How Sudbury Schools Challenges Traditional Perspectives on Children and Childhood. 114
“If you observe children learning in their first few years of life, you can see that they can and do learn on their own – we leave them alone to crawl, walk, talk, and gain control over their bodies. It happens without much help from parents. You can’t make someone learn something – you really can’t teach someone something – they have to want to learn it. And if they want to learn, they will.” – Daniel Greenberg, Co-founder of the Sudbury Valley school
A couple of weeks ago I visited the first Sudbury school in Denmark together with a group of fellow educational activists and school developers from Sweden.
The Danish Sudbury School is modeled and named after the original school situated in Sudbury Valley in Massachusetts in the United States.
The Sudbury School is one of the only schools in the world that bases its activities on self-directed learning and unschooling principles, giving children the freedom (and responsibility) to explore their interests uninhibited.
At a Sudbury school there are no classes, no grades and no age segregation. Children from the ages of 4-18 are welcomed into the school without specific enrollment requirements (besides the willingness to embrace the school’s principles).
The basic principle of the Sudbury school is that children are equipped with a natural learning ability that does not require adult control or interference, so at Sudbury schools children are encouraged to follow their own interests and passions in whatever way they wish, be that fishing for months on end or playing computer games for hours and hours.
For people who are used to traditional forms of schooling, Sudbury schooling might sound extreme, radical and even dangerous. “How are children going to learn without adults teaching them?” “How are they going to prepare to step into society without formal education?” “How do they learn to read and write?” “Aren’t the kids just sitting around wasting their day doing nothing when they have this kind of total freedom?”
We have become so conditioned (through our own schooling) to take traditional formal schooling for granted that we cannot even fathom that it is possible to learn without adult interference and control. We assume that traditional forms of schooling are optimally designed to teach us everything we need to know and that its structures of control are created for our protection and safety.
In traditional schooling forms children are viewed as being naturally resisting towards learning and even as savage and malignant in nature and this is why so many structures of control and force are used to keep the child contained and confined.
But what if it is in fact the other way around? That all the structures of control and force embedded in traditional school is what is causing children to become defiant, apathetic and resisting towards learning?
At Sudbury schools a great amount of trust is placed on the child’s ability to direct its own learning. Children are seen as competent and equal members of society who has just as much to contribute with as any adult. Children are given the space and time to find out what interests them and the support of adults and the learning environment to pursue those interests.
In his book Free at last, Daniel Greenberg, one of the founders and chief philosophers of the Sudbury Valley School writes that children at Sudbury schools often learn vast amounts of materials in short periods of time. Greenberg shares an example about a group of 9-12 year old children who wanted to learn math and who, because they were dedicated and self-directed in their aim to learn, with the help of a math teacher, learned the entire 6th through 12th grade curriculum of math in 20 weeks.
What is difficult is not to learn the material in itself but how traditional schools tries to pound it into the heads of children who hates every step of it. The only way to do that is through consistently repeat the material over and over for years on end, and even then there is no guarantee that the child will remember what it was taught. A child who wants to learn however, who has initiated the learning process on their own, can learn something within a matter of days or weeks.
We need to reassess the way we look at education, because at the moment we are holding, not only individual children back from developing their full potential, but in fact entire generations of children and as a result: humanity as a whole.
This is directly reflected in the current state of the world which, as should be obvious to all of us know, is in a state of uproar and disintegration.
Sudbury schools are a powerful example of children’s ability to learn without adult interference and how what comes out on the other end of that education is not a lazy, apathetic, illiterate human being, which is ironically most often a product of traditional schooling.
Adults do not want children to be free, because they fear children, but it is not so much that they fear the children but in fact that they fear themselves. This is what traditional schools teach us: to fear our natural expression, to see it as too wild, too unruly to be left unrestrained. Since childhood we’ve come to associate moments of natural expression with being scolded, simply because most traditional schools (and most families as well) aren’t designed to harness or embrace that natural expression within us – and so we never realize how that wildness, given the right environment could allow us to bloom into our utmost unique potential. If we should learn anything from the Sudbury experiment, it is that. If there’s anything we should model our societies after, it is that.