Why Schooling Cannot Be Any Different

Notes

• J. Featherstone , Schools Where Children Learn ( New York : Liveright , 1971 ), p. 155 .
   Google Scholar
• J. Kozol , Free Schools ( New York : Houghton Mifflin , 1972 ), pp. 59 – 60
   Google Scholar
• I. Illich , “After Deschooling, What?,” Social Policy , September-October 1971 .
   Google Scholar
• Rousseau , Emile.
   Google Scholar
• Illich , “ After Deschooling ,” p. 16 .
   Google Scholar
• M. Montessori , Spontaneous Activity; in Education , trans. F. Simmonds ( New York : Schocken Books , 1965 ), p. 5 .
   Google Scholar
• J. Rousseau , “ Letter to M. de Malesherbes, Duke of Wurtemberg ,” January 12, 1962 .
   Google Scholar
• A. S. Neill , Summerhill: A Radical Approach to Child Rearing ( New York : Hart Publishing Co. , 1960 ).
   Google Scholar
• J. A. Comenius , Didactica Magna.
   Google Scholar
• See J. M. Stephens , The Process of Schooling ( New York : Holt, Rinehart and Winston, Inc. , 1967 ), Chapter I.
   Google Scholar
• For an extended discussion of student autonomy, see S. Kapunan , “Student Autonomy in the Classroom,” Focus on Learning 4 (Spring/Summer 1974 ): 21 – 28 also, S. Kapunan, “Teaching Implies Learning,” Educational Theory 25 (Fall 1975): 362–78.
   Google Scholar
• E. M. Standing , The Montessori Revolution in Education ( New York : Schocken Books , 1966 ), pp. 13 – 14
   Google Scholar
• Kozol , Free Schools , p. 36 .
   Google Scholar
• I. Illich , Deschooling Society ( New York : Harrow Books , 1972 ), p. 19 .
   Google Scholar
• J. Dewey , Democracy and Education ( New York : Macmillan Company , 1916 ), pp. 8 – 9
   Google Scholar
• Ibid. , p. 9 .
   Google Scholar