Alternative
While thought about "alternative" today, most alternative systems have existed since ancient times. After the public school process was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new process. Alternative schooling developed in part as a reaction to perceived limitations and failings of traditional schooling. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative schooling, which have in the recent years grown in numbers in the US & gained greater importance in its public schooling process.
While thought about "alternative" today, most alternative systems have existed since ancient times. After the public school process was widely developed beginning in the 19th century, some parents found reasons to be discontented with the new process. Alternative schooling developed in part as a reaction to perceived limitations and failings of traditional schooling. A broad range of educational approaches emerged, including alternative schools, self learning, homeschooling and unschooling. Example alternative schools include Montessori schools, Waldorf schools (or Steiner schools), Friends schools, Sands School, Summerhill School, The Peepal Grove School, Sudbury Valley School, Krishnamurti schools, and open classroom schools. Charter schools are another example of alternative schooling, which have in the recent years grown in numbers in the US & gained greater importance in its public schooling process.
In time, some ideas from these experiments and paradigm challenges may be adopted as the norm in schooling, as approach to early childhood schooling in 19th century Germany has been incorporated in to contemporary kindergarten classrooms. Other influential writers and thinkers have included the Swiss humanitarian Johann Heinrich Pestalozzi; the American transcendentalists Amos Bronson Alcott, Ralph Waldo Emerson, and Henry David Thoreau; the founders of progressive schooling, John Dewey and Francis Parker; and educational pioneers such as Maria Montessori and Rudolf Steiner, and more recently John Caldwell Holt, Paul Goodman, Frederick Mayer, George Dennison and Ivan Illich.
Indigenous
Indigenous schooling refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous schooling methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to "reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students."
Casual learning is of forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Casual learning occurs in a variety of places, such as at home, work, and through every day interactions and shared relationships among members of society. For lots of learners this includes language acquisition, cultural norms and manners. Casual learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.
Casual learning
The idea of 'education through recreation' was applied to childhood development in the 19th century. In the early 20th century, the idea was broadened to include young adults but the emphasis was on physical activities. L.P. Jacks, also an early proponent of lifelong learning, described schooling through recreation: "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his schooling and his recreation. They not very knows which is which. They basically pursues his vision of excellence through whatever they is doing and leaves others to select whether they is working or playing. To himself they always appears to be doing both. for him that they does it well." Schooling through recreation is the chance to learn in a seamless fashion through all of life's activities. The idea has been revived by the University of Western Ontario to teach anatomy to medical students.
Casual learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with sure occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its "natural" function of every day life and is often spontaneous.
Indigenous schooling refers to the inclusion of indigenous knowledge, models, methods, and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous schooling methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to "reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students."
Casual learning is of forms of learning defined by the Organisation for Economic Co-operation and Development (OECD). Casual learning occurs in a variety of places, such as at home, work, and through every day interactions and shared relationships among members of society. For lots of learners this includes language acquisition, cultural norms and manners. Casual learning for young people is an ongoing process that also occurs in a variety of places, such as out of school time, in youth programs at community centers and media labs.
Casual learning
The idea of 'education through recreation' was applied to childhood development in the 19th century. In the early 20th century, the idea was broadened to include young adults but the emphasis was on physical activities. L.P. Jacks, also an early proponent of lifelong learning, described schooling through recreation: "A master in the art of living draws no sharp distinction between his work and his play, his labour and his leisure, his mind and his body, his schooling and his recreation. They not very knows which is which. They basically pursues his vision of excellence through whatever they is doing and leaves others to select whether they is working or playing. To himself they always appears to be doing both. for him that they does it well." Schooling through recreation is the chance to learn in a seamless fashion through all of life's activities. The idea has been revived by the University of Western Ontario to teach anatomy to medical students.
Casual learning usually takes place outside educational establishments, does not follow a specified curriculum and may originate accidentally, sporadically, in association with sure occasions, from changing practical requirements. It is not necessarily planned to be pedagogically conscious, systematic and according to subjects, but unconsciously incidental, holistically problem-related, and related to situation management and fitness for life. It is experienced directly in its "natural" function of every day life and is often spontaneous.
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