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Endlich frei!
The best-selling description of the school is bursting with the excitement of life at Sudbury Valley. Free at Last is also chock-full of stories that illustrate the many unique features of this highly original model.
“Age mixing is Sudbury Valley’s secret weapon. I never could make heads or tails of age segregation. People don’t live their lives in the real world separated by age, year by year. Kids don’t all have the same interests or abilities at a particular age.
“Anyway, we soon found out how children mix when they are left to their own devices. They mix. Just like real people. The principle is always the same: if anyone wants to do something, they do it. Interest is what counts. If the activity is on an advanced level, skill counts. A lot of little kids are much more skillful than older ones at a lot of things.
“When the skills and rate of learning aren’t all on the same level, that’s when the fun begins. The kids help each other. They have to, otherwise the group as a whole will fall behind. They want to, because they are not competing for grades or gold stars. They like to, because it’s terribly satisfying to help someone else and succeed at it. And it’s terribly pleasing to watch. Everywhere you turn at school, age mixing confronts you.”
“Age mixing is Sudbury Valley’s secret weapon. I never could make heads or tails of age segregation. People don’t live their lives in the real world separated by age, year by year. Kids don’t all have the same interests or abilities at a particular age.
“Anyway, we soon found out how children mix when they are left to their own devices. They mix. Just like real people. The principle is always the same: if anyone wants to do something, they do it. Interest is what counts. If the activity is on an advanced level, skill counts. A lot of little kids are much more skillful than older ones at a lot of things.
“When the skills and rate of learning aren’t all on the same level, that’s when the fun begins. The kids help each other. They have to, otherwise the group as a whole will fall behind. They want to, because they are not competing for grades or gold stars. They like to, because it’s terribly satisfying to help someone else and succeed at it. And it’s terribly pleasing to watch. Everywhere you turn at school, age mixing confronts you.”
Paperback
First published January 1, 1987
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About the author
Daniel Greenberg
19 books16 followersDaniel A. Greenberg (born c. 1934), one of the founders of the Sudbury Valley School, has published several books on the Sudbury model of school organization, and has been described by Sudbury Valley School trustee Peter Gray as the "principal philosopher" among its founders. He is a former physics professor at Columbia University, and is described by Lois Holzman as the school's "chief 'philosophical writer'".
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Displaying 1 - 30 of 40 reviews
January 21, 2013
I think I would have blossomed in this school. No PE unless I wanted it would have taken so much stress off of me. I like this concept of schooling and definitely would have looked into it for our daughter if it had been available. I'd like to read a newer book on how the schools are doing, this book was written in 1987.
January 18, 2017
Books that challenge current beliefs of "how humans learn" are a bit of a hobby of mine. This is probably due to the fact that while I did very well in public school in every measure there is, it irritated me to be there the entire time I was enrolled and I couldn't wait to get out. I was very good at the system but never felt the system was helpful to me.
This book is about a very different kind of school. A quote from the introduction, "Some learn best from teachers or other students, others learn best by themselves." Yes. "As far as learning and teaching were concerned, we wanted people to be able to learn only what they were eager to learn -- what they set out to learn on their own initiative l, what they insisted on learning, and what they were ready to work hard at."
A quick look at the table of contents reveals this is no ordinary book about theories or pedagogy. This is a book about a school which began during the political turmoil of the late 1960s and has maintained its purpose since. Age mixing, play, special expenditures, school corporations, persistence, learning, evaluation, "Good Kids" and "Troublemakers" (one of my favorite chapters), and The Proof of the Pudding.
A final favorite quote from the afterword, "Everything about the school conveys our belief that any human interest is a worthwhile pursuit if only it has been chosen freely and followed from true inner desire. Our distinctions are between superficial interests and deep ones, not between "worthy" ones and "unworthy" ones...and this attitude follows our students through life, keeping them comfortable with others, regardless of what path they have chosen."
An interesting and perspective altering view on the purpose and path of education, childhood, and lifelong pursuits.
This book is about a very different kind of school. A quote from the introduction, "Some learn best from teachers or other students, others learn best by themselves." Yes. "As far as learning and teaching were concerned, we wanted people to be able to learn only what they were eager to learn -- what they set out to learn on their own initiative l, what they insisted on learning, and what they were ready to work hard at."
A quick look at the table of contents reveals this is no ordinary book about theories or pedagogy. This is a book about a school which began during the political turmoil of the late 1960s and has maintained its purpose since. Age mixing, play, special expenditures, school corporations, persistence, learning, evaluation, "Good Kids" and "Troublemakers" (one of my favorite chapters), and The Proof of the Pudding.
A final favorite quote from the afterword, "Everything about the school conveys our belief that any human interest is a worthwhile pursuit if only it has been chosen freely and followed from true inner desire. Our distinctions are between superficial interests and deep ones, not between "worthy" ones and "unworthy" ones...and this attitude follows our students through life, keeping them comfortable with others, regardless of what path they have chosen."
An interesting and perspective altering view on the purpose and path of education, childhood, and lifelong pursuits.
February 3, 2023
Seems incredibly idyllic and a utopia. I haven't had direct experience with this schooling model yet, but even if this ends up being a fantasy for most parents and kids, it was really lovely to live in that world while reading these essays. Also, useful to learn the name "Parkinson's Law" (work expands so as to fill the time available for its completion).
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*Fear* of power and authority was what we wanted to abolish from the school. We were not concerned about people *having* authority.
An argument for being to have much more flexibility in a rapidly changing world:
There are no fixed courses or departments. Everything begins and ends with the students’ interests. This means we can really keep up with the times. All the way.
play is a big part of life at Sudbury Valley. And it is one of the prime factors of learning here. But what is learned is a different lesson than you might think. What is learned is the ability to concentrate and focus attention unsparingly on the task at hand, without regard for limitations.
People say, “Let children be free to choose their activities, and they will always take the path of least resistance. They’ll never develop character to face hardship.” When people tell me that, I always say to myself (and occasionally out loud to them), “What children have you looked at recently?”
The conflict is between wanting to do things for people, to impart your knowledge and to pass on your hard-earned wisdom, and the realization that the children have to do their learning under their own steam and at their own pace.
Unfortunately, the more today’s schools endeavor to give individual students guidance, the more they harm the children.
What I have learned, very slowly and painfully over the years, is that children make vital decisions for themselves in ways that no adults could have anticipated or even imagined.
education is the primary responsibility of parents. They bring children into the world, and it is their sacred duty to rear them to the point of independence. Schools exist to help parents in this task, not to exclude them from it. At least that’s the way it is supposed to be in this country, where individual freedom is protected.
=====================
*Fear* of power and authority was what we wanted to abolish from the school. We were not concerned about people *having* authority.
An argument for being to have much more flexibility in a rapidly changing world:
There are no fixed courses or departments. Everything begins and ends with the students’ interests. This means we can really keep up with the times. All the way.
play is a big part of life at Sudbury Valley. And it is one of the prime factors of learning here. But what is learned is a different lesson than you might think. What is learned is the ability to concentrate and focus attention unsparingly on the task at hand, without regard for limitations.
People say, “Let children be free to choose their activities, and they will always take the path of least resistance. They’ll never develop character to face hardship.” When people tell me that, I always say to myself (and occasionally out loud to them), “What children have you looked at recently?”
The conflict is between wanting to do things for people, to impart your knowledge and to pass on your hard-earned wisdom, and the realization that the children have to do their learning under their own steam and at their own pace.
Unfortunately, the more today’s schools endeavor to give individual students guidance, the more they harm the children.
What I have learned, very slowly and painfully over the years, is that children make vital decisions for themselves in ways that no adults could have anticipated or even imagined.
education is the primary responsibility of parents. They bring children into the world, and it is their sacred duty to rear them to the point of independence. Schools exist to help parents in this task, not to exclude them from it. At least that’s the way it is supposed to be in this country, where individual freedom is protected.
April 20, 2020
This was such a unique read about a method of education I never knew existed - unschooled private education. I admit I could not picture fully adapting these ideas for my homeschool but it was freeing to consider some aspects of unschooling. I am sure I will be thinking about this a lot and will revisit it in years to come.
September 10, 2011
I read this book when I was in junior high and am excited to see how my perspective has changed now that I'm the mom with kids in school, rather than the student myself. It's not saying too much to say that it has changed my life. Life and learning cannot be separated.
August 4, 2013
Absolutely Loved this book! Encouraging and inspiring!!! I would love to start something like this in Canada
February 6, 2022
Free At Last: Sudbury Valley School by Daniel Greenberg, Carol Palmer & Michael M. Greenberg, Andrew Brilliant, (photographers)- Primary level education to children is a topic of discussion and experiment for all, parents, society, Governments, cultural organisations, tribal societies, national and international community. The book demonstrates Sudbury Valley School where children can be admitted for being educated. In the school, teacher, equipment for education, class rooms, library, sports facilities, computer laboratory, water body for fishing and water related games, fishing are available. Every day children have a choice to discuss with seniors or with children from their class about what activity to be followed during the day. Experience sharing between teachers and students is followed. First principle is called Age Mixing. Age segregation is not necessary because in life people are not separated by age. Each child has separate interest in various subjects of interest and separate learning ability. Their interest changes with age and experience. In this School they have found that when children are left alone, they mix, share and learn. Second principle is that if a child concludes that he has to do something like an experiment or further reading in a library or discussion with teachers or fellow students, he will do it. Third, when the child finds that this activity is of an advanced level, they will develop their skill. Fourth, on a graph, skills and rate of learning can be studied. At his stage, teachers guide & students help one another. This united effort increases learning, assimilation and implementation. Fifth, students work hard so that others who are facing a question or a learning task should succeed. Sixth, fees in the school is much lower than fees charged in public schools or other boarding schools in USA. This is joint success story. Observers are satisfied. Pictures help the reader in relating to the story. I have read the Hindi language translation of this book.
March 5, 2018
Fascinating. Read it in one day (partly by necessity as I have to return it to the library in two days and I can’t renew it). Free children are such a foreign concept to the world. So few of us experienced it in our own childhoods and so many are living out their childhood power struggles with their own children. I believe in free children. The practical implementation and shedding of my own misconceptions is taking time and error, but I’m working on it. Books like these help me to see that I’m on the right path. What a different world it would be if children weren’t compelled to do what we think they must.
May 21, 2018
Story of the inner workings of an amazing, un-orthodox school, started by parents concerned about a broken education system.Gives a lot to think about!
I am reminded of Taleb's aphorisms on the Bed of Procrustes: Instead of fitting schools to the needs of children, we (in the modern schools) are trying to make our children fit to a pre-defined 'system' of learning and evaluation. It was never gonna work.
I am reminded of Taleb's aphorisms on the Bed of Procrustes: Instead of fitting schools to the needs of children, we (in the modern schools) are trying to make our children fit to a pre-defined 'system' of learning and evaluation. It was never gonna work.
September 14, 2022
This book will stay with me. I felt very happy reading through the school model that they built. Though I deeply resonate with the ideas presented, I was very happy to hear them out and to know that an establishment has been running on the same theme for over 50 years. I will certainly visit this place some time and will draw great inspiration from their work :)
November 1, 2024
A really intriguing book on alternate education where children are free to choose what they want to learn and when they want to learn. Students not being compartmentalized into classes based on age is itself a revolutionary act and on top of that giving equal vote to a student (irrespective of their age) to influence decision-making in school activities takes it to another level.
November 15, 2017
Compelling. I think I would trust it more if it was written by someone who wasn't so invested in the success of the school. Still, it was an interesting read.
July 11, 2018
Sounds like an amazing way to spend a childhood - educational in a more human way.
September 20, 2018
This book is merely an insight into how the Sudbury school runs. It is insightful and interesting to anyone interested in Democratic Schools and Self Directed Learning.
April 4, 2021
Great book on Alternate Education / Open Learning.
December 24, 2023
Would've loved to attend
January 17, 2024
Inspiring.
April 29, 2019
Takeaways vom Lesen des Buches:
Was ist der Sinn der Sudbury Valley Schule? Welche Werte sind wichtig?
- Seiten 9 und 40: Die Sudbury Valley Schule geht von der gleichen Voraussetzung aus wie Aristoteles vor 2000 Jahren: Von Natur aus sind Menschen neugierig. Daraus folgt, dass Menschen ständig lernen - als einem angeborenen, untrennbaren Teil des Lebens. Wenn Menschen neugierig sind, bemühen sie sich.
- Seite 10: Die Schule ist eine reine Demokratie. Jeder Mitarbeiter und jeder Schüler hat eine Stimme und kann bei Meetings in allen Bereichen abstimmen.
- Seite 13: Die Schule will Angst vor Macht und Autorität abschaffen.
- Seite 79: Spielen ist einer der wichtigsten Faktoren des Lernens. Was man beim Spielen lernt ist die Fähigkeit sich zu konzentrieren und die Aufmerksamkeit gezielt auf die vorliegende Aufgabe zu richten.
- Seite 85: Es gibt keine Klingelzeichen, keine Unterrichtsstunden, keine Mittagessens-Zeit. Der Respekt, den die Schule dem persönlichen Rhythmus gegenüber zeigt, ist unantastbar.
- Seite 87: Das Gefühl von Zeitlosigkeit an der Schule ist ein Hauptgrund, warum die Verschiedenen Altersgruppen so gut mischen. Es ist irrelevant, wie alt jemand ist.
- Seite 151: Eltern sind herzlich eingeladen beim Lehren zu helfen. Mehrmals pro Jahr gibt es verschiedene Events.
Was machen LehrerInnen? Was machen sie nicht?
- Seite 38: Ein / eine LehrerIn wartet bis ein / eine SchülerIn den ersten Schritt macht. Warum? Menschen lernen, wenn sie dazu bereit sind.
- Seite 38: An Sudbury Valley ist Legasthenie nie vorgekommen. Der Grund könnte sein, dass Menschen nie gezwungen wurden lesen zu lernen.
- Seite 123: Die Person, die Rechnungen schreibt, ist eine andere Person als die Person, die für Einschreibung zuständig ist. Warum? Die Person, die für Einschreibung zuständig ist, hilft bei Problemen, Ängsten und Fragen.
- Seite 148: SchülerInnen haben keinen Erfolg LehrerInnen zu gefallen. LehrerInnen verteilen keine Goldsterne.
Was machen SchülerInnen?
- Seite 28: Es ist wichtig, was SchülerInnen nehmen wollen, nicht was LehrerInnen geben wollen.
- Seite 28: Wenn ein / eine SchülerIn Fragen hat, welche sie / er mit einem / einer LehrerIn besprechen möchte, treffen sich sich. SchülerInnen nehmen LehrerInnen in Anspruch, wenn sie es wollen - nicht wenn LehrerInnen es wollen. Wenn SchülerIn oder LehrerIn ein Treffen nicht sinnvoll findet um Lernen zu fördern, müssen sich LehrerIn und SchülerIn während der Zeit anders beschäftigen.
- Seiten 74-75: Eine 12-jährige Person verspürt ein Selbstwertgefühl, wenn sie geduldig einem 16jährigen Anfänger die Funktionsweise eines Computers erklärt. Das gibt ein Gefühl von Fähigkeit. Es fördert Lernen, weil man das, was man die andere Person erklären will, verstehen will.
- Seite 93: Es gibt keine Noten. Die Kinder beurteilen sich selbst und entscheiden selbst, wie sie ihre Fortschritte messen.
- Seite 94: Gelegentlich suchen Kinder Feedback und Hilfe von Aussen um ihre Arbeit zu verbessern.
- Seite 94: Es ist ein Grundsatz der Schule, dass niemand bewertet wird. Die Schule ist kein Richter. Die Kinder werden weder miteinander oder mit einem Standard verglichen. Warum? Selbstbestimmung und einander helfen sind wichtige Werte der Schule.
- Seite 91: Meistens entscheiden sich Kinder für den Weg des grössten Widerstands. Es ist, als ob Kinder ihr Schwachstellen als Herausforderung sehen, die einfach bewältigt werden muss. Beispiel: Das Kind, das Angst vor Mathe hat, beschäftigt sich mit Arithmetik und Algebra.
- Seite 148: Der Kampf an die Spitze der Klasse hat keine Bedeutung. Es ist nicht der Sinn.
Was ist der Sinn der Sudbury Valley Schule? Welche Werte sind wichtig?
- Seiten 9 und 40: Die Sudbury Valley Schule geht von der gleichen Voraussetzung aus wie Aristoteles vor 2000 Jahren: Von Natur aus sind Menschen neugierig. Daraus folgt, dass Menschen ständig lernen - als einem angeborenen, untrennbaren Teil des Lebens. Wenn Menschen neugierig sind, bemühen sie sich.
- Seite 10: Die Schule ist eine reine Demokratie. Jeder Mitarbeiter und jeder Schüler hat eine Stimme und kann bei Meetings in allen Bereichen abstimmen.
- Seite 13: Die Schule will Angst vor Macht und Autorität abschaffen.
- Seite 79: Spielen ist einer der wichtigsten Faktoren des Lernens. Was man beim Spielen lernt ist die Fähigkeit sich zu konzentrieren und die Aufmerksamkeit gezielt auf die vorliegende Aufgabe zu richten.
- Seite 85: Es gibt keine Klingelzeichen, keine Unterrichtsstunden, keine Mittagessens-Zeit. Der Respekt, den die Schule dem persönlichen Rhythmus gegenüber zeigt, ist unantastbar.
- Seite 87: Das Gefühl von Zeitlosigkeit an der Schule ist ein Hauptgrund, warum die Verschiedenen Altersgruppen so gut mischen. Es ist irrelevant, wie alt jemand ist.
- Seite 151: Eltern sind herzlich eingeladen beim Lehren zu helfen. Mehrmals pro Jahr gibt es verschiedene Events.
Was machen LehrerInnen? Was machen sie nicht?
- Seite 38: Ein / eine LehrerIn wartet bis ein / eine SchülerIn den ersten Schritt macht. Warum? Menschen lernen, wenn sie dazu bereit sind.
- Seite 38: An Sudbury Valley ist Legasthenie nie vorgekommen. Der Grund könnte sein, dass Menschen nie gezwungen wurden lesen zu lernen.
- Seite 123: Die Person, die Rechnungen schreibt, ist eine andere Person als die Person, die für Einschreibung zuständig ist. Warum? Die Person, die für Einschreibung zuständig ist, hilft bei Problemen, Ängsten und Fragen.
- Seite 148: SchülerInnen haben keinen Erfolg LehrerInnen zu gefallen. LehrerInnen verteilen keine Goldsterne.
Was machen SchülerInnen?
- Seite 28: Es ist wichtig, was SchülerInnen nehmen wollen, nicht was LehrerInnen geben wollen.
- Seite 28: Wenn ein / eine SchülerIn Fragen hat, welche sie / er mit einem / einer LehrerIn besprechen möchte, treffen sich sich. SchülerInnen nehmen LehrerInnen in Anspruch, wenn sie es wollen - nicht wenn LehrerInnen es wollen. Wenn SchülerIn oder LehrerIn ein Treffen nicht sinnvoll findet um Lernen zu fördern, müssen sich LehrerIn und SchülerIn während der Zeit anders beschäftigen.
- Seiten 74-75: Eine 12-jährige Person verspürt ein Selbstwertgefühl, wenn sie geduldig einem 16jährigen Anfänger die Funktionsweise eines Computers erklärt. Das gibt ein Gefühl von Fähigkeit. Es fördert Lernen, weil man das, was man die andere Person erklären will, verstehen will.
- Seite 93: Es gibt keine Noten. Die Kinder beurteilen sich selbst und entscheiden selbst, wie sie ihre Fortschritte messen.
- Seite 94: Gelegentlich suchen Kinder Feedback und Hilfe von Aussen um ihre Arbeit zu verbessern.
- Seite 94: Es ist ein Grundsatz der Schule, dass niemand bewertet wird. Die Schule ist kein Richter. Die Kinder werden weder miteinander oder mit einem Standard verglichen. Warum? Selbstbestimmung und einander helfen sind wichtige Werte der Schule.
- Seite 91: Meistens entscheiden sich Kinder für den Weg des grössten Widerstands. Es ist, als ob Kinder ihr Schwachstellen als Herausforderung sehen, die einfach bewältigt werden muss. Beispiel: Das Kind, das Angst vor Mathe hat, beschäftigt sich mit Arithmetik und Algebra.
- Seite 148: Der Kampf an die Spitze der Klasse hat keine Bedeutung. Es ist nicht der Sinn.
September 11, 2016
Fantastic! This book exploded my whole notion of teaching. Imagine a school where the students purposefully take charge of their own learning, the care and upkeep of the school facilities and equipment, vote on how the school should function right along with the teachers in pure townhall-democratic fashion, mix with other students of all ages in the learning process, and help each other.
The teachers are strictly facilitators for the student's own desire to learn; therefore, the teacher doesn't have to gin up student interest in a subject, ever. I can't even comprehend what such a school would be like to teach in since I have always had to try and compel my students to be interested in the subject matter and force them to follow my own or the schools plan of learning. The Sudbury Valley School is a school I would love to see in action.
The teachers are strictly facilitators for the student's own desire to learn; therefore, the teacher doesn't have to gin up student interest in a subject, ever. I can't even comprehend what such a school would be like to teach in since I have always had to try and compel my students to be interested in the subject matter and force them to follow my own or the schools plan of learning. The Sudbury Valley School is a school I would love to see in action.
March 2, 2008
"In [Sudbury Valley School], you're supposed to do what you like; in the others, you're supposed to like what you do" (Greenberg 101).
This collection of anecdotes and reflections by founding member Daniel Greenberg shows another way to school children. The point isn't about attaining some great philosophy, key to happiness, or learning some set of skills, key to participation in society; the point is to find for yourself, what you will.
This collection of anecdotes and reflections by founding member Daniel Greenberg shows another way to school children. The point isn't about attaining some great philosophy, key to happiness, or learning some set of skills, key to participation in society; the point is to find for yourself, what you will.
December 1, 2015
I would give this book 4 and a half stars if I could. It was very interesting. I talked about it to my partner and it sparked quite a debate between us. I love when we can engage in conversations like that! It was a unique read, and I actually was able to meet two young students who attend a modern democratic school and I was so intrigued by their experience.
I highly recommend reading this book if you're interested in education!
I highly recommend reading this book if you're interested in education!
October 17, 2016
This book fully convinced me that progressive education is the best kind, successfully teaching all of the things I believe education should teach -- creativity, self-discovery, critical thinking, growth mindset, and the ability and confidence that one can learn anything he/she needs to when the need arises. The book was written rather simplistically, which was charming, though I wonder how much Daniel Greenberg left out, as it often struck me as a bit too perfectly functional.
April 18, 2007
This book changed my life. It got me into Sudbury schooling and made me realize that there is no one right way of educating a person. It shows how flawed our traditional, testing-based school system is, and offers an alternative way of letting human beings pursue their passions. Read this book and be inspired.
January 11, 2015
This book is an excellent inside look at the Sudbury Model from the beginning. It is a bit dated so some things aren't quite as applicable today as in the 70's-80's. However, it does impress upon the reader the value of the educational model. It is a super easy read that I pass on to all my friends interested in the democratic model. A great introductory view.
June 3, 2016
Through storytelling (rather than theories of pedagogy), this book provides a remarkable example of what a school can be. After reading this book, I find myself a good deal more confident that a school can provide a setting that helps students discover their own intelligence, develop the ability to find their passions, and never lose the enjoyment of learning.
April 20, 2008
I loved what they did at this school. However if I am to believe what I read and also what I didn't read, I guess that they didn't teach these kid a thing about sex. This book led me to their website which lead me to other democratic schools including some in my own state.
October 25, 2012
This book is written by the founder member of the The Sudbury Valley School. This gives the details of the school, its philosophy and various other aspects of the school. For those who believe in the children's freedom to learn, will definitley like this book.
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May 19, 2013I wonder how I would have done at this school. Routine sometimes provides a comfort? I agree that readers held mostly dull stories. It is a great read and makes me wonder how my friends and family would be different.
January 27, 2016
So amazing! It feels like I was reading myself 20 years from now. It addresses every question that anyone could have about this model with an amazing story. I am so convinced this model is the future!
March 9, 2007
Someday I will start a school like this one.
Displaying 1 - 30 of 40 reviews