The Palgrave International Handbook of Alternative Education

510 Pages·2016·10.14 MB·English

by  Helen E. Lees

THE PALGRAVE
INTERNATIONAL HANDBOOK
OF ALTERNATIVE EDUCATION
Edited by Helen E. Lees and Nel Noddings
The Palgrave International Handbook of Alternative
Education

Helen E . Lees • Nel Noddings
Editors
The Palgrave
International
Handbook of
Alternative Education
Editors
Helen E. Lees Nel Noddings
Newman University Stanford University
Birmingham , United Kingdom Stanford , California , US
ISBN 978-1-137-41290-4 ISBN 978-1-137-41291-1 (eBook)
DOI 10.1057/978-1-137-41291-1
Library of Congress Control Number: 2016943540
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Contents
1 Introduction & Th is Handbook 1
Nel Noddings and Helen E. Lees
Part I Th inking Diff erently 15
2 Th e Mind of the Educator 17
Kris De Meyer
3 An Ordinary Day 31
Philipp Klaus
4 Mother Nature’s Pedagogy: How Children Educate
Th emselves 49
Peter Gray
5 Using the Future in Education: Creating Space
for Openness, Hope and Novelty 63
Keri Facer
6 Promise and Peril of Neuroscience for Alternative
Education 79
Clarence W. Joldersma
v
vi Contents
7 What Might Have Been: Women’s Traditional
Interests 97
Nel Noddings
8 Psychoanalysis and the Challenge of Educational
Fantasies 113
Roger Willoughby and Hivren Demir-Atay
9 Great Expectations: Agenda and Authority in Technological,
Hidden and Cultural Curriculums 129
Harriet Pattison and Alan Th omas
10 Alternatives to Education? Impotentiality and the Accident:
New Bearings in the Ontology of the Present 145
Nick Peim
11 Educational Mutuality 159
Helen E. Lees
Part II Doing Diff erently 177
12 Home Education: Practices, Purposes, and Possibilities 179
Robert Kunzman
13 School Ethics with Student Teachers in South Africa:
An Innovative Educational Intervention 195
Karin Murris
14 Innovative Experiences in Holistic Education Inspiring
a New Movement in Brazil 211
Helena Singer
15 Learning at the Edge of Chaos: Self- Organising Systems
in Education 227
Sugata Mitra, Suneeta Kulkarni and James Stanfi eld
Contents vii
16 Fostering Alternative Education in Society:
Th e Caring Communities of “Children’s Dream Park”
and “Free Space En” in Japan 241
Yoshiyuki Nagata
17 Teacher Education: Generator of Change or
a Mechanism for Educational Conformity? 257
Ian Menter
18 Philosophy with Children: An Imaginative Democratic
Practice 273
Joanna Haynes
19 Forest School: A Model for Learning Holistically
and Outdoors 289
Sara Knight
20 Creating Spaces for Autonomy: Th e Architecture
of Learning and Th inking in Danish Schools
and Universities 305
Max A. Hope and Catherine Montgomery
Part III Acting Diff erently 321
21 Exploration and Rethinking: Student-Voice Studies
in China 323
Kan,Wei
22 Islamic Education as Asymmetrical Democratic
Interaction 339
Khosrow Bagheri Noaparast
23 Is Low-fee Private Schooling in Developing
Countries Really an “Alternative”? 355
Clive Harber
viii Contents
24 Humanist Schools in the Face of Confl icting
Narratives and Social Upheaval: Th e Case of Israel 369
Nimrod Aloni
25 Geographies of Trust: A Politics of Resistance
for an Alternative Education 385
John Smyth
26 Alternatives to School Sex Education 401
Michael J. Reiss
27 Critical Animal Pedagogies: Re-learning Our Relations
with Animal Others 415
Karin Gunnarsson Dinker and Helena Pedersen
28 Solitude and Spirituality in Schooling: Th e Alternative
at the Heart of the School 431
Julian Stern
29 German Kinderlaeden: From Alternative Projects
to Professional Pedagogy 447
Robert Hamm
30 Attachment Aware Schools: An Alternative
to Behaviourism in Supporting Children’s Behaviour? 463
Richard Parker, Janet Rose and Louise Gilbert
Index 485
Contributors
Nimrod   Aloni works in the area of philosophy of education at Kibbutzim College
of Education, Tel Aviv, Israel. He is the head of Th e Institute for Progressive Education
and holds Th e UNESCO Chair in Humanistic Education. In Th e Jerusalem Center
for Ethics, he is the director of the division of Ethics and Education. Aloni has pub-
lished the book Enhancing Humanity (Springer, 2007) and many other books and
articles on humanistic education and dialogic pedagogy. He is also a member of the
editorial board of the book series, by Sense Publishers, Moral Development and
Citizenship Education .
Khosrow   B agheri   Noaparast is Professor of Philosophy of Education, University of
Tehran. He holds a PhD from New South Wales University in 1995. He has taught
an Islamic education course for more than 20 years in diff erent universities of Iran.
His book on Islamic education in Persian has passed the 40th edition and is now
translated into English (2001), Bosnian (2009), and Arabic (2015). He has published
a number of peer-reviewed articles on Islamic education and is a member of various
editorial boards including the Encyclopaedia of Educational Philosophy and Th eory.
Kris   De Meyer is visiting research fellow in neuroscience at King’s College London,
UK. He explores how the mind sciences contribute to understanding why scientifi c
or scholarly knowledge can give rise to controversy and confl ict between people or
groups in society. He was lead author of a UCL policy report on climate science com-
munication, Time for Change: Climate Science Reconsidered, writing a chapter on neu-
roscience and psychology relevant to the public debate on climate change. He
co-produced Right Between Your Ears, a documentary released in 2015 about how
people can come to believe that they are right, even when they are completely wrong.
Hivren   Demir Atay i s Assistant Professor in Comparative Literature at Mersin
University, Turkey, and holds a PhD in Comparative Literature from the State
University of New York, Binghamton. Her dissertation explored the transformative
ix