If we want to live in a world in which people cooperate with one another, respect one another, and (can) act independently and responsibly, we also need opportunities and places of education for young people that are shaped by these values.
Why new learning locations?
School as an institution is usually a stressful place for many young people and adults alike. Especially when we take a look at educational systems that are hierarchically structured and shaped by heteronomy systematisch Potentials, individual skills, curiosity and motivation suppressed, even destroyed. Pupils, teachers and parents try to cope with the demands, to function, to do their best and are caught in the hamster wheel. Young people are made into objects to be shaped. Parents of school dropouts are at risk of losing custody. Extreme hurdles are placed in the way of the alternative education movement, many lose their original orientation, new initiatives are systematically slowed down, flattened or even nipped in the bud.
We no longer have time to watch how coercion, pressure to perform and pigeonholing systematically destroy curiosity, joy of learning/joie de vivre and creativity and how unequal opportunities are produced. We can no longer feel at the mercy of an education system built on power and control and fear taking over. A higher, faster, further, better leads us to a dead end.
This outdated education system, which in some areas causes illness, needs to be transformed and fundamentally pluralistic redesigned. Schools can be rethought and redesigned. Ideas of educational landscapes, communities, free educational locations and workshops ... could emerge more and more. Living spaces are required in which self-determined education and democracy can be experienced and lived in depth right from the start.
Underlying all of this is the right to educate oneself freely. underlying and the right for young people, self being able to decide where and in which place they want to spend their time.
A reflection, redefinition or conversion of terms such as education, learning, school becomes significant for the process of change. The perception of man as a subject and not as an object (which has to be formed) is essential, as is the realization that a fulfilling life is only possible when man can live out and develop his curiosity, his individual needs, interests and potential . Humans need supportive communities where they feel safe, seen, serious, respected, heard and accepted for their self-development.
Many different paths, schools of thought, alternative school forms, home and unschooling experiences ... can be valuable inspiration for change. So do the Sudbury schools and democratic schools worldwide. The basic attitude of the Sudbury philosophy can not only help to think education in a completely new and different way, but can also offer valuable impulses in times of change. Sudbury schools strengthen the confidence that young people have the right to self-determination and participation and are an example of democracy in action.