Abstract
We have come to expect high degrees of authority from administrators, teachers, parents, school boards, even government, yet only a few schools have embraced the notion of total and absolute freedom of choice for the students themselves. The history of educational reforms suggests that there are three factors within the course of traditional forms of education that have served to create a model for a school on the fringe of society which has quietly endured for nearly a century. Founded upon the same principles as A.S. Neill’s Summerhill School of England, over 80 Sudbury Schools worldwide operate upon three fundamental precepts: the belief that traditional education ignores a child’s ability to make educational choices, the belief that traditional education is punitive to a child, and the belief that traditional education is psychologically damaging to a child. What is most distinctive about the Sudbury model is that it may be the last educational bastion in the world based almost exclusively on Freudian tenets.
Recommended Citation
Peramas, Mary
(2007)
"The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education,"
Essays in Education: Vol. 19:
Iss.
1, Article 10.
Available at:
https://openriver.winona.edu/eie/vol19/iss1/10
Unique Identifier
WSUEIE2007WIperamas
