- Paperback: 352 pages
- Publisher: Pearson; 3 edition (January 31, 1994)
- Language: English
- ISBN-10: 0024031216
- ISBN-13: 978-0024031211
- Product Dimensions: 7.2 x 1.1 x 9 inches
- Shipping Weight: 1.6 pounds
- Average Customer Review: 7 customer reviews
- Amazon Best Sellers Rank: #860,188 in Books (See Top 100 in Books)
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Freedom to Learn (3rd Edition) 3rd Edition
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From the Publisher
This is the text that championed a revolutionary approach to education that changed the way we teach our children. Now, in the Third Edition, it's challenging the status quo with twenty years of evidence that defies current thinking. Five exciting new chapters focus on issues of importance now and in the future--learning from children who love school; researching person- centered issues in education; developing the administrator's role as a facilitator; building discipline and classroom management with the learner; and person-centered views of transforming schools. Freedom to Learn, Third Edition is written in the first person, with two goals in mind--to aid the development of the minds of children and young persons, and to encourage the kinds of adventurous enterprises being carried out daily by dedicated, caring teachers in creative classrooms and supportive schools throughout the nation.
Top customer reviews
In the book, CR also differentiates experiental (self-directed)learning from meaningless rote type learning, where there is no personal context for connection. To have freedom to learn, a person's self-confidence and curiousity grows along with intense curiousity to learn more, to have initial learning build on itself to create something brand new.
This book made me think of the unnecessary regimentation which still plagues much of public education. Students should be encouraged (like in the movie "Dead Poets Society") to do their own dance, to fill their own sails with self-directed discovery.
Rogers' concept of congruence has a lot to do with what he is talking about here. The ability to be real in a relationship is much like the teacher being real in accepting the true needs of the student. It is only with empathic listening, not regimentation, with honestly instead of false airs of playing the education game, with a person-centered approach to education and career related goals, not wishes imposed from the outside.....that, I believe, is what he is getting at. A teacher, he says, "must be a person to his students", not a faceless embodiment of a cirricular requirement nor a sterile tube through which knowledge is passed from one generation to the next."
He sums up his feelings about developing optimal climates for student learning, in a person-centered way:
"If we are to have citizens who can live constructively in this kaleidoscopically changing world, we can only have them if we are willing for them to become self-starting, self-initiating learners. Finally, it has been my purpose to show that this kind of learner develops best, so far as we now know, in a growth- promoting, facilitative, relationship with a person."
I rate the book very highly, and the reason I want a copy is so that I can present it to my daughter on her graduation as a teacher. If you confirm to me that it is out of print I shall go back to my bookseller (who may, of course, be wrong!).