The theme of next Monday's walk-and-talk is one of the school's founding beliefs: that behaviour is greatly influenced by one's environment. Here are questions to seed the investigation:
Kids in mainstream schools are generally restricted from moving and talking, and separated by age. Is behaviour under these conditions indicative of how they would behave when allowed to focus on their own interests?
What fraction of diagnosed learning disorders is due to kids being energetic or unimpressed?
Did humans evolve to be active, eager learners up until they enter school, and then lethargic, disinterested beings thereafter?
Kids learn to walk and talk in an environment of freedom, with focus and determination. Why is this freedom then blocked?
Do Sudbury-model students have difficulty adjusting to a restricted environment when, for example, they get a job that requires it?
All welcome, please come to the walk-and-talk, Monday May 3rd. We meet by the front steps of City Hall at 7:00, and begin walking at 7:15.
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This sounds good.
ReplyDeleteI could never have made it through University, or written a single paper, had I not had the possibility to record my thoughts while walking. If I sit down in a quiet place, I can not work. If I move, my thoughts move and develop.
I truly appreciate that you support different ways of thinking and working. Some people work best in a quiet study, but some need noise and action in order to concentrate, or movement and fresh air to structure their thoughts.
Thank you, Ronja! Me too, bike rides with notebooks, and lakeshore walks.
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