Talk:Sudbury Valley School
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Considering the unique nature of the Sudbury model of education, and that there are now over 40 schools practicing the model started at Sudbury Valley School, it seems this is an important school to write about. I've cleaned up what was here a bit, but if the page is going to conform to the proposed Wikipedia:WikiProject Schools template, there is still some more work to be done. Aaron Winborn 12 Jun 2005
You may want to consider upgrading this article to conform to Wikipedia:WikiProject Schools. Davodd 07:53, Feb 24, 2004 (UTC)
[edit] Encouraging creativity?
I have reverted the recent addition to the Curriculum section seemingly claiming that the freedom allowed to students is intended to encourage creativity. The way I understand the educational model, and indeed the way the founders of SVS talk about it, the freedom is not intended to encourage anything in particular. It is intended to allow the students to develop as is right for them, without any unrequested interference. The Sudbury model does not have any kind of educational agenda in the traditional sense. The model simply expects people to take responsibility for themselves and manage themselves effectively. It is misleading to claim the model specifically espouses creativity. Michael Sappir • (Talk) 14:58, 24 March 2006 (UTC)
In response to Michael Sappir, I think maybe you have a different view of the schools purpose. The school can inspire the creative process for the child who already wants to learn a specific thing. It's not going to be for every child. That's a given. That's why "traditional" schools are still around. It's not supposed to replace them, it just give kids who are looking for a way to express their creativity and begin a journey that they plan not a guidance counselor who has no clue what they want. Guidance counselors are a whole new topic. Traditional schools don't offer the same type of creative spirit. Traditional schools are structured to create followers. People who will follow the mold and become the best at memorizing and stressing things that won't apply to anything they want to do. The Sudbury model lets students learn things that interest them. They find out real life applications to subjects that matter to them. They are more likely to become a viable part of their community. Isn't that what we need now instead of more drones just trying to survive while doing things they don't wanna do? Regulator13 07:26, 15 May 2007 (UTC)
[edit] Point of View
Looks like this article needs a POV "cleanup"; not to mention citations — most articles are in desperate need of facts. --Charles Gaudette 15:31, 22 July 2006 (UTC)
In response to Charles Gaudette and requests to expand the article, I have attempted to flesh out the article and add several sources. I am still concerned about a neutral POV, as I had trouble finding criticisms of the school or its instructional methods. If anybody is aware of articles of criticism, please cite and discuss them. ZuG 16:55, 10 August 2006 (UTC)
[edit] Judicial Committee
I've done a bit of clean up on the article but it still needs substantial work. One area that I think needs particular help is the Judicial Committee. This pretty much dominates the section on committees, although at least at my school it is fairly unique to any other committee in that participation is mandatory and it is given much more authority. Will someone who is familiar with SVS's JC create an accurate description of their process? —The preceding unsigned comment was added by Motive.Power (talk • contribs) 22:28, 6 May 2007 (UTC).
This may not be entirely accurate, as I'm working from memory, but: The JC is made up of five apointed members, each one representing a diferent age group: one older teenager (17 or older), one mid-teenager (14-16), one younger teenager (around 13), one older child (between 8 and 12), and one younger child (between 4 and 8). The school meeting chairman apoints the JC members. Being apointed to the JC is mandatory (as in, if you're picked you have to serve on JC). However, the chairman asking someone if they wish to be on JC out of courtosy has happened. But that really depends on the chairman at the time. The JC is run by two JC clerks, who are elected in the school meeting. There are four JC clerk elections a year, with each pair of clerks serving for eight weeks. Also, each staff member serves on JC every two weeks as part of a rotating schedule.
Again, however, I was merely working from memory. I'm not 100% certain about the number of elections or the length of the Clerks' term. --Lupus27 01:14, 4 June 2007 (UTC)
