With sample lesson plans, student assessment forms (with rubrics), and other practical materials, this book shows how the principles of the Paideia Program can result in student learning and understanding.

With sample lesson plans, student assessment forms (with rubrics), and other practical materials, this book shows how the principles of the Paideia Program can result in student learning and understanding.

The Paideia Proposal is a system of liberal education intended for all children. It was a response to what Adler characterized as the United States' antidemocratic or undemocratic educational system, a holdover from the 19th century, when the understanding of basic human rights fell short of 20th century expectations. The Paidea Proposal was based upon the following assumptions: 1) All children are educable; 2) Education is never completed in school or higher institutions of learning, but is a lifelong process of maturity for all citizens; 3) The primary cause of learning is the activity of the child's mind, which is not created by, but only assisted by the teacher; 4) Multiple types learning and teaching must be utilized in education, not just teacher lecturing, or telling; and 5) A student's preparation for earning a living is not the primary objective of schooling. Adler stressed that the proposal is much more than just a return to the basic skills of reading, writing and arithmetic. It is not simply a return to the values of classical civilization, but a return to what is of enduring value. It is a democratic proposal intended for the education of all, and not an elitist program as some have alleged.

Paideia is a holistic approach to life-long learning with roots in ancient Greece. The Paideia Program is based on the belief that the human species is defined by its capacity and desire for learning. The program itself argues for a public education that is at once more rigorous and more accessible.

In their world, neither static definitions of intelligence nor traditional ideas of training stand us in good stead. Rather, we need to reframe the question given what lies before us and come to terms with a different answer posited in different language. This, then, are those who will thrive in the 21st Century: • They will blend multiple intelligences in a way that might be described as synthetic or even symphonic • They will be ambitious and focused without being self-obsessed • They will value asynchrony and even seek it out • They will use their own marginality to generate novel perspective and new work • They will exhibit a steadfast resilience in all phases of life • They will be measured by what they produce over the course of a lifetime, not by any static notion of capacity or quotient In the fractured environment of the 21st century, true success will be unique and unexpected—the result of a creative response to complex, shifting challenges. So, how do we prepare? How do we educate ourselves and our children for life in 2050?

Beginning in 1982 philosopher Mortimer Adler led a group of educators and scholars in publishing a trilogy of books on what they called "Paideia" educational reform. The first book, The Paideia Proposal, had a profound effect on most of the major reform efforts that followed, and Paideia principles--including the then radical notion that "all children can learn"--eventually permeated the educational dialogue. Merging the conservative idea of a classical education with progressive ideas about teaching and learning, Paideia educators strive to provide all children with a rigorous and meaningful education--one that respects cultural diversity while equipping students with the knowledge and skills required for full participation in a united, democratic society. Since 1988 the National Paideia Center (NPC) at The University of North Carolina has encouraged and supported a dramatic resurgence in Paideia education. In The Power of Paideia Schools: Defining Lives Through Learning, NPC Director Terry Roberts and his coauthors cite schools throughout the United States as they provide a blueprint for the Paideia school. Readers will learn about the "three-column" approach to instruction, the core curriculum, scheduling options, and meaningful assessment from the Paideia perspective. Combining thoughtful educational philosophy with real-world results, the authors offer a persuasive argument for a classical education that meets contemporary challenges. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Education is a challenging subject for anarchists. Many are critical about working within a state-run education system that is embedded in hierarchical, standardized, and authoritarian structures. Numerous individuals and collectives envision the creation of counterpublics or alternative educational sites as possible forms of resistance, while other anarchists see themselves as “saboteurs” within the public arena—believing that there is a need to contest dominant forms of power and educational practices from multiple fronts. Of course, if anarchists agree that there are no blueprints for education, the question remains, in what dynamic and creative ways can we construct nonhierarchical, anti-authoritarian, mutual, and voluntary educational spaces? Contributors to this edited volume engage readers in important and challenging issues in the area of anarchism and education. From Francisco Ferrer’s modern schools in Spain and the Work People’s College in the United States, to contemporary actions in developing “free skools” in the U.K. and Canada, to direct-action education such as learning to work as a “street medic” in the protests against neoliberalism, the contributors illustrate the importance of developing complex connections between educational theories and collective actions. Anarchists, activists, and critical educators should take these educational experiences seriously as they offer invaluable examples for potential teaching and learning environments outside of authoritarian and capitalist structures. Major themes in the volume include: learning from historical anarchist experiments in education, ways that contemporary anarchists create dynamic and situated learning spaces, and finally, critically reflecting on theoretical frameworks and educational practices. Contributors include: David Gabbard, Jeffery Shantz, Isabelle Fremeaux & John Jordan, Abraham P. DeLeon, Elsa Noterman, Andre Pusey, Matthew Weinstein, Alex Khasnabish, and many others.