart and mind.
It is my viewpoint that scholastic lessons of math, reading, writing or whatever can be learned at any moment during ones life. Summerhill is an example of this, as age has no bearing on who may attend lessons. It is the interest of individual that dictates attendance. This non-corrosion to attend lessons, in its self, is a great departure from the main stream education systems of the world; however, this is not the focus of this paper. The focus is the individuals "true self" and not a persona, as well, that of the community that upholds this self-freedom or denies it.
Lessons of community at Summerhill were (are) formed by the freedom given to the individual. Freedom was (is) applied under the banner of "freedom, not license". Meaning, you have the freedom to do what you like as long as you do not prevent or inhibit the right of another to do likewise. This was enforced by the community via weekly meetings, in which each person, having equal voice and power of vote, could discuss the issues at hand for the value of the community, but not at the expense of the individual. The love of the individuals freedom, owned and enjoyed by all, was (is) the motivating drive to find equitable solutions to issues brought up at the meetings. Furthermore, the meetings were (are) the catalyst in which the veracity of "freedom, not license" was (is) worked out for personal and community freedom.
Once conformity for non-expression (persona) wore off, the individual freely expressed from a center, no longer obligated to standards, of belonging to the community and the community belonging to them. There is insurmountable satisfaction in this, when the individual can share in truth, from self-freedom actualized in the community.
Sometimes the rawness of truth is misunderstood as being rude. Truth is straight foreword. The naked truth is unhampered by etiquette or social politeness. It is better to release truth and honesty then to hide it behind politeness at the loss of the individual. Most of society does not regard the individual but conforms and bends the individual into politeness until there is little or no truth remaining. The true individual becomes lost. Leaving only a shell that is the representation of etiquette.
At the loss of veracity comes the loss of the individuals self-freedom (self-awareness) thus the loss of community. If the community is not free then the individual can not be free but is place within the constraints of the community. As it is likewise the individuals self-freedom that makes a community free or places the community under constraints.
Therefore it is the duty of the community, and individual, to preserve "freedom, not license". To preserve the veracity of self-actualization and abhor politeness or etiquette used to hide the truth thus displacing the individual, leaving both individual and community void of truth.
A community stepped in "freedom, not license" is the education provided at Summerhill School.
ALTERNATIVES FEDERAL CREDIT UNION
Joe Cummins; Community Development Educator
301 West State Street
Ithaca, NY 14850-5431 USA
Tel: (607) 273-3582 ext 829 fax (607) 277-6391
URL: www.alternatives.org
There are several dozen Youth Credit Unions in the United States. Youth CUs may be CU branches, clubs or projects. Some Youth CUs have offices in their host CUs while others have branches in schools. In each case they are run by and for youth - the staff and tellers and loan officers are aged 18 and under.
Youth CUs exist to serve youth by offering them access to all the benefits of credit union membership as well as helping youth learn financial responsibility and business management.
The purpose of the Youth-CU Listserv is to provide an area for coordinators of Youth Credit Unions to discuss issues, ideas, successes, failures, etc. The list will provide a new forum for Credit Unions wishing to start a YCU, as well as ongoing support for those Credit Unions already offering a YCU. Youth-CU is a free service of Alternatives Federal Credit Union.
If you want to subscribe to the Youth-CU mailing List, send email
TO: listserv@alternatives.org BODY: subscribe youth-cu yourname
AMERICAN HOMESCHOOL ASSOCIATION
Post Office Box 1083,
Tonasket WA 98855-1083
TEL: (800)236-3278
Mark and Helin Hegener, Founders
E-mail: AHA@home-ed-magazine.com
URL:
The American Homeschool Association, founded in 1995, is a not-for-profit networking and services organization for homeschooling families, sponsored in part by the publishers of Home Education Magazine. The purpose of the American Homeschool Association is to broaden the knowledge and understanding of homeschooling, and to support the educational decisions made by individuals and families. The AHA reaches these goals by facilitating networking and communications between homeschoolers, and by increasing awareness of the helpful organizations and businesses seeking to support homeschooling families. The American Homeschool Association offers a free quarterly online newsletter, a free networking email list, and a helpful website with state laws, resource listings, and links to other helpful sites. We are constantly working to make the American Homeschool Association a valuable source of information, encouragement, and support for homeschooling families.
AUTODIDACTIC PRESS
PO Box 872749
Wasilla, AK 99687-2749
907-376-2932
URL: www.autodidactic.com
Charles D. Hayes, Publisher/Author
A small press and web site dedicated to the proposition that lifelong learning is the lifeblood of democracy and a key to living life to its fullest. We advocate the philosophy that an education should be thought of not as something you get but as something you take. Our web site offers self-education with the resources aim of inspiring adults to create and carry out a lifelong learning philosophy. Self-University Newsletter is free online for those who wish to teach and encourage the value of self-education. In each issue of the newsletter, author Charles Hayes features contemporary books in the context of lifelong learning. The web site offers a Self-University Campus page as an avenue to other learning resources and is constantly updated.
CACOM /ACCORD - The Australian Centre for Co-operative Research and Development
Faculty of Business
University of Technology, Sydney
PO Box 222
Lindfield NSW 2070
Australia
Phone: +612 9514 5121
Fax: +612 9514 5583
Email: cacom@uts.edu.au
URL:www.co-operativesonline.com OR www.accord.org.au.
The Centre is a multi-disciplinary research Centre attached to two Universities: University of Technology, Sydney and Charles Sturt University, Bathurst in Australia. It researches into issues that affect the operation of co-operatives and mutual organisations, international best practice in co-operatives management, governance, strategic development and financing of co-operatives and other mutual associations. Areas of interest include effective co-operative responses to local/regional economic development, job creation and community building projects that would promote social and financial inclusion and people-centred sustainable regeneration. Also provides a wide range of organisational development, director training, management education and consultancy services to co-operatives and mutual associations.
California Athletics for Home Schools
Director: Todd Nash
732 Via Barquero
San Marcos, CA 92069
(760) 727-3604
Fax (760) 727-0147
email: CalAthletics@aol.com
Description:
A Home School Athletics League has been formed for 2001-2002 school year! Founded by Todd Nash, a San Diego home schooling father and national champion athlete, California Athletics for Home Schools will give opportunities for home schooled children to participate in elementary age athletic fundamentals classes (ages 5 - 14) and in competitive sports (ages 12 - 18).
Athletic Fundamentals Classes (Ages 5-14): Offered in most areas of Southern California, these classes will be structured with less emphasis on playing games, and more time spent teaching and practicing the fundamental skills needed to compete in the sport. Classes will meet once a week for 8 weeks.
We will offer Fundamentals of Soccer in the fall, Fundamentals of Basketball in the winter, and a class in the spring to be determined.
Jr. High/High School Competitive Athletics (Ages 12-18): The athletic league for Jr. High/High School aged children will offer 3 sports next year. All sports will be offered for boys and girls. In the fall we will offer cross-country. Boys 12-13 will run a 2-mile race while boys 14-18 will run a 5K race. Girls age 12-18 will run a 2 mile race. There will be a variety of meets offered from Sept - mid November. In the winter (mid-November through February) we will organize a basketball league for all of Southern California. Grades 7-9 will play in the JV league, and grades 10-12 will play in the Varsity league (boys and girls in separate leagues). We will play a regular season of 8-10 games, and finish the season with a state tournament. Track & Field will be available as a spring sport. Meets will be available in most counties of Southern California with all CAHS track & field athletes competing in one meet at the end of the season for a home school state championship.
Uniforms and Awards: CAHS will have a variety of uniforms available for purchase. Uniforms are not required for elementary classes or individual sports, but a minimum uniform will be required in basketball. All High School Varsity level athletes who compete in a sport within the California Athletics for Home Schools league will be eligible to earn a Varsity Athletic Letter. There will also be trophies and medals for placing in the state level competitions. Letterman jackets will also be available through CAHS for those qualifying for a high school athletic letter.
For more information about any of the athletic fundamentals classes or competitive sports, or to place your name and information on the interest list, please send the following information to California Athletics for Home Schools, preferably via email (to CalAthletics@aol.com):
Name, address, phone number, children names, birth years, ages, email address, your home school support group, your ISP (or if you file your own affidavit), and classes or sports you are interested in.
Updates on each sport will be emailed to you as they develop. If you are unable to email, you can call or mail your information to the address above.
**Email and web access will be critical to participation in the league. The CalAthletics website will post all pertinent information, and be used for registrations and updates once it is operational.
Todd Nash
California Athletics for Home Schools
(760) 727-3604
CENTER FOR INTERIM PROGRAMS
195 Nassau St, Suite 15, Princeton, NJ 08542
Ph: 609/683-4300 Fax: 609/683-4309
Email: HollyBull@interimprograms.com
Founded in 1980, with offices in Massachusetts, New Jersey and California, Interim is a service that enables people to pursue structured alternatives to formal education or work by matching clients' interests with over 2,800 internships, volunteer positions, and apprenticeships worldwide, to create "time off" that can give new direction, sharpen hazy career goals, rejuvenate those on the verge of burnout, and give a much needed break between high school and college. Since 1980 we have tailored creative time off for over 3,000 young people between the ages of 15 and 70.
COMMUNITY COLLEGE OF VERMONT
P.O.Box 120
Waterbury, VT 05676-0120
Phone: (802)241-3535, (800)CCV-6686
URL: www.ccv.vsc.edu
CCV's mission is to deliver quality, affordable post-secondary education in local Vermont communities and in innovative and flexible ways. The College is a public, two-year, open admissions institution providing degree, transfer, occupational, and continuing education opportunities. Special emphasis is given to Vermonters who would otherwise have limited access to college because of a number of barriers, including low income, lack of academic preparation, family obligations, time constraints, or geographic remoteness. To fulfill its mission, CCV offers classes in communities throughout Vermont, selects instructors from within those communities, and draws upon local resources and facilities.
For thousands of Vermonters, the Community College of Vermont offers the opportunity to pursue an Associate Degree, improve professional skills, or enrich personal development. CCV students are people of all ages, professions, and economic groups who attend classes in their own communities. Instructors are knowledgeable practitioners in their fields as well as skilled teachers.
Founded in 1970 CCV today has programs in 12 location throughout the state. serving nearly 5000 student each semester. It has an open admission policy: anyone who can contribute to and gain from post-secondary level learning may register for courses. Mentors will help students select courses appropriate to their existing skill and their goals. Faculty are often local professionals and may require students to have reached a specific skill or knowledge level before enrollment.
COMMUNITY PARTNERSHIP CENTER(CPC)
The University of Tennessee, Knoxville
410 Aconda Court
Knoxville, TN 37996-0645 USA
Dr. Virginia Seitz, Executive Director
(423) 974-4542 phone
(423) 974-9035 fax
E-mail: cpc@utk.edu
URL: www.ra.utk.edu/cpc
The mission of the Community Partnership Center (CPC) is to link University resources with urban and rural grassroots community groups to understand and address the core problems facing low- and moderate-income communities. We strive to create mutually-respectful research and action partnerships that embody and promote equitable and democratic principles. We are committed to strengthening the capacity of both community and university partners to build healthy, flourishing communities.
CPC is a recent recipient of a HUD New Directions grant titled Knoxville Partnerships for Empowerment. With this grant CPC will conduct a series of new initiatives and activities with neighborhood organizations, the City of Knoxville, non-profit organizations, community groups, residents and other stakeholders of the Knoxville Empowerment Zone (EZ). The area identified as Knoxville's EZ is in the heart of Knoxville, Tennessee, and includes the central business district. It is characterized by high poverty levels, high rates of unemployment and underemployment, poor housing quality, low rates of home ownership, low educational attainment, and a high proportion of crime. CPC's planned activities include:
- Technical assistance and workshops in participatory research and development to the Knoxville EZ;
- Community Fellows Program;
- Community/Oral History Project;
- Training workshops on Building Equitable Partnerships in Service Learning;
- Building equitable applied research partnerships;
- Course on Fair and Affordable Housing Law and Policy;
- Course on Participatory Methods for Research and Planning for Community Development;
- Developing a teaching partnership with Knoxville's historically Black college; and
- Continuing and expanding institutionalization efforts to the state level.
Through its Participatory Research and Development Program, funded by the Ford Foundation, The CPC at the University of Tennessee is committed to promoting community research that puts power, skills and ownership in the hands of local people. The CPC has developed a model for community research that decentralizes the process of local development while facilitating capacity building among community groups and their members through hands-on learning oppurtunities. Our model is guided by the principle that research findings help a community communicate its immediate agenda, but that the learning process itself is a much more powerful source for systemic and sustainable change over time. As part of our effort to further develop and apply this model, the CPC will be partnering with local community groups in Knoxville, TN to implement several participatory community history projects. The CPC will provide equipment and training for youth and adult community members who will lead the project and collect community histories from long-standing residents.
This project will transfer skills to local residents through hands-on learning, give them the tools to document their own communities and history, organize community members around shared issues, and provide a context for leadership development.
Creative Educational Systems (CES)
P.O. Box 6659
East Brunswick, NJ 08816
Telephone: (732) 698-9885
Fax: (732) 698-9886
E-Mail: creativeed@home.com
URL: www.creativeeducationalsystems.com
"The outcome of education must not be a foregone conclusion; rather it must be an unending quest for enlightenment. An enlightened education is, by its very nature, neither rigid nor undefined, but flexible, as it must serve as the given context of our society, while accommodating the ever-expanding universe of our children." It is on this premise that CES has, for twenty-five years, presented professional staff development for teachers, performed arts residencies in hundreds of K-12 schools, and published seven books for teachers: manuals on teaching curriculum through the arts, how to produce a school play, curriculum guides and a collection of plays for young people. In this, CES’ Silver Anniversary year, the company’s most significant program is being launched: Change of Heart: Artistic Alternatives to Violence. CES is also preparing two new books for Spring publication—a novelized version of Change of Heart and a manual on teaching children at home. The CES website provides discussion forums on issues relevant to education.
Educational CyberPlayGround
Karen Ellis - Founder
212 Gulph Lane
Gulph Mills, PA 19428 USA
Phone: 610.260.0336
E-mail: admin@edu-cyberpg.com
URL: http://www.edu-cyberpg.com
Getting Off on the Right Foot
While the Internet and particularly the World Wide Web offers many resources for education, students, parents and teachers all have to be prepared to make the most effective use of the resources.
The Internet can be overwhelming, and those with limited Web experience, particularly those involved with education, may need assistance to master Web tools and skills.
One option that is available is the Educational CyberPlayGround, http://www.edu-cyberpg.com an Internet site that allows a user to proceed at his or her own pace to learn how to use these resources and also provides materials that they can use.
The Educational CyberPlayGround provides fresh and accurate online curricula not found in textbooks -- K-12 interdisciplinary curricula for a diverse multicultural population. The site, also is providing curricula for use with multiple intelligences, and different learning styles, not just logical learners, but visual and intuitive ones as well. http:// www.edu-cyberpg.com/ culdesac/ Home_culdesac.html
These curricula have a place in Community Learning Centers, libraries, the home and self-schooled and regular school and summer school population. In addition, they can be used for after-school programs.
The focus is on integrating what has become a fragmented community of educators and regular folks. Available on the Educational CyberPlayGround is guidance from "Ring Leaders," experts in their fields, who provide assistance to new and experienced Web users. http:// www.edu-cyberpg.com/ ringleaders/ Home_ ringleaders.html
The goal is to cut across social and cultural barriers, while encouraging broad use of Internet resources.
The "Black History Month All Year Long" online curriculum, for example, includes materials about the Underground Railroad, Martin Luther King Jr., slavery, pioneers, original folktales in e-book form, Amistad and African-American contributions to science, literature, music, art and film. http:// www.edu-cyberpg.com/ culdesac/ bhm/bhm.html
Teachers should find enough materials to allow them to include 'Black History Month All Year Long' as part of their classes all year.
An Asian-studies curriculum, intended for middle school grades, allow students to compare and contrast the American Constitution with others. Students are able to work independently, receive critical thinking opportunities and turn in essays that demonstrate their understanding of the issues.
Under development is the American Virgin Islands Online Curriculum, which will provide a "missing part" of U.S. history, particularly in regard to the slave trade. U.S. history and social studies textbooks of past decades have ignored the American Virgin Islands.
Such multicultural, diverse content now is possible with online resources. The site offers well-organized links in the areas of curriculum, arts, the Internet, linguistics, music, teachers, literacy and technology.
Future plans for the Educational CyberPlayGround also include providing increased resources for dialect speakers. A dialect is a legitimate language with rules just like every other standard language has. Creole speakers will eventually be able to read the resources of the Educational CyberPlayGround in their own dialect.
The Internet also provides the opportunity for frequent updates and rapid, if not immediate, corrections of course materials. Another advantage is that students can become active, or perhaps interactive, participants in their own education.
Online learners have a multisensory experience, when combining audio, video, text and graphics. They can control the information they want and also get it when they want it on a need-to-know basis. It's called just-in-time learning. When motivated -- you can learn anything and that is simply the key to all success.
The current computer environment provides today's students with a different way of interacting with information compared with their parents and grandparents.
These folks are used to television, movies, radio, newspapers, magazines and books which presents information in what is called a linear learning style. They never had control over how they were given the information. The flow of information was predetermined by the providers of the information. Those days are gone. The industrial revolution and the "factory model" of education are over.
Children learn differently now. Technology allows the learner to be interactive and control how they take in the information. Learners can direct the flow, modify speed, complexity and manner of presentation, allowing for collaborative learning -- collaborative teamwork is what is used as the business model today.
Online curricula get children prepared for the future and everyone off on the right foot.
ENABLING EDUCATION NETWORK (EENET)
Center for Educational Needs,
University of Manchester,0
Oxford Rd. Manchester M13 9PL U.K.: +44(0)161 275 3510
E-mail: eenet@man.ac.uk
URL: The Enabling Education Network (EENET) is an information-sharing network supporting and promoting the inclusion of marinalized groups in education world wide. Its membership is open to individuals and organisations in all partss of the world, but it gives priority to the needs of countries in the South. Many EENET members are concerned for disabled children and marginalized people. EENET broadens the concept of education beyond the classromm to include community-based strateges and the encouragement of self-help groups.
Family Fun Abilities
E-mail: trade@familyfunabilities.com
URL: http://www.familyfunabilities.com
Offers family fun and family health resources for families with disabilities.
Family fun abilities offers a wide variety of family fun and family health resources to enhance the quality of family life for families with disabilities including: arts and crafts, celebrations, children and teens with disabilities, disability community support, cooking, disability rights, employment, budgeting and finances, genealogy, family health and fitness, cooking, family fun and games, grandparenting, inspiration, family safe surfing, family life, medical, music, nature, parenting, pets, recreation, relationships, spirituality, vacations, and more resources for families with disabilities.
Our website offers a place for parents, caregivers and children to meet online, including an interactive chat room, bulletin board and e-Group forum where parents and family can share and support. We invite you to subscribe to our free periodic newsletter, for which we solicit articles from parents and professionals on a variety of relevant topics. Our website also offers a huge directory of well organized links to disability-related resource websites and our family health news makes it easy to view several authoritative resources on family health.
GRIDLINK
Frensham House, New Street
Honiton, Devon EX14 1BZ UK
Contact:
Tel/Fax: 01404 42445
Email: gridlink@rmplc.co.uk
URL: www.rmplc.co.uk/eduweb/sites/ctrh/What is Gridlink?
Gridlink is a small organisation at the forefront of developing distance learning methods, specifically aimed at those pupils who are unable to attend school, or whose parents choose home education. We meet the requirements of the National Curriculum up to and including GCSE.
We believe that the way we work has many advantages for the growing number of children who are left behind by traditional approaches to out-of-school teaching.
Children suffering from illnesses such as ME can work in a supportive and understanding environment which doesn't force the pace beyond their capabilities, but makes the maximum use of their energy, ability and will to learn.
We use computers to provide the best and most productive distance learning approach, but our teaching and communication is on a very individual basis, with a high degree of one-to-one tutor involvement. How does Gridlink work?
Each pupil on the Gridlink system receives individually-designed lessons from specialist tutors, following an agreed weekly timetable. Pupils send their completed lessons to their tutors at an agreed time, and the tutor provides detailed feedback on every lesson, which is returned promptly to the pupil with the next assignments.
A range of resources is used, selected to cater for individual needs. These include up-to-date National Curriculum textbooks, worksheets from teacher resource packs, CD Roms, cassettes and videos. Pupils are also encouraged to research from other materials when appropriate.
Tutors and pupils keep in regular contact. This enables the development of a good pupil-tutor relationship based on mutual respect, and is a major factor in the enhancement of self-esteem which we have observed in our pupils.
GROWING WITHOUT SCHOOLING
2380 Massachusetts Ave., Ste. 104,
Cambridge, MA 02140 USA
(617) 864-3100
URL: www.holtgws.com
Pat Farenga, Director
Founded in 1977 by the late author and teacher John Holt, GWS is based on the idea that young people are good at learning and that learning happens everywhere. Our stories explore how people of all ages learn and grow and how others can best help them. GWS is an ongoing conversation among its readers, and it allows homeschoolers (and other interested people) to share experiences, thoughts, questions, and concerns. While there are often interviews with authors and teachers, no one is paid to write for GWS - the staff that publishes it is barely paid! Besides supporting homeschooling, GWS is a demonstration of Holt's belief that people can be trusted by the government to learn what they need to learn to be good citizens. It is also an example, to me, of how a small number of people can affect larger social change simply by networking and meeting with one another. The annual Directories of local homeschooling families, Homeschooling groups in and out of the United States, friendly school districts, helpful professionals, Grown-up Homeschoolers, and more have made GWS a tool for social change and inspiration for many homeschoolers.
HOME EDUCATION MAGAZINE
Post Office Box 1083,
Tonasket WA 98855-1083
TEL: (800)236-3278;
E-mail: HEM-Info@home-ed-magazine.com
URL: www.home-ed-magazine.com
Published since 1993 by a second-generation homeschooling family, each bimonthly issue of Home Education Magazine includes outstanding feature articles, interviews, news and updates, resource and book reviews, and several regular columnists writing on homeschooling fathers, working with younger children, high school and college concerns, political action for homeschoolers and many other topics. Home Education Magazine is widely recognized as the most balanced and informative magazine on homeschooling.
Subscriptions to Home Education Magazine are $32.00 per year; $6.50 single issue postpaid.
Home Educators' Cooperative Learning Community, Inc (HECLC)
P.O. Box 141458
Columbus, OH, 43214, USA
Contact Person: Christi Wildman
Phone: 866-206-9073 ext 2052
E-mail: info@heclc.org
URL: www.heclc.org
To provide information, resources and support to home educators, their families, and those interested in home education.
To co-ordinate educational and social opportunities in a co-operative, nurturing and multigenerational environment for adults, teens and children. To promote an open and inclusive community for home educators to interact in an atmosphere of respect and dignity. Participation is open to anyone of any belief system, creed, race, gender, age, national origin, or educational philosophy or family type.
HECLC is a non-profit incorporation with 501(c)3 designation. HECLC is funded from a combination of donations, membership fees, activity fees, and charitable grants.
HOME SCHOOL VILLAGE
243 Fifth Street
Silverton, Oregon 97381 USA
URL: www.homme-school-village.com
Ronald Johnson, Founder
Home School Village is like a piece of clay that is constantly being molded and created by its members......
It is the mission of Home School Village to be a place for children and adults, in school or out of school, homeschooled or unschooled to freely share ideas, experiences and knowledge (practical or impractical, possible or impossible) and communicate with like-minded people concerned with the wonder of learning. By communicating with other people and sharing, thinking about and accepting ideas and experiences on Home School Village, we believe people can be inspired to direct their own learning. We encourage kids and teens to participate in Home School Village.
INTERNATIONAL HEALTHY CITIES FOUNDATION
Public Health and Urban Planning
University of California at Berkeley
410 Warren Hall
Berkeley, CA 94720-7360
PHONE: 510 642-1715
FAX: 510 643-6981
Leonard J. Duhl, MD, Executive Director
E-mail: len-duhl@socrates.berkeley.edu
URL: www.healthycities.org web site in multiple languages.
Healthy Cities is a worldwide program (7500 communities), concerned with participation in a holistic and equitable way. It involves maximizing the assets of the people and community.
Healthy Cities and Healthy Communities is a process to increase the competence of communities (its citizens, organizations and institutions) in improving their quality of life and health.
To do so requires all sectors to come around a "common table" and search for solutions that fit at "win-win" value system. Working on whatever is of concern, starting with easily achieved programs, they learn skills to deal with more and more complex issues.
Further information is at www.healthycities.org. Click the tutorial button, for a short description of the process that is now taking place in 7500 communities worldwide. All are different. There is no central organizer, but communities help each other, and share expediences. The Community Toolbox is another important resource at http://ctb.lsi.ukans.edu
IROQUOIS LEARNING
by candace, an Iroquois Shaman
Candace Cole-McCrean snowy@worldpath.net
very interesting opportunities [for a new learning system] are emerging. do realize, however, that native americans have "apprenticeships" that often last for most of a person's life and that we do not believe one comes into true maturity and capability until after age 40. until then, even with all the mentoring and apprenticeships we provide, we are still guiding and testing and trying and coaching our young but that we do not commonly believe they are yet prepared ...
for us, life is a school, but also the apprenticeships and nurturing of gifts is constant and young [persons] are often removed from their biological families and live with those elders who have similar gifts. they often spend more of their lives with these elders, working for them, then later with them, than they spend with their "families". ... the young [adult], under age 40, or even after, if unproven in wisdom and judgment, does not have equal power to decide or act on what effects others, although if they choose to act as though they do, no one will stop them....just the mentor/elder, may first try to insist, then if that doesn't work, will back away and not be involved any longer with the younger member until that person realizes the insufficiency of his/her preparation to date and comes back willing to learn. the most difficult and extreme case of this training is of course, what i was trained in--shamanism--or spiritual responsibility.
Lifetime Learners of Georgia Homeschooling Support Group
Lara Kimber Founder / President of L.L.G.
Phone: 770-419-8680
E-mail: mrslarak@yahoo.com
URL: http://llg.freeyellow.com
Hi everyone!
For those interested, I wanted to send out some updated information about the L.L.G. - Lifetime Learners of Georgia Homeschooling Support Group. We are starting up 4 new Area Groups, bringing us to 10 total area groups that we hope will be of great help to homeschoolers in Georgia! Below is a listing of all our Area Groups including the 4 new ones. The *new* Area Groups will officially be starting up in September though we already have some members for all of them. Also included is a little information about the L.L.G. Group. If you have any questions about our group, please feel free to contact me! :)
Locations of our Current Area Groups:
- L.L.G. Area One Group: Covers: North-East Cobb County (Including parts of Woodstock, and Central Cobb County
- L.L.G. Area Two Group: Covers: Pickens, Gilmer, and North Cherokee Counties
- L.L.G. Area Three Group: Covers: North Central Cobb, South East Bartow, and South Cherokee Counties
- L.L.G. Area Four Group: Covers: North Fulton County
- L.L.G. Area Five Group: Covers: Newton, Rockdale, and South Dekalb Counties
- L.L.G. Area Six Group: Covers: South-West Cobb, North Douglas, and East Paulding Counties
- L.L.G. Area Seven Group: Covers: Gwinnett County
- L.L.G. Area Eight Group: Covers: North-West Cobb County
- L.L.G. Area Group Nine: Covers: Forsyth County
- L.L.G. Area Group Ten: Covers: Bartow County (this area is in and around Cartersville)
The L.L.G. Homeschooling Support Group caters to the diverse society we live in, and all homeschooling families are welcome! However, our members prefer their religious and political beliefs not be a part of the group's identity and purpose. We are in no way related with the Secular Humanists, nor are we anti-Christian, or any other religious or political belief, in any way. Our group is an eclectic mix of many personal religious and political beliefs. Our main focus is to support learning lifestyles.
As the group grows, we plan to continue incorporating many resources for our members. These resources include: Weekly Social Days, a Member's Only Website (with Monthly Event Calendars and other happenings within the group), our Monthly Newsletter, an "Older Youth Group", Group 4-H Club, Youth Book Clubs, Monthly Homeschooling Information Night, Special group classes for youth members, field trips, other events and activities, and more! Field Trips are usually geared towards all age groups, however some events will be of more interest to one age group than another. Children of all ages are welcome in our group!
Our group also meets year round so feel free to join us at any time!
Each Area Group within L.L.G. has their own Monthly Calendar of Events that includes Social Days, Field Trips, and Classes, as well as any special events done by that Area Group. The Older Youth Group, 4-H Clubs, Book Clubs, Special Classes, and a variety of other activities, are open to all members of L.L.G. regardless of your Area Group.
To cover the costs of mailings, printings, and other expenses involved with maintaining the Support Group, we do collect a Yearly Membership Fee in the amount of $20. If you are interested in becoming a Member of the Lifetime Learners of Georgia Homeschooling Support Group, you can find an application for the group on our website at: http:// llg.freeyellow.com/ , or you may call or email me your postal mailing address to receive one. Again, if you have any questions about our Support Group, please feel free to call or email me.postalmemin.html
MAIL BOX MENTORING
4003 50th Ave SW
Seattle WA 98116 USA
Founder: Ronald. A Richardson
Since 1992 Mail Box Mentoring has been a needwork of peer counceling (by s-mail only). Teens, especaily homeschoolers, send their poems, short stories, articles and other writing to Mail Box Mentoring for comment and review. Ron also advises teens on launching their own zine, like his own Readers Speak Out. No youth problem is taboo. If it’s not for public discussion, say so and you’ll get a private letter advising you on classical music, stoic philosophy, socially appropriate investing, Buddha’s sayings, voluntary simplicity, feminism, nonviolence or whatever. Just a place to sound off and be heard.
MENTOR APPRENTICE EXCHANGE
RR 1
St George, Ont.
NOE 1NO CANADA
Twenty-seven year old Heidi Priesnitz has always sought out teachers and mentors. As a young, unschooled learner, she found numerous people in her family and community who were willing and able to share their knowledge with her. As an 19-year-old, she formalized the process by starting the Mentor Apprentice Exchange, a directory and newsletter dedicated to fostering informal mentorships and apprenticeships.
MAX, as it ís informally known, has since evolved into a section on the Natural Life newsmagazine's Internet website that lists contact information for apprenticeship opportunities in a variety of fields, and for individuals of all ages who are seeking apprentice positions. (Natural Life is published by Heidi's parents.) There is also a great deal of useful information designed to help prospective mentors and apprentices make the most of the situations they create.
Heidi describes the learning process this way. "Two people work together -- one person who wants to gain specific skills or knowledge, and another person who is experienced in those particular areas. The apprentice offers hands-on assistance in exchange for the mentor's skills and wisdom. This barter can take place in any field of activity, between two people of any ages. Apprenticing yourself to someone who has the skills you want to gain is an inexpensive and exciting way of learning.
By placing listings in MAX, you can introduce yourself to mentors in a variety of fields. You will also be able to read through the list of apprenticeships available in such areas as organic gardening, felt making, publishing, horse training, woodworking, beekeeping, canoeing, drum making, metal sculpting and solar design. Through apprenticeships, you can find work that you enjoy, or gain the tools you need to establish a business of your own. If you're looking for real-life, hands-on learning situations, try an apprenticeship!
She adds, "This holistic approach to apprenticeships allows for greater integration of business, education, and community."
NATIONAL 4-H CENTER. INNOVATI0N CENTER FOR COMMUNITY & YOUTH DEVELOPMENT
7100 Connecticut Ave.
Chevy Chase MD 20815-4999 USA
(800)368-7462
Contact: Mark Tirpak tirpak@fourhcouncil.edu
URL: www.fourhcouncil.edu
The National 4-H council was established in 1976 as a nonprofit educational organization dedicated to realizing the transformational power of youth and adults learning togther to address challenges and opporutities critical to their communities.
It is clear that youths need opportunities to make meaningful contributions to their communities and their own lives. Colaboration between youth and adults starts at the Board level of the 4-H Innovation Center. Involving youths as full parnters in decision making is a hallmark of their operations down to the community level. Emphasizing the transformational power of youth has developed from the long historry of 4-H service to young people.
4-H was born in the early 1900s in response to young people’s need for better agricultural education. Progressvie educators began extending nature study, agricultural and technological education in families with programs that enabled Youth and adults to learn together. Many communities, organized 4-H clubs, with parents serving as volunteer leaders and Cooperative Extension agents providing educational material.
In 1911, 4-H officially adopted the univerally recognziie four-leaf clover emblem. Symbolizing the four Hs (Head, Heart, Hands, and Health}.
Today the commuity club model still engages young people, ages 9-15 in "learning by doing." Through the years, the overall goal of 4-h has rremained the same the develoment of youn people responsible and productive citizens.
While continuing to serve youth in rural areas, 4-H also works with diverse groups of youth in a variety of urban and suburban locales.
In 1998 the 4-H council created the invoative Center for Community and Youth Development. The core aim of the Center is to propel innovations and build a national movement to involve youth as full partners with adults in meeting community needs. Among the highlights of the activities are the following;
- At The Table, a program that aims at building a national movement for youth in government -- a world where young people are invited to the table as full partners wherever decisions are being made that affect them.
- Bridging the Gap, of isolation, a project fo inprove youth development in isoladed communities by helping youth and adults to identify local cultural, historialc, geoligcal and organational asssets, and then using that knowlege to promote community development.
THE 4-H Innovation Center hosts an e-mail discussion group you can join at URL www.fourhcouncil.edu/cyd/innovate.htm.
National Home Education Network
Jocelyn Vilter
Incoming e-mail admin.
E-mail: JVilter@mac.com
URL: http://www.nhen.org/
Mission Statement:
"The National Home Education Network exists to encourage and facilitate the vital grassroots work of state and local homeschooling groups and individuals by providing information, fostering networking and promoting public relations on a national level. Because we believe there is strength in a diverse network of homeschoolers, we support the freedom of all individual families to choose home education and to direct such education."
NET SCHOOL OF MAINE
145 Maine St.
Brunswick, ME. 04011
(207)729-6090
URL:
Frank J. Heller, MPA, founder/proprietor
NetSchool of Maine is an internet based, instructional and home education alternative and supplement for parents and learners of all ages. It is a large, well-maintained storehouse of information and resources on distance learning and education. It is partially maintained by advertisers and parents/students who use its consulting services, and partially by its parent, GLOBAL VILLAGE LEARNING of Brunswick, ME. Technical details, 'success' stories, 'how-to' manuals, distance learning scholarships, technology trends, and other extremely useful and hard to obtain information is on this site. With its growing list of tutors & mentors, Netschool is well positioned to apply as a DL based Charter school for Maine.
New Horizons for Learning
PO Box 15329
Seattle, WA 98115-0329
206-547-7936
Email: building@newhorizons.org
URL: www.newhorizons.org.
New Horizons for Learning, founded in 1980, is a non-profit educational network based in a virtual Building on the Internet at www.newhorizons.org. We offer resources for teaching and learning at every age and ability level, and are especially interested in reporting on and catalyzing the development of community learning centers. We publish a quarterly online Journal also located on our website.
ON-LINE POSTGRADUATE DISTANCE TEACHING FOR REFLECTIVE AND COMMUNICATIVE LEARNING
Science and Mathematics Education Centre,
Curtin University of Technology,
Perth, Australia
Contacts: Peter Taylor and David Geelan
At Curtin University is developing an on-line postgraduate Masters unit in Curriculum for distance learners: teachers of science and mathematics in Australasia, the Pacific and SE Asia. Its pedagogy is shaped by a ‘critical constructivist’ perspective which values engaging students in critical self-reflective thinking and dialogical discourse with peers. Its web site comprises a set of reflective reading activities that students undertake individually in preparation for on-line interaction. A reflective journal is of central importance. For on-line learning, students interact asynchronously in time under the guidance of a rotating discussion leader. An electronic bulletin board provides a number of on-line discussion rooms. Formal discussion occurs in the Activities Forum (the virtual classroom), informal social discussions occur in the Social Forum (the virtual coffee shop), and technical questions about connectivity or the program occur in the Technical Forum (the tutor’s virtual office). An important role of the on-line tutor is to stimulate student interaction and provide monthly formal assessment on the extent to which students are learning from their peers and contributing to the learning of their peers. Assessment is weighted 60% for on-line participation and 40% for electronic portfolios submitted at the end of the unit.
Parent-Directed Education
E-mail: marbleface@aol.com
URL: http://groups.yahoo.com/group/Parent-DirectedEducation
Our own website is in development -- I'll let you know when it is up.
Intro from our discussion list:
PARENTS HAVE THE RIGHT TO DIRECT THE EDUCATION OF THEIR CHILDREN!
Parents often do not fully recognize their power to control and direct their children's education. They may not know, or believe, they have the right to do so.
We hope to encourage parents to RECOGNIZE this right and to support them as they EXERCISE this right.
General discussions about outreach to parents involved in all educational settings are needed.
We will emphasize networking and sharing information to facilitate connections -- between parents who are homeschoolers and parents who have children in public school and private school, and parents who use tutors or other methods.
Parent-directed education can use any or all of these methods -- and more. Rather than preferring one method, this list seeks to promote informed choices by empowered parents.
Let's use this list and chatroom as a starting place -- a small place to meet and work together for great change!
ROAD SCHOLARS
7 Florence Road
Harrington Park, NJ 07640
(201)768-8961
Leslie Van Gelder, Director
Founded in 1998 by educators who believe that people learn best through experience, Road Schoars, Inc. provides one and thee week long courses for college age and adult participants. Curriculum is made to come alive. Ellis Island, Eastside Tenements, the Lewis and Clark expedition, and other real life experience are coouple with academic study. Course in Literature, History, Urban Studies, Socioleogy Ecololgy and Economics are included in the curricula. Classrooms may be around campfires, on city stree corners, under an canopy of old growth trees, and may include local experts or story tellers as will as the faculty and students in the group. To build solidarity and give a sense of belonging to each member the courses are limited to 15 participants each.
SCHOOL OF LIVING
432 LeamanRd.
Chchranville. PA 19330USA
(610)593-6988
Founded in 1934 by Ralph Borsodi, the School of Living is dedicaterd to the learning of personal responsibility and right-living. It aims to foster self-governing communities that are democratic, human, globally conscious, and eocolgical sound.
SCHUMACHER COLLEGE
An International Centre for Ecological Studies
The Old Postern,
Dartington, Totnes, Devon TQ9 6EA, UK
Hilary Nicholson, The Administrator
Tel: 0-1803 865934
Fax: 0-1803 866899. From outside the UK, replace the first 0 with the appropriate international dialling code.
Email: schumcell@gn.apc.org
Web: www.gn.apc.org/schumachercollege
SCHUMACHER COLLEGE was founded in 1991 upon the convictions that the world view which has dominated Western civilisation has serious limitations and that a new vision is needed for human society and its relationship to the earth.
Evidence of planetary crisis confronts us in the despoliation of the environment and the loss of meaning in the lives of individuals. Increasing numbers of people are seeking to understand the complexities of this breakdown and are wondering whether and how to invest their own lives in making a difference. The College offers rigorous inquiry to uncover the roots of the prevailing world view; it explores ecological approaches that value holistic rather than reductionist perspectives and spiritual rather than consumerist values. It also offers a learning experience which is consistent with an holistic philosophy.
Through interdisciplinary studies, Schumacher College aims to explore the foundations of the new world view. A unified residential education offering physical work, meditation, aesthetic experience and intellectual inquiry creates a sense of the wholeness of life. At the College, people find refreshment, and often new direction. They find that they have touched a source of inspiration and are reminded that there are others who share their deepest values about life and its meaning. Course participants:
People aged from 20 to over 80 come to the College from all over the world. Many are at a turning point in their lives and, as well as having a clear academic interest, may be asking fundamental questions about the state of the world and their role in it. Participants need to be fluent in English in order to attend the courses. Continuing professional development:
Many participants use the courses as a unique opportunity to continue their professional development in an interdisciplinary group. Practising health workers, organisational consultants, educators, scientists, theologians and economists are among those who have particularly benefited from attending courses at Schumacher College. Learning Dynamic:
In order to create the most fruitful interaction during the courses, we usually have, in addition to the guest teachers, a facilitator and an Academic Course Tutor. The Academic Tutor provides support to people developing projects for masters level accreditation; the facilitator helps the group to find ways to work with the process of learning. Whatever the focus of study, each course aims to bring together people who wish to:
- explore issues of sustainability, diversity, equity and wholeness.
- interweave meditation, reflection, shared work, study, field trips and community life.
- take an active part in the self-organising processes that enhance individual and group learning.
Accreditation:
Where stated in the course descriptions, Schumacher College offers Masters Level Credits in partnership with The University of Plymouth. Schumacher College also offers a one-year taught MSc in Holistic Science.
SHELTER INSTITUTE
873 Rte 1 (corner Montsweag Rd and Rte1)
Woolwich, Me 04579 USA
Founders: Pat and Patsy Hennin
Tel: (207)442-7938 fax 207-442-7939
E-mail; situte@gwi.net
URL: www.shelterinstitute.comMission:
To provide clients with information, services, and products for the well-engineered house with competence, good cheer and a breath of fresh air.
Shelter Institute begins its 26th (2000) year of teaching people design and housebuilding by approaching the process as practical problem solving, It’s new home is a 69 Acre site with a self-built timber frame that demonstrates the whole philosophy of "You-can-do-it."
Classes range in length from one day, one week, two weeks, three weeks, or once a week for 15 weeks. At our new campus we are attracting teachers of every aspect of craftsmanship to offer short workshops that allow peop[le to try their hand at a whole new practical "art". In addition to our regular house design and build classes we offer one week timberframe building classes, a fine woodworking tool shop, a book store that offers thousands of skillbuilding books.
Not only do we teach housebuilding but we offer timberframe kits that allow the owner to participate to the extent they wish to achieve this high-quality, high-end house at a reasonble cost.
This year we are offering short hands-on workshops on masonry, chimneys, randiant in-floor heat, plastering, carving, contracting your house, boatbuilding, steambending and more. Our new rural campus offers hikes and trails and encourages a visit to the rocky Maine Mid-coast area. It is our vision to encourage other craftsmen to join our campus atmosphere wnd offer demonstrations and workshops.
STUDY CIRCLE RESOURCE CENTER
POBox203
Pomfret, CT 06258 USA
(860)926-2616
E-Mail: scrc@neca.comAbout our work
Over the last nine years, study circles have taken hold in dozens of communities across the country, belying the pundits who decry the inadequacy of political participation by Americaís average citizens. These communities have found in the study circle model a way of bringing together a broad cross section of everyday people, across customary political and social dividing lines, to deliberate on complex and controversial public issues that affect their lives, and to take action on those issues. Through the commitment and creativity of local organizers, the study circle has become an innovative structure for deliberative democracy. Nationally, study circles have been widely acknowledged as a practice that effectively addresses such issues as race relations, education reform, crime and violence, growth and development, and criminal justice. What is a study circle?
A study circle is a small, diverse group, usually 8 to 12 participants; meets regularly over a period of weeks or months to address a critical public issue in a democratic and collaborative way; sets its own ground rules for a respectful, productive discussion; is led by a facilitator who is impartial, who helps manage the deliberation process, but is not an 'expert' or 'teacher' in the traditional sense; looks at an issue from many points of view; does not require consensus, but uncovers areas of agreement and common concern; progresses from a session on personal experience of the issue, to sessions providing multiple viewpoints, to a session that looks at strategies for action. What is the Study Circles Resource Center?
SCRC was established in 1989 to promote the use of study circles on critical social and political issues. It is a project of the Topsfield Foundation, a private, nonprofit, nonpartisan foundation whose mission is to advance deliberative democracy and improve the quality of public life in the United States. SCRC staff members offer their services to community leaders, free of charge, at every stage of creating a community-wide study circle program: giving advice on all the steps in the organizing process; helping to develop strong coalitions within communities; advising on material development; and writing letters of support for funding proposals. SCRC can also provide up to 500 free study circle guides for these large-scale programs. Occasionally, an SCRC staff member can visit a community to participate in organizing meetings and conduct facilitator trainings. What is a community-wide study circle program?
Study circles can take place within organizations, such as schools, unions, or government agencies. They have their greatest reach and impact, however, when organizations across a community work together to create large-scale programs where many citizens - in some cases thousands - meet in study circles to talk about a public issue such as race relations, crime and violence, or education. These programs have become wellsprings for action - from grass-roots efforts, to change in local or state policy. In so doing, they help to build the bonds that are essential to creating healthy communities.
Community-wide study circle programs are organized by a broad-based coalition of community organizations working to make sure that people from all sectors of the community are included; involve many study circles happening at the same time across a community; provide a basis for problem solving, and lead to action at many levels; create new personal relationships and community networks. How do community-wide study circle programs come into being?
Typically, a single organization such as a mayor's office, a school board, or a Human Relations Commission takes the lead, and staffs the project. In most communities, an initiating organization takes the first step by approaching other key organizations to build an organizing coalition. Often, coalitions in community-wide programs have at least 20-30 organizations, including, grass-roots organizations such as churches, neighborhood associations, businesses, schools, and clubs. What are the outcomes of community-wide study circle programs?
By participating in study circles, citizens gain 'ownership' of the issues, discover a connection between personal experiences and public policies, and gain a deeper understanding of their own and others' perspectives and concerns. They discover common ground and a greater desire and ability to work collaboratively to solve local problems - as individuals, as members of small groups, and as members of large organizations in the community.
Community-wide study circle programs foster new connections among community members that lead to new levels of community action. They also create new connections between citizens and government, both at an institutional level and among parents and teachers, community members and social service providers, residents and police officers. Where are community-wide study circle programs going on?
In 1992, Lima, Ohio, became the first city to create a community-wide study circle program. Since then, more than 65 communities have followed Lima's lead, ranging in size from tiny Alread, Arkansas, to Los Angeles, California. More than 100 other communities are in various stages of planning and organizing community-wide programs.
1761 Vallejo, Suite 302
San Francisco, CA 94123-5029 / USA
eMail: info@syntonyquest.org
http://www.SyntonyQuest.org
Alexander and Kathia Laszlo, Co-Founders
Syntony Quest is an evolutionary learning organization dedicated to helping those who wish to learn how to cope with change and uncertainty in ways that foster community and sustainability. It responds to this challenge by tapping the creative potential of individuals and groups and facilitating the emergence of Evolutionary Learning Community through conversation, design, and action.
Syntony is a purposeful creative aligning and tuning with the evolutionary flows of which we are a part. It involves a conscious “listening” to the rythms of change and an intentional learning of how to play our own melody in ways that harmonize with the larger evolutionary piece. Syntony is the process of finding and creating meaning and evolutionary opportunity, both individually and collectively. The syntony quest engages those who seek to journey toward a sustainable and evolutionary society in partnership with Earth.
Our purpose is to catalyze learning processes that empower individuals and groups to develop the competencies necessary for the co-creation of sustainable and evolutionary futures. Our activities include:
- design of Evolutionary Learning Communities
- community development projects
- provision of learning resources
- action-research on new educational models
- workshops and seminars on systems thinking and its application to social and environmental concerns
Syntony Quest is a 501(c)(3) tax-exempt public benefit organization.
THE FOLK EDUCATION ASSOCIATION OF AMERICA
107 Vernon St.
Northampton MA 01060 USA
Chris Spicer, Director
E-mail: cspicer@12Sphast.umass.edu
The Folk Educaton Association of America (FEAA) is a grass-roots association of North American folk schools, peoples learning centers, academic community and academic institutions, resource organizations and individuals. The common thread is involvemnt or interest in learning that affirms life and strives to build communites that are just, democratic, and environmentally sustainable. I call it people’s education. Inspired particularly by the Danish and broader Scaninavian "folk" education experience and by Latin American liveratory - or popular - education, the membership is connected to an international network of experimental, community-based and participatory program leaders.
THE HOME SCHOOL SOURCE BOOK
Brook Farm Books
Bridegewater, ME 04735 USA
Tel: 1-877-375-4680
or,
Box 101
Glassville NB 37L 4T4. CANADA
Editor: jean@brooksfarmbooks.com
Phone: -877-375-4689.
The Home School Source Book, 2nd edition, by Donn Reed goes well beyond the usual homeschool resource guide, providing self-learning resources for all ages, certainly including adult autodidacs.
Half the book is commentary and essays about 24 years of homeschooling and the Reed’s experiences raising and learning with their four children (now grown and very independent). The other half is a catalog and directory to a vast wealth of materials theyíve found to be creative, challenging, and fun. Thereís no pre-packaged curriculum, although you can read about places to get it. You can create your own ideal learning environment using these resources. You'll find most everything you need for a liberal arts education from pregnancy & birth through adulthood, such as- copies of the American Constitution, models from the British Museum, books for adult reading (and education), kits, games, globes, and many books of children’s and classical literature at $1.00 each.
The bias of this book is toward a liberal arts education without a religious soapbox. You may not always agree with Donn, but you’ll always know where he stands, and he’ll challenge you to think about issues. You’ll find cartoons and some freebies (or almost free) too.
Michael Leppert, of The Link, calls this book "the grand-daddy of all homeschool resource books. His (Donn’s) intelligence and sense of humor take the Source Book way beyond being an illustrated listing of products; it becomes a great primer in how to teach your children and be a conscientious citizen." Home Education Magazine calls this book, "a browser’s delight- a veritable smorgasbord of articles, resources, essays, insights, honest (and sometimes scathing) reviews, notes and commentaries on home education. Donn offers some of the most opinionated (and on-target) writing available anywhere on the subject of homeschooling." The Whole Earth Catalog called this book, "A Whole Earth Catalog for homeschoolers
The Sourcebook ( $20 US), and many of the resources mentioned in it, are available from Brook Farm Books.
the informal education homepage
62 Casby House
Marine Street
London
SE16 4SY
Phone: +44(0) 20 7252 0888
E-mail: infed@globalnet.co.uk
URL: www.infed.org
A resource for informal educators - includes the encyclopedia of informal education (250 articles on key thinkers, ideas and concerns); the informal education archives (with key articles and books on-line); and the informal education forum (articles, bulletin board and chat room. There are also various routes through the material for those engaged in self-education.
THE INSTITUTE FOR SOLAR LIVING
POBOX 836
HOPLAND CA 95449
(707)744-2017
E-mail:
ISL provides workshop throughout the summer for citizens and future citizens of all ages interested in creating a petroleum and grid free world based on solar energy. Classes are held in the Real Goods’ Solar Living Center that demostrates the power of solar living as well as teaching the techniques of Sutainable Waste Water Design, Solar Electric System, Constructing a Cob House, and other topics for lifestyle of less stress on the environment.
THE LEARNING EXCHANGE
Evanstown, IL.
In Deschooling Society (1971), Ivan Illich suggested that computers could be used to create "learning webs." Illich wrote, "What makes skills scarce on the present educational market is the institutional requirement that those who can demonstrate them may not do so unless they are given pubic trust, through a certificate. We insist that those who help others acquire a skill should also know how to diagnose learning difficulties and be able to motivate people to aspire to learn skills. In short, we demand that they be pedagogues. People who can demonstrate skills will be plentiful as soon as we learn to recognize them outside the teaching profession." (p. 90). Put simply, in this chapter Illich suggested using computers to match up peers in every field of work or topic with people who wish to meet them as a way to avoid unwanted pedagoguery. Holt writes about the Learning Exchange of Evanstown, IL, that follows Illich's proposal closely. The Exchange was started in 1971 and ended some time in the mid-seventies. Holt writes, "The Exchange began its work in a borrowed office, with a borrowed phone, a small file box and some 3 x 5 cards, and $25 from Northwestern University. Six months and $27 later it had built up a file of two hundered and ninety topics. By the end of 1973 The Exchange had its own office, a staff or four, and the names of fifteen thousand persons interested in two thousand topics."
The Micro School Project
Don Berg, Director
P.O. Box 8972
Portland, OR 97207 USA
Phone: 503-231-2583
E-mail: donberg@bigplanet.com
URL: http://www.myplanet.net/donberg
The Micro School Project is a nascent organization that will support communities and teachers to develop small neighborhood based educational programs that can be operated as home-based businesses or store front community learning centers. Program development will be guided by the goal of creating models that can be duplicated reliably at low cost in many other neighborhoods and communities.
THE MIND-BOOK, A DESIGNERLY TOOL FOR LEARNING TO LEARN IN THE AGE OF INTERNET
310 Cedar St. # 5 -
Santa Cruz CA 95060
Contact: Silvia Austerlic
Phone (831) 426-0690 or
E-mail silvia@got.net
"If you don't have a dream, how can it become true?
If you don't share your dream, how can it become real?"Mission Statement:
Because the computer revolution is so new, many effects are still to be discovered. A computer is a tool that can manipulate data; however, knowing which key to press is important but not enough. Computer literacy means that we need to understand the foundations over which computer systems are set up, and how they work. Also, we need to reflect with others about their both positive and negative cultural impacts; and find ways to balance them, so we take advantage of their beneficial introduction in our lives, families, and communities.
When a computer is used for learning, the meaning of learning is changed. The use of computers in education and schools is generally based on the now outdated view of human begins as rational information processors, which continually reinforces erroneous *mechanistic* concepts of thinking, knowledge and communication. We seem to forget that all meaningful knowledge is always *contextual* knowledge; and much of it is tacit, non-verbal and experiential. We humans share an abstract world of language and thought through which we bring forth our concrete world together in the process of communication. In this sense, language is always *metaphoric*, conveying tacit understanding shared with a whole community within a particular culture.
The ability to *abstract* is a key characteristic of human consciousness; and because of that ability we can make use of mental representations, role models, symbols, myths, and information. In order to make visible and embody our concepts, we need to give them a context where they can exist by its own right, a place to play.
The MIND-BOOK is a low-tech, user friendly visualization tool, that can be integrated to support any on-going learning, creative or even therapeutic process. The mind-book offers a tangible frame of reference where to make visible our own meaningful connections, and produce new ones, by playing with verbal and non-verbal symbols.
The mind-book aims to facilitate experiential thinking processes through joint productive activity among students and instructors/learning process facilitation. This is not a realm in which right and wrong apply. SYMBOLIC MEANING, INTUITIVE THOUGHT and EXPERIENCIAL LEARNING are brought to the present by the students' memory, attention and imagination; all perceptual aspects of design intelligence. Viewing design as a form of intelligence invites us to understand *genius* as the ability to work with our own perceptions, and put into effect what we have in mind.
For the students, the mind-book is a designerly tool to help them visualize their own perspective in the context of a broader learning context, explore their imagination, clarify their personal interests, and give shape to their own ideas. It connects teaching and curriculum to their experiences and skills to school, home and community. During the learning process their voices are shaped by their stories, which are meaningful in terms of personal histories, local culture and universal knowledge. For instructors, the mind-book is a visualization method to better understand and evaluate the students' learning processes, and assist them to accomplish a more complex understanding by building from their own individual performances.
It is complementary with other techniques of learning and evaluation. Alexander Laszlo, Ph. D. President Syntony Quest's comment on the mind-book: Website URL: http://www.SyntonyQuest.org "I believe the difference and value-added on a Mind-book over any other form of journaling comes with the intention the user has in mind and with the fact that it is meant to be associative and non-linear. Most scrap-books or memory-books are also associative, but they do not amount to much more than a collection of artifacts. In other words, they are not "more than the sum of the parts." By combining intentional disposition and associative receptivity, the Mind-book is at once synergetic and emergent. As such it can help surface life patterns, it can heighten awareness of one's own creative dynamic, whereas journals can only do shadowy approximations of these things. (29 Sep 1999):"
THE NATURAL LEARNERS
Learning & Resource Center
610 Speedwell Forge Road
Lititz, PA 17543
Contacts:
Christine Gable (717)627-4874 email: sagable@earthlink.net
Kay Byrnes (717)394-2024 email: dbyrnes@bellatlantic.net
We are a child-centered, non-sectarian group of learners (home schoolers) meeting to share and grow together. We respect each person as an individual, trust in their natural abilities, honor their uniqueness, and provide educational opportunities. As children and adults, we are learning all the time. We have come together in this group to grow and support each other on our individual paths. Our group plans field trips, classes and parents meetings, and also has a Resource Center.
Our Resource Center & Library includes informational books and resources about homeschooling in addition to others of interest to our members. This is a place where our families can get together on a regular basis, build friendships, and learn and play together. It is a place where children and adults decide together what avenues of interest to pursue; we also invite members of our community to come and share their talents and interests with us. The Natural Learners also has an egroup site where members can communicate with other members in addition to finding current information about events. Our group plans special events throughout the year: the Not Back to School Picnic, the Living and Learning Fair-Year 2001 with Storyteller Jim Weiss, and a Spring Gathering. We also publish The Natural Learners Newsletter.
The Natural Learners is currently filing for non-profit status. This will enable The Natural Learners to receive both public and private grants, provide us with limited liability protection, and enable us to continue developing our goal of helping to create Community Learning Centers.
Scott & Christine Gable <sagable@earthlink.net>
The New School
812 Elkton Road, P.O. Box 947,
Newark, DE 19715-0947
Contact: Melanie Jago Hiner
E-mail: info@TheNewSchool.com
Url: <http://www.TheNewSchool.com>
The New School was founded on 5 September 1995, when nine of its members, ranging in age from five to thirty-seven years, voted unanimously to "be The New School." Among the roots of the School are:
- Everyone wants to know and learn.
- Learning is most meaningful when based on personal experience and reflection.
- Shared reflection is the best ward against complacency, hypocrisy, and self-deception; and,
- education properly conceived concerns all aspects of human experience.
In response to these ideas, the processes of the New School support the greatest possible scope of personal experience and action, a means of asserting equality by its members, and, reflection through interpersonal response and discussion. There are currently 62 members of the School, including students and staff. (May 2003)
THE PATHFINDER LEARNING CENTER
PO Box 804
Amherst, MA 01004 USA
(413) 253 - 9412
URL: www.pathfindercenter.org
Started in 1996, Josh Hornick and Ken Danford operate, largely on their own, an inexpensive social center for teens open from 9 - 5, that also provides learning opportunities, private tutoring, small classes, connections to local internships, mentors, and college courses. Pathfinder is a model for small-scale, local social change; Pathfinder supports homeschooling by providing teenagers and their families who wish to leave high school homeschooling support. Pathfinder helps families that want to homeschool but who feel they can't unless they had ongoing help and support from a local resource center. In Fall 1999 there are, so far, 40 teens in various self-organizing clusters taking history, math, or other courses, using the omputers or darkroom, doing Odyssey of the Mind activities, hanging out in one of the center's lounges, or joining the band or theater groups; far more goes on, but this is all I observed there in a recent visit! Pathfinder helps parents and teens who feel high school isn't working for them by giving them choices instead of ultimatums.
THE PECKHAM CENTRE
London, England
Created with state funding in 1935, the Centre was designed by two biologists to explore health among working-class people, and the sorts of conditions and things people need to maintain their health. By creating a family club - swimming, cafeteria, gymnasium, plenty of rooms for a wide variety of meeting spaces - and providing annual medical check-ups for the families, the Peckham Centre allowed these scientists to view how adults and children chose to do or create important learning and health activities without professional management of their thoughts or movements. From the end of THE PECKHAM EXPERIMENT: A Study of the Living Structure of Society by Innes H. Pearse and Lucy H. Crocker (Allen and Unwin, London, 1943; p.274): "It is not wages that are lacking; nor leaders; nor capacity; certainly not goodwill; but quite simply-and one would suppose ordinary-personal, family, and social opportunities for knowledge and for action that should be the birthright of all; space for spontaneous exercise of young bodies, a local forum for socialability of young families, and current opportunity for picking up knowledge as the family goes along... Health is more, not less, infectious and contagious than sickness-given appropriate circumstances in society for contact." For more about the Peckham Centre also see, BEING ME AND ALSO US, by Alison Stallibrass (Scottish Academic Press, 1989).
THE PEOPLE’S INSTITUTE FOR EDUCATION AND ACTION
107 Vernon St.
Northampton MA 01060 USA
(413)585-8755
URL: www.goddard.edu/feaa
E-mail:
The Folk and People’s Education Association of America is a grass-roots association of North American folk schools, popular education centers, community and academic instituions, resource organizations, and individuals. The common thread is involvemnt or interest in learning that affirms life and strives to build communites thar are jsut, democratic and environmentaly sustainable. FEEAWA publishes a newsletter, Converstions, and a journal, Option, and holds periodic national an regioan meetings.
The Rouge Forum
E-mail: elethinker@yahoo.com
URL: http://www.pipeline.com/~rgibson/rouge_forum/
The Rouge Forum is a group of educators, students, and parents seeking a democratic society. We are concerned about questions like these: How can we teach against racism, national chauvinism and sexism in an increasingly authoritarian and undemocratic society? How can we gain enough real power to keep our ideals and still teach--or learn? Whose interests shall school serve in a society that is ever more unequal? We are both research and action oriented. We want to learn about equality, democracy and social justice as we simultaneously struggle to bring into practice our present understanding of what that is. We seek to build a caring inclusive community which understands that an injury to one is an injury to all. At the same time, our caring community is going to need to deal decisively with an opposition that is sometimes ruthless.
We hope to demonstrate that the power necessary to win greater democracy will likely rise out of an organization that unites people in new ways--across union boundaries, across community lines, across the fences of race and sex/gender. We believe that good humor and friendships are a vital part of building this kind of organization, as important as theoretical clarity. Friendships allow us to understand that action always reveals errors--the key way we learn. We chose Brer Rabbit as a symbol to underline the good cheer that rightfully guides the struggle for justice. Every part of the world is our briar patch.
We had modest success in defeating the standardized test, the MEAP, in Michigan. We work in faculty organizations and unions to deal with the racism and sexism in academia. We try to press forward questions of class size, curricular freedom, anti-racist pedagogy, real inclusion, and a just tax system. As part of the Whole Schooling Consortium, we have sponsored forums in the U.S., uniting hundreds of people for democracy and equality.
There are no dues to join the Rouge Forum. Just email elethinker@yahoo.com.
Visit http://www.pipeline.com/~rgibson/rouge_forum/ for updates
TRANSITIONS ABROAD
POBox 1300
Amherst MA 01004-1300 USA
(800)293-0373
URL: www.TransitionAbroad.com
A bimonthly magazine with practical information, and directories, for living, learning, and laboring abroad. For over 20 years Transitions Abroad has helped indpendent-minded readers and self-learners immerse themselves in cultures and learning experinces. Live in an Israeli kibbutz, learn history on a tour to the Mediterranean, WWOOF, be a willing worker on an organic farm in New Zealand, teach English in China, do your graduate work in development studies in the Czech Republic, join other seniors in a semester in Greece, study Buddhism with the monks in Nepal, learn Spanish in the museums of Barcelona. This magazine will tell your how, tell you where, and tell you why you can teach yourself the wonders of the world. ....BE
Unschoolers Unlimited
E-mail: nedvare@ntplx.net
URL: http://www.borntoexplore.org/unschool
Unschoolers Unlimited is an informal network of people who are learning to trust our own and our children's ability to choose the best ways to learn and grow.
Ned Vare and I are parents of a 22 year old son who is now a happy and successful college student in New York City. He has always been in charge of what, when, where, how much and with whom he would learn. We never used school books or taught lessons. We answered his questions when he asked and helped him gain access to the real world when he wanted it. We called it unschooling.
We hold family gatherings in CT -- usually on the third Saturday of every other month. We come together to play and socialize, to support and encourage each other, to share ideas and information, and to reassure ourselves that we are not alone in believing that children and adults can be responsible for our own lives and learning. We publish an occasional newsletter, a learning exchange list, and a mailing list.
Visit our web site: http://www.borntoexplore.org/unschool
Or contact us at nedvare@ntplx.net
Luz Shosie
WANDSWORTH HE:
Shan 07071 222 606
E-mail: kidscollege@hogonline.co.uk
URL: www.hogonline.co.uk
WANDSWORTH HE (SW London)is a new home education meeting on Tuesdays. We have a good venue - a large hall, outdoor grassed play area, kitchen etc for £15 for 2 hours. My major anxiety was/is that to cover this cost we need 6 families @£2.50 attending every single time. This is not reliable in the first stage. So we made the meetings fortnightly to encourage people to make them a priority. (So far, so good) The meeting is very simple. Parents bring food and sit together to have lunch, sharing tips on their HE experience, updating news of events, welcoming anyone new. The children tend to run happily about together in both indoor and outdoor spaces. After an hour we have 2 activities: eg painting a huge collective picture, a shared storytelling circle, a battle of cushions! I am looking at also organising some local expeditions. The aim of Wandsworth HE is to support contact, and facilitate social skills. Children tend to coalesce in 3 age bands, up to 4, 5-9, 10-14.
WELLNESS, INC.
790 Boylston St., Suite 21C
Boston, MA 02199
1-617-267-4714
E-mail: Meantobee@aol.com
Wellness, Inc. (me) is developing an Alphabet Fitness Learning Lab and Training Center (Numbers as well) for pre-school-K. Its programs are an exciting new approach to learning and literacy that teach young children to "learn physically" by adding the body to the learning equation.
Alphabet Wellness and Number Wellness will also be offered, expanding into programs from its soon to be published Kids' Wellness Guide. Kids' Wellness is the first wellness guide that pro-actively brings long recognized body mind practices to young children as it more formally introduces their physically expressive bodies to their active imaginations. Since the chemistries of bodies and minds are interdependent and reciprocal, Kids' Wellness teaches children early the ten pre-requisite Wellness Skills required to coordinate their physical bodies with healthy imagination.
Playfully designed body mind exercise scripts creatively apply children's natural play behaviors, proven sport visualization techniques for optimal performance, and extensive body mind theoretical research to learning and well-being. Aiming to routinely incorporate the positive expression of each child's unique imagination into daily life, at school, at home, and at play, it underscores the increasingly vital role early childhood educators and health professionals, as well as parents, play in making its Wellness Skills part of the future health and well-being of our children and our societies.
Audience: Preschool-K as well as older mentally and physically challanged children.
* * * * *
© Copyright 2000. CCL-LLC - All Rights Reserved.
