Difference between revisions of "Tailored and Alternative Learning Systems"
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<h2>Timing</h2> | <h2>Timing</h2> | ||
The origins of many modern century alternative school movements are three European philosopher/educators: Jean-Jacques Rousseau, Johann Heinrich Pestalozzi, and Friedrich Froebel. In his 1762 book Emile, Rousseau argued that education should follow the child's natural growth rather than the demands of society. During the late 60s/early 70s in the US, educators were experimenting with alternative education in the US. However, over the past 20 years, more traditional educational models have been dominant. The 1983 report by President Reagan's Commission on Excellence in Education, A Nation at Risk has brought about a high degree of emphasis on standards a push back to traditional educational models. Interest in alternative education is beginning to re-emerge due to a growing recognition that in today's democratic, information-rich society, learning should take place everywhere, and diverse personal interests and styles of learning should be facilitated [http://www.educationrevolution.org/history.html] | The origins of many modern century alternative school movements are three European philosopher/educators: Jean-Jacques Rousseau, Johann Heinrich Pestalozzi, and Friedrich Froebel. In his 1762 book Emile, Rousseau argued that education should follow the child's natural growth rather than the demands of society. During the late 60s/early 70s in the US, educators were experimenting with alternative education in the US. However, over the past 20 years, more traditional educational models have been dominant. The 1983 report by United States President Reagan's Commission on Excellence in Education, A Nation at Risk has brought about a high degree of emphasis on standards a push back to traditional educational models. Interest in alternative education is beginning to re-emerge due to a growing recognition that in today's democratic, information-rich society, learning should take place everywhere, and diverse personal interests and styles of learning should be facilitated [http://www.educationrevolution.org/history.html] | ||
<h2>Experts</h2> | <h2>Experts</h2> | ||