http://democraticeducation.org/index.php/blog/ Op-Education captures the viewpoints of regular citizens who don't have fancy degrees in education, but who do have a strong passion for the subject. en zm.irvin@yahoo.com Copyright 2011 2011-08-13T21:53:30+00:00 http://democraticeducation.org/index.php/blog/article/the_peer_matching_network/ http://democraticeducation.org/index.php/blog/article/the_peer_matching_network/#When:21:53:30Z A good educational system should have three purposes: it should provide all who want to learn with access to available resources at any time in their lives; empower all who want to share what they know to find those who want to learn it from them; and, finally, furnish all who want to present an issue to the public with the opportunity to make their challenge known.

-Ivan Illich
The above quote was from "Deschooling Society," written by social critic and educational activist Ivan Illich. I read this book last month, and took away several ideas.

• Education should be universal and open, but not compulsory


• The current system, with its focus on certification before experience, fosters classism and exclusivity. This exclusiveness leads to idea that learning only happens in school. The concept of learning is trapped in institutions and stigmatizes everyone who "fails" to get a schooled education. *To that I add that once people leave school, they cease to engage in an active learning process.*


• A good universal education will have several features:
  
  
  
  • It will be constitutionally protected that people will have freedom of education, "the right to teach any skill,"and overall a separation of education and state.
  
  
  • The state will still be involved by allotting a certain amount of taxpayer money to be used only for education, "a basic credit." Low income people will accrue interest on their credits for as long as they are unused.
  
  
  • There will still be certification tests for competency and certain job entrances.
  
  
  • Learning will happen in skillshares, apprenticeships, and learning centers (previous school buildings and other buildings). He also advocated for "learning webs" where people seek out in personals that they are looking for academic peers, reading buddies, or a person to teach them a skill.
  
  
  
  The separation of education and state is a dangerous idea at this time in which many teachers, parents, and students are just beginning to think about ways to radically transform the schools we already have. We really do not have the collective mindset or social structure for that separation to happen without confusion as to how to learn. The interest of the post is to explore the ways in which many of Illich's ideas have already sprouted. Illich wrote this in a time when people where barely beginning to use computers for personal communication, and so his idea of the "peer-matching network" has profound implications for access to learning today.
  
  He explains that it would work by allowing someone to enter a learning activity and then wait for results to show up (immediately or by mail) of people interested in the same thing. The network would be secure. Non-computer matching would take place on "bulletin boards and classified newspaper ads, listing the activities for which the computer could not produce a match. No names would have to be given." Likewise it would be "publicly supported." In this book Illich also talked about having television booths where people could go to view material interesting to them.When I read these things I thought, Well wow, we have these things today, and they work better and faster than he described! Are we on our way to a deschooled, or unschooled society?
  
  We have youtube which allows people to have discussions and transmit ideas and social commentary. We have forums that work the same way. And with the advent of open source education, there are now numerous ways for people to access knowledge and peers to share that knowledge with, sort of like "the global nets" experience in the recent 2076 school post. There are other sources that more resemble the "peer-matching network." One of them is OpenStudy, a website that people log into to discuss subjects with others. In a podcast on The Unschooler Experiemement, I found about something that mirrors the network through and through - Zero Tuition College. At "ZTC," students and MAGE's (Mentors, Advisors, Guides, and Experts) contact one another to make and complete assignments in a course of study that matters to them. This is viewed as an alternative and supplement to traditional higher education, but this website is open to anyone.
  
  These alternatives should be circulated and considered by more people. A society in which learning is self-initiated needs to become common place and unstigmatized. Check out the links in this post, and take a peak at Deschooling Society online.]]> 2011-08-13T21:53:30+00:00 http://democraticeducation.org/index.php/blog/article/a_review_of_democratic_education_a_beginning_of_a_story_by_yaacov_hecht/ http://democraticeducation.org/index.php/blog/article/a_review_of_democratic_education_a_beginning_of_a_story_by_yaacov_hecht/#When:23:45:07Z The Village Free School go from an idea to a reality, and a beautiful one at that. That was a huge inspriation. And then in 2008 at the International Democratic Education Conference in Vancouver, BC, after watching a couple lectures and feeling disconnected from the field of education, I saw Yaacov Hecht give the conference's final key note speech. That man changed my life.
  
  Since then, Yaacov has written a book titled Democratic Education: A Beginning of a Story, and I must say, it is an incredible read! One great characteristic of Democratic Education is that it is written as a narrative and is very easy reading that keeps one engaged, learning, and excited to read more. With Yaacov's 20+ years of experience as a pioneer in democratic education, readers can indulge in a multitude of stories that capture the essence of democratic education from many different angles. In some instances, Yaacov speaks of specific cities that underwent near city-wide social transformation for the better as a result of implementing values of democratic education in their schools. He tells about individual students who attended democratic schools and the paths they took to becoming highly successful adults. He also tells about children that to the naked eye may have seemed troubled and incapable of learning but that in fact excelled when put in a democratic school setting. Yaacov even tells of how adults, such as parents, advisers, and community members, grew tremendously as a result of being a part of a school that practiced democratic education. And aside from the stories Yaacov tells of other people and schools, he discusses his personal paths of deep and meaningful learning that he underwent in crafting what is now considered worldwide as democratic education.
  
  In Democratic Education, Yaacov explains that learning in a democratic school looks and feels quite different from learning in a conventional school. Instead of all children learning from the same curriculum and taking the same tests, each student is encouraged to focus on their interests and approach learning in a way that is best suited for them. He calls this form of learning, "Pluralistic Learning", and explains that when children learn in the democratic school, outside of the box of the conventional school's curriculum and tests, each student approaches learning in their own unique way.
  
  Yaacov explains that in democratic schools, the learning process is different for each student. Learning can often times be a struggle, and finding the path that works for each student is often times the hardest, yet most rewarding part. Sometimes children will find exactly what they are passionate about, and joyfully excel in that field. Other times, the freedom that a democratic school gives to a student can be boggling and it becomes a serious challenge. For some students, especially those coming from conventional schools, education without preset tests and grades leaves them with little direction and a temporary inability to choose their own path. The struggle, or lack thereof, that these children go through is integral to democratic education, according to Yaacov. The goal of the learning process is for students to gain the ability to navigate themselves towards their chosen goals effectively. By nurturing the students' interests and well being, students leave the school with a will to contribute to their broader communities and society. Though sometimes students feel lost in the learning process, the school community and advisers help them to either find their way back to steady learning in their field, or identify a new field to pursue that the student finds more interesting. With this help, children are able to navigate through the abundance of information and fields of interest present in the world.
  
  I could go on and on about Yaacov's book, Democratic Education. I could tell about Yossi, the boy who was transferred to the Hadera Democratic School from a conventional school after falling behind. As unconventional as it sounds, he gained the skills for broad success by spending all of his 3 years time at the school playing soccer. Or I could talk about the failed efforts of Yaacov himself and his great ability to look failure in the eye and use it as a tool to better himself in his endeavors. Or I could talk about about the successful opening of nearly 30 democratic schools in Israel, which Yaacov helped to open and how democratic education is becoming more and more popular internationally. But the book will do more justice, which is why I recommend purchasing the book if you can, or requesting that you local library order it for you and your community to enjoy.
  
  I highly recommend this book as an insider look at democratic education. For those well versed on the topic, and especially for those who aren't quite sure what democratic education is all about. Yaacov Hecht as a self proclaimed lifelong learner has contributed to our world in a profound way, and his work is paying off. There are academies for training people to be advisers in democratic schools. There are more and more democratic schools opening around the world. And the network of educators and those in the education community looking to create meaningful reform are surely coming to see the benefit of implementing democratic values in education. Thanks for taking the time to read this review! If you do read Yaacov's book, be sure to recommend it to your friends, family, and colleagues. I know that my time was well spent reading it.
  
  ~ Thanks to Isaac Graves, Outreach Coordinator over at AERO, the Alternative Education Resource Organization, for reaching out to IDEA bloggers to write a review on Democratic Education.
  
  ~ You can purchase Democratic Education through AERO online by clicking here.]]> 2011-08-01T23:45:07+00:00 http://democraticeducation.org/index.php/blog/article/quote_of_the_day1/ http://democraticeducation.org/index.php/blog/article/quote_of_the_day1/#When:23:00:57Z
  "Thus at present, facing a a confusing state of automated technology, excessive urbanization,
  and entirely new patterns of work and leisure, the best educational brains out to be devoting
  themselves to *various* means of educating and paths of growing up, appropriate to various
  talents, conditions, and careers. We should be experimenting with different kinds of school,
  no school at all, the real city as school, farm schools, practical apprenticeships, guided travel,
  work camps, little theatres and local newspapers, and community service. Many others, that
  other people can think of. Probably more than anything, we need a community, and community
  spirit, in which many adults who know something, and not only professional teachers, pay
  attention to the young."
  
  In small ways I recognize the very experimentation Goodman is referring to.
  
  Big Picture Learning
  Democratic/SudVal/Free schools
  Unschooling groups and families
  Unschooling Adventures Group
  Place-based education
  Online Education
  Specialized schools]]> Philosophy of Education 2011-07-12T23:00:57+00:00 http://democraticeducation.org/index.php/blog/article/frugal_schools_2.0_-_open_sourcing/ http://democraticeducation.org/index.php/blog/article/frugal_schools_2.0_-_open_sourcing/#When:23:51:38Z
  There are numerous distributions, "distros,” of an operating system by the name of “Linux”. Linux operating systems are free for the making and the taking. Computer programmers help to create and modify distros and release them for free on the Internet. The one I use is Ubuntu, because it's one of the more user friendly versions, featuring a GUI, or graphical user interface. Others are are puppy linux, kubuntu, and linux mint, but there are hundreds to choose from based on how much computer knowledge you have.
  
  Here is how getting a distro works:
  You visit the website (I went to Ubuntu's) and find a link were you can burn the operating system (os) onto a blank disc. From here you have the option of running the os virtually, by popping the finished CD into your computer. You would use the os as you would use any other. When you eject it, your hard drive has not been affected, and your information will be on the disc. The second choice is to use the cd to permanently place the os onto a partition, or section, or your hard drive. This is what I did...but the disc didn't work. That is when I went to option 3: use another program to install the os. For Windows, I used Wubi installer. Once the os is on, you can either erase the original one, or dual boot, like I do. When I start my computer, I have the option of Windows 7 or Ubuntu 10.04 Lucid Lynx. 90% of the time I choose Ubuntu (currently because Windows 7 refuses to connect to the wireless).
  
  And.....breathe.
  
  Technical jargon aside, this has advantages.
  
  It's free -- sort of. You have to pay for blank discs and desktops/laptops. A 10 pack of kodak CD-Rewritable discs costs $3.99 on Amazon.com. You only need one disc to install the os, unlike Windows, which requires each computer to have it's own boot cd at a price. You can buy refurbished laptops for $150-$200. If you're a real techie, you can buy a laptop with no operating system, and work your magic. Some laptops have linux pre-installed, which will also cost money. Further on, I only speak from the experience of an Ubuntu user.
  
  There is plenty of educational software that you can install directly from the computer (Ubuntu software center).
  
  Free Internet client: Mozilla Firefox, also open source.
  
  Free word processor: Open Office, this can even be downloaded onto other os's (NeoOffice for Mac), still cutting costs if you use a mainstream os.
  
  Free Document Reader: similar to Adobe
  
  Free email client: Empathy or Pidgin
  
  Skype has an Ubuntu version, bka, students can still do the global communicating modern education commercials rave about.
  
  Free Image editing software: GIMP, similar to Adobe photoshop
  The list goes on.
  
  The drawback: support.
  
  There is no official technical support for Linux. Many a times I have found myself scouring the Ubuntu forms, looking for answers to my problems. You will have to use the "terminal,” similar to the Windows “command line,” to solve such problems. This is a way of doing things to the computer directly, without searching around through the GUI. For my laptop I had to enter commands into the terminal to unlock the hardware -- the web-cam, and certain keys -- the numerical keypad is still locked because I am not experienced enough to open it with the terminal.
  
  Many programs and pieces of hardware are made only for Mac and Windows. When I wanted to download adobe flash player, I had to go on the Internet to find a guy who posted the terminal commands on his blog.
  
  There is a learning curve, and it is ongoing. There are always new releases out. If you want to run these at a school, somebody needs to learn about the terminal, and a little bit about computer code. You need to fully unlock the hardware, and do your best to get hard/software that is as compatible with your os as possible.
  
  For operating systems like Ubuntu, this isn't a huge deal. I have been using this for almost a year. I did the research necessary to get it running, and it has been a very reliable experience. This can actually be a good experience for students to learn about computers too, on the note of who needs to know how to use the terminal and such.
  
  Let's compare this with the typical os.
  For a desktop, you need: a tower (the big box that is the actual computer/processor), a monitor (screen), a mouse, and a keypad. Price quotes from bestbuy.com.
  
  Windows: All in one (aio) Dell: $600+; AIO HP: $530, AIO Gateway: $600+ - you get the idea. Now at this point, the open source/mainstream expenses are the same. But then you have Microsoft office student 2010 - $130, and whatever educational software you buy.
  
  Mac (a school fav): All in One: $2000. Office Mac Home & Student 2011: $109 at amazon. Plus software.
  
  “Adobe Photoshop (Win/Mac)”: $80 at amazon
  
  If you were really checking your pockets you could look around separately for parts at the lowest price you can find. A note about brands and age: The only reasons I see for updating to “the latest and greatest” is that you're a gamer, and need lots of memory and speed, or processors have changed and you feel the need to “keep up with the Jones.” Open source systems have lower ram and processing needs, thus lowering the price of desktops you're looking for, while leaving a variety of older aged computers to choose from.
  
  If you have a computer lab of 30 AIO's the cost would be about, not including tax, shipping/handling, and rebates, $21,900+software for Windows, and $63,900+software for Mac. $18,000+ with opensource " and that's IF you get the latest package. Acer, Asus, and HP Compaq have some of the lower prices.
  
  Again, schools and districts can make the effort necessary to spend less and yield more for students.
  
  I hope that widespread use of opensource does not inspire the urge for makers to want to cash in on its priceless value.
  
  http://www.tkoeducation.com/category_s/124.htm
  http://www.cdicomputers.com/
  http://www.newegg.com/]]> 2011-07-01T23:51:38+00:00 http://democraticeducation.org/index.php/blog/article/links_and_a_theory/ http://democraticeducation.org/index.php/blog/article/links_and_a_theory/#When:18:53:44Z energizestudents.org." They feature videos about the things that should change in education, have a running blog roll, polls, and the "your point of view" education video contest. This site reminds me a lot of what we're doing here at IDEA. So I invite you all to check out the link - it might lend itself to a cool connection.
  
  Other than that I've been pondering about the financial side of the education system. Schools complain that they aren't getting enough funding. Due to the issue of the debt ceiling, there is speculation about the desire to cut even more funding from public services. These are serious problems, but at the same time, moping around, or even striking is not the best that schools can do. Why not just cut expenses, so that funding is not a problem? One great illustration is with textbooks. Out here in California, most of our textbooks come from the Holt corporation. Here is a listing of prices for a basic biology book:
  
  Students edition: $81.10; Teachers edition: $104.90; 6-year interactive online edition: $60.85
  
  Right away you can see one solution, commonly known as "go paperless." The online edition is cheapest of all. However there is a better solution: Pay nothing - sort of. The open courseware world is a place filling to the brim with free educational materials - videos, books, university courses. There is so much that is beginning to come from these sites. Now of course you'd still have to pay in any number of ways:
  
  1) FHSST offers free science books. Grade 10 physical science is 354 pages. To print this out at a library would cost each teacher and student $34.50 at 10 cents a page - still better than even the online interactive edition. This scenario only becomes necessary if you require the textbook to physically be in class - a useless requirement.
  
  2) Instead the teacher could do the following: Use a projector like elmo to see a physical copy, or use a computer hook-up to view the online version.
  
  3) use computer labs to view the online version *only if necessary*, because teachers cannot hog the computer room all day.
  
  There are benefits to this besides reducing costs. Useless busywork is averted. Since students will not be lugging textbooks to school, unless teachers hold that rule dear to their hearts, there are few ways the teacher can make students read or copy so and so from the book. Also teachers will have to know and learn more because there is no book for kids to read on during class and the teacher will have to...teach.
  
  One drawback is this: Students in low income communities may not have computer labs (or up to date ones) some kids might not have a computer at home (although this is increasingly not the case, especially due to the advent of smartphones). But even then, paying $34.50 a pop (for those with NO way to a computer, again even a library should be nearby) is way better than relying on old textbooks and expensive ones.
  
  My point is this: Educators have a multitude of ways to rise above their financial situation. Instead, they are waiting for (or racing to) top-down solutions. I think that cutting back and getting crafty and frugal can really help a lot of schools. Make better use of local libraries and its materials. Purchase refurbished desks or use something else entirely. Summer school for those who "flunked" can be set up as a home curriculum. Eliminate uniforms, awards ceremonies, junk food vending machines - all of the decorative frill and trimmings of school that have nothing to do with learning or personal development.
  
  http://www.fhsst.org/
  http://www.opensourcetext.org/
  http://wikieducator.org/Free_Textbooks
  http://opencourseware.us/
  http://en.wikibooks.org/wiki/Main_Page
  
  http://www.watchknowlearn.org/default.aspx
  http://www.khanacademy.org/]]> Students, Teaching 2011-06-23T18:53:44+00:00 http://democraticeducation.org/index.php/blog/article/teacher_appreciation/ http://democraticeducation.org/index.php/blog/article/teacher_appreciation/#When:15:51:50Z
  During the school day, my third grade class and our teacher Dave took a trip to our local park just half a block down from the Governor's mansion in Albany, New York. While throwing a baseball back and forth with Dave, I experienced something I had never previously experienced in my life: a teacher talking to me as a person. We were discussing whether the Cardinals had a real shot at the pennant and it hit me, he actually wanted to know what I thought. He considered my opinions valid and wanted to have a real conversation with me. Did it matter that I was nine and he was twenty-seven? No.
  
  In the forth grade, my teacher Chris had a group of students including myself ranging in ages from nine to thirteen sitting down to work on Math. I had always been decent at math, but never viewed it as fun. What Chris did that day was simple, he explained why math was important. He didn't say, “I need to know it for the test.” He didn't say, “Because you have to do it.” And he certainly didn't say, “You're going to need it to go to college.” No, he said “What are you interested in Isaac?” I said, “Baseball, fundraising (how we went on exciting school trips), Magic the card game, and other games.” He then explained the role of understanding math in fundraising, how math is essential to getting better with strategy in Magic, and a deeper understanding of the role of statistics in baseball. While I “got” math before, this led me to love math. To this day, when I play fantasy baseball, balance the checkbook, or analyze visitor trends on my organization's website and enjoy it, I think back to this moment.
  
  In the seventh grade, a whole heck of a lot was going on inside my body. In that lovely time as we're becoming more sexual beings, navigating relationships in whole new ways, tackling issues of self-worth, body image, and so much more, I found myself blessed to have a mentor. Each morning I would arrive at school early enough to eat breakfast and play two games of chess. It was over these games of chess that my dear friend and teacher Jeff became one of the most important people in my life. How? He listened to me, showed me unconditional love, and challenged me to be the best man I could be. From talking sports to current events to how do I ask a girl out on a date, these conversations had me excited to go to school. It was a time where I felt like I could shed all of my insecurities and be me--100%. To have this feeling ever is lucky, to experience it at one of the most difficult times of growing up is a blessing.
  
  These three memories are the first ones that came to mind as I started to think back on teachers that have deeply impacted my life. If I spent the day thinking about it, I could write a book and likely shed a small river's worth of tears in appreciation of what these individuals have meant to me. I am the person I am today because of wise, caring, and loving teachers in my life. I encourage you to take time this week to think about those that have had a positive impact on your life. And let them know. Dave, Chris, and Jeff will be getting an email.
  ]]> Schools, Teaching 2011-05-02T15:51:50+00:00 http://democraticeducation.org/index.php/blog/article/making_changes_need_your_suggestions._thanks2/ http://democraticeducation.org/index.php/blog/article/making_changes_need_your_suggestions._thanks2/#When:15:25:12Z
  I just had my spring break at Green Mountain College (GMC), and instead of going out, I stayed on campus. It was a rejuvenating experience, as it allowed me to focus on my work (and get crucial experience on the campus farm, Cerridwen). For my Voices of Community writing seminar this semester, I am working on a ten-page paper on a community and an issue it faces. This is the first paper I have written of that length. The community I have chosen is the higher education community. My thesis is, broadly, as follows:
  
  *In recent times, college has come to be seen as an economic venture, with the end result being access to current, high paying jobs, and a boost for the economy. Although the link between level of education and the workplace exists, the main goal of higher education is not about financial advancement [as people like President Obama speak about (although he does give some acknowledgement to “achieving dreams”)]. Looking at the mission statements of many universities, the work of positive psychologists like Carol Ryff, and Dan Pink's book, Drive, college produces more fundamental results. Higher education is aimed at human advancement. It satisfies the urge to be one's best self, have “psychological well-being,” and contribute to the rest of society/humanity in a purposeful way.*
  
  Edits and suggestions are welcome. This is a very important topic to me because as standardization and extrinsic motivation continues to be commonplace, I often wondered what the point of going to college was. Most of what I heard from parents, peers, and leaders lacked taste and direction. Getting this paper together also brought me to realize that the self-direction, mastery, and sense of purpose that college education brings out in people, is exactly what democratic/learner-centered education brings to the table for America's youth. Being financially stable and having a career is important, but so are those other factors of life. I also get to study some psychology and sociology in the process!
  
  In other news, I am working with my former Systems Thinking teacher, Matt, to develop an independent study for the fall semester. Systems Thinking is a philosophy/theory/practice aimed at understanding how social, physical, and non-physical systems interact as a whole, rather than analyzing them solely by parts. It encourages “big picture” thinking (and learning, wink wink) as opposed to laundry list analysis. These tools are then used to understand and create deliberate, positive change in systems.
  
  The system I want to facilitate in changing is a social one - one of the local schools here. I want to work with a classroom and the administration to see how their education process works, and what they would like to change, and suggestions I have based on what I see. I will perhaps introduce alternative education to those unaware, and my “thesis” of sorts will be a comparison/contrast of traditional and non-traditional methods and how they affect learning environments. It's collaborative, and a bit scary, because actively making change is still new to me. The goal is not to “save the day,” and I will make mistakes. I don't know how they will be received.
  
  I need to get started this semester, at least in introducing myself, making a presentation to explain my plans, and scoping out potential classrooms/”stakeholders” in the system. This brings me to another thing - what happened to IDEA's own surveys of school and classroom climate? I will need some assessment tools, and the ones currently available need registration and approval to use. I will attempt that, but a more accessible one will be helpful.
  
  Links of the day:
  Systems Thinking (what is it?)
  “Solving Problems That Count” by Dana H. Maloney - being used in my research paper
  
  Also: my brother will be homeschooling, starting this fall.
  
  Talk to you later. : )
  ]]> 2011-03-14T15:25:12+00:00 http://democraticeducation.org/index.php/blog/article/going_green/ http://democraticeducation.org/index.php/blog/article/going_green/#When:00:49:25Z
  April is Water Conservation Month. In commemoration of the upcoming month, I have written a poem. This poem is in recognition of our environmental crisis, and in celebration of its potential turnaround. Please feel free to share stories of schools going green, environmental education in the classroom, and green efforts in your daily lives.
  
  Mother Nature's Cry
  
  It took me a long while
  To better the way you live.
  Since you have turned hostile,
  I've got no more to give.
  
  My land is filled with waste;
  My children are displaced.
  They live in utter fear,
  Watching friends disappear.
  
  You treat me like a joke:
  Choke me up with your smoke,
  Strip me of any clothes,
  And leave me with my foes.
  
  I have become man-made,
  Who serves you like a maid.
  Unnatural and impure,
  A disease with no cure.
  
  Do you know how I feel?
  See the scars I conceal?
  I lost my rights and voice;
  You leave me with no choice.
  
  I am shaped based on greed.
  In pain, I sob and bleed.
  I have been infected,
  Abused and neglected.
  
  Do you hear me crying?
  I am sick and dying.
  You are my therapy;
  Love me and and set me free.
  
  My children, I love you.
  I hope you love me too.
  Your mother needs you now.
  Help me; I'll show you how.
  
  Recycle and conserve,
  Heed the rights I deserve.
  Hear my weakening voice,
  Help me regain my poise.
  
  It seems that what you do
  Has more effect on you.
  I am Mother Nature,
  Not a human for sure.
  
  You live the life you drain:
  You breathe the air you stain;
  Drink the water you soil,
  And eat the food you spoil.
  
  My gifts you must protect:
  From air to ocean shelf.
  My love you should respect;
  Save me to save yourself. ]]> 2011-03-08T00:49:25+00:00 http://democraticeducation.org/index.php/blog/article/reporting_on_education/ http://democraticeducation.org/index.php/blog/article/reporting_on_education/#When:16:16:46Z
  I *really* want to give a shot at covering news about education. I think that the depth of understanding required to do a beat will allow me to learn more about education, as well as develop and tweak my viewpoints about it. I honestly do not know much about the education system. It is very large and complex, so while it's a challenging beat, I am wondering if it will be too overwhelming. How narrow should I focus? There is an elementary school down the road, and a high school further along. I can give out the rate-my-school IDEA survey, and conduct regular interviews/classroom observations; maybe attend PTA meetings and faculty meetings (if they will allow that). But then I am not sure if the happenings in these places have the weight to be interesting. There *is* a democratic school nearby, The Red Cedar school, in Bristol, VT. However - I don't have a car and it is about an hour and a half away. I have friends with cars, but I don't know their schedules. How long can I stay to be able to cover detailed and important information?
  
  Or should I find information about standards and policies and be sort of a watchdog for what education policy means for students and citizens? With that there is great risk for my bias to come out when journalists are supposed to be impartial and inform. I think the 2nd idea of the local schools sounds the best. Any feedback? I think the main issue is just getting the courage to go out and discover what is happening.
  
  How a newsbeat works]]> Students 2011-01-31T16:16:46+00:00 http://democraticeducation.org/index.php/blog/article/soothing_hymn_of_my_eagle_mother/ http://democraticeducation.org/index.php/blog/article/soothing_hymn_of_my_eagle_mother/#When:04:08:41Z
  However, I was allowed to have sleepovers. My B's were tolerated. I did not have to be a star musician or come in first in every math and science competition. I was permitted to pursue my interests and excel through passion. Because of my mother's love, I was able to graduate from Stanford University this past June.
  
  My mother is an eagle mother.
  
  Like an eagle, she is able to have a panoramic outlook on life and view the whole picture unfolding in front of her. Sleepovers are seen as distractive and time-consuming, yet at the same time, opportunities to build socialization skills and have necessary respite. From that vantage point, my eagle mother can transcend the limited views of a ground-level tiger mother.
  
  My mother is also courageous and not afraid to take risks. She realizes that being an academic superstar may secure a foot in the door of many opportunities. However, she also recognizes that opportunity knocks when one is willing to be unique and shine outside school. My mother's valor directed my unchartered route through classical texts and poetry compositions to the doorstep of my alma mater.
  
  Furthermore, my mother has sharp vision and is quick to identify opportunities like an eagle. For her, my challenges became her chances to fine-tune her expectations of me. My teenager angst, B grades, extracurricular underperformance were not calls for argument but for parent-daughter discussion. She is willing to adapt to the ebb and flow of her life and mine.
  
  Ultimately, my mother seeks freedom. Like an eagle desiring to manifest its glory, my mother aspires to go beyond labels and stereotypes, to become a mother in her own right. She is Chinese but not limited to having high standards of musical and mathematical distinction. My mother is caring but not overbearing. She values the minute joy that flight fires from within, and is willing to overlook my shortcomings by celebrating my greater successes.
  
  Amy Chua's daughters are following a well-trodden route to success, one that is numbers-driven and formula-based. Some of us are deciding to create our own paths to success through failure, risk-taking, and defiance of norms. Mrs. Chua is teaching her daughters to pounce while many of us are already learning to fly.]]> Philosophy of Education 2011-01-31T04:08:41+00:00