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Freedom to learn

Author: Carl R Rogers; H Jerome Freiberg
Publisher: New York : Merrill ; Toronto : Maxwell Macmillan Canada ; New York : Maxwell Macmillan International, ©1994.
Edition/Format:   Book : English : 3rd edView all editions and formats
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Genre/Form: Méthodes expérimentales
Document Type: Book
All Authors / Contributors: Carl R Rogers; H Jerome Freiberg
ISBN: 0024031216 9780024031211
OCLC Number: 28929136
Notes: Rev. ed. of: Freedom to learn for the 80's. c1983.
Description: xxv, 406 p. ; 24 cm.
Contents: Difficulties and opportunities. 1. Why do kids love school? --
Student interviews --
Citizen or tourist class --
Schools that love kids --
Concluding remarks --
2. The challenge of present-day teaching --
How are the reforms doing? --
Learning climate --
A lost generation --
The changing school --
What does it mean to teach? --
What is learning? --
3. As a teacher, can I be myself? --
Can we be human in the classroom? --
How can I become real? --
Celebrated learning moments : learning from others --
You can be yourself --
The challenge --
Responsible freedom in the classroom. 4. A sixth-grade teacher experiments --
Comments about the experiment --
Summary --
Postscript --
5. A French teacher grows with her students --
Comments --
6. Administrators as facilitators --
Oxymoron or congruence? --
Call me Bob --
Interview with Bob Ferris --
Principal teacher --
Facilitating great ideas --
Can vision carry forward? --
Open schools/healthy schools --
Self-assessment : creating fully functioning professionals --
7. Other facilitators of freedom --
Courage, integrity, and one mistake --
Geology goes radically democratic --
Creative knowledge : born of love and trust --
Fantasy in teacher training --
Freedom part time and its consequences --
Concluding remark --
8. The interpersonal relationship in the facilitation of learning --
Qualities that facilitate learning --
What are the bases of facilitative attitudes? --
Too idealistic? --
Summary --
9. Becoming a facilitator --
A magic wand --
What is the way? --
An example --
10. Ways of building freedom --
Building on problems perceived as real --
Providing resources --
Learning objectives --
Instructional continuum --
Use of contracts --
Engaging the community --
Learning through projects --
Peer teaching --
Choice of a group --
The conduct of inquiry --
Self-assessment --
Other sources --
Concluding remarks --
11. The politics of education --
The traditional mode --
The politics of conventional education --
The person-centered mode --
The politics of person-centered education --
The threat of the person-centered approach --
The political implications of the evidence --
Can we influence a profession? --
Conclusion --
12. Is there discipline in person-centered classrooms? --
Examples from the classroom --
The public's view of discipline --
What do we know about discipline? --
Is there order in person-centered classrooms? --
Myths about discipline --
Three-dimensional discipline and learning --
Other sources --
Concluding remarks --
13. Researching person-centered issues in education --
Show me! --
What works : direct of indirect teaching --
Brain development and rich environments --
Facilitators can make a difference --
Other studies that support person-centered learning --
Caring : a protective shield --
Concluding remarks --
The philosophical and value ramifications. 14. A modern approach to the valuing process --
Some definitions of values --
The infant's way of valuing --
The change in the valuing process --
The fundamental discrepancy --
Valuing in the mature person --
Some propositions regarding the valuing process --
Propositions regarding the outcomes of the valuing process --
Values and the co-learner --
Summary --
15. Freedom and commitment --
The individual is unfree --
The individual is free --
The meaning of freedom --
The emergence of commitment --
The irreconcilable contradiction --
16. The goal : the fully functioning person --
The background from which the problem is approached --
The characteristics of the person after therapy --
The fully functioning person --
Conclusion --
A moratorium on schooling? 17. Transforming schools: a person-centered perspective --
Transforming the box --
Mass-produced learning --
Moratorium on schooling --
Moratorium on the bureaucracy --
Reforming from the inside out --
Real change --
What we know --
No feedback --
An overriding issue : do we keep the status quo or change? --
Transformation --
A learning community --
The challenge : a national dialogue --
Concluding comments --
A journey begun. 18. Some reflections --
Challenges abound --
A journey begun --
Appendix --
Resources for change : a learning community --
Endnotes --
Index --
Author profiles.
Responsibility: Carl R. Rogers, H. Jerome Freiberg.

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