Aliance pro sebeřízené vzdělávání

Podcast

Zdroje a výzkum

Adresář zdrojů k sebeřízenému vzdělávání: přehledové práce, studie, knihy, časopisy a weby. Vychází z neurověd, behaviorálních věd a etologie. Týká se vývoje mozku, učení, volné hry, motivace a sebeurčení, demokratických škol, unschoolingu a respektujícího přístupu.

Uvedení zdroje neznamená, že potvrzuje naše postoje. Jsou tu i práce, jejichž závěry jsou pro sebeřízené vzdělávání nepříznivé.

Přehledy a systematické přehledy

  • Gray, P. (2017). Self-Directed Education—Unschooling and Democratic Schooling. Oxford Research Encyclopedia of Education. doi:10.1093/acrefore/9780190264093.013.80 · plný text (PDF)
  • Gray, P., Lancy, D. F., & Bjorklund, D. F. (2023). Decline in Independent Activity as a Cause of Decline in Children’s Mental Well-being: Summary of the Evidence. The Journal of Pediatrics. doi:10.1016/j.jpeds.2023.02.004
  • Griebler, U., Rojatz, D., Simovska, V., & Forster, R. (2017). Effects of student participation in school health promotion: a systematic review. Health Promotion International, 32(2), 195–206. doi:10.1093/heapro/dat090
  • Mager, U., & Nowak, P. (2012). Effects of student participation in decision making at school. A systematic review and synthesis of empirical research. Educational Research Review, 7(1). ScienceDirect
  • Di Domenico, S. I., & Ryan, R. M. (2017). The Emerging Neuroscience of Intrinsic Motivation: A New Frontier in Self-Determination Research. Frontiers in Human Neuroscience, 11, 145. Přehledová práce. plný text
  • Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2). SAGE Journals

Vybrané studie a zprávy

  • Dodd, H. F., Nesbit, R. J., & FitzGibbon, L. (2022). Child’s Play: Examining the Association Between Time Spent Playing and Child Mental Health. Child Psychiatry & Human Development, 54, 1678–1686. plný text
  • Hannam, D. (2001). A pilot study to evaluate the impact of the student participation aspects of the citizenship order on standards of education in secondary schools. Zpráva pro britské ministerstvo školství (DfEE). Původní odkaz přestal fungovat.
  • Hannam, D. (2011). A review of recent research into children’s rights based education in state schools in Hampshire, England. Zpravodaj EUDEC, jaro 2011. Původní odkaz přestal fungovat.
  • Thomas, A. (2013). Autonomous and Informal Education Under Threat: Summerhill, UK, Sudbury Schools in The Netherlands and Home Education. Other Education, 2(1), 75–77. plný text (PDF)
  • Mayes, E., Bakhshi, S., Wasner, V., Cook-Sather, A., Mohammad, M., Bishop, D. C., et al. (2017). What can a conception of power do? Theories and images of power in student voice work. International Journal of Student Voice, 2(1). plný text (PDF)
  • Vedder-Weiss, D., & Fortus, D. (2011). Adolescents’ Declining Motivation to Learn Science: Inevitable or Not? Journal of Research in Science Teaching, 48(2), 199–216. Wiley
  • Keeble-Allen, D. (2004). Inspection at Summerhill: Did OFSTED inspection result in improvement? Kvalifikační práce, Leicester. plný text (PDF)

Webový adresář

Časopisy a databáze

Organizace

Školy a centra

Česky

  • SvobodaUčení.cz – web o svobodě učení v češtině.
  • České překlady textů Petera Graye „Důkaz, že sebeřízené vzdělávání funguje“ a „Jak děti získávají ‚akademické‘ dovednosti bez formálního vyučování“ (Pupenec, 2023) – k dostání na seberizenci.cz.

Literatura k sebeřízenému vzdělávání

Seznam vychází z literatury, o kterou se opírá heslo Petera Graye v Oxford Research Encyclopedia of Education (2017). Doplnili jsme tři novější tituly. Řazeno abecedně.

  • Barker, J. E., Semenov, A. D., Michaelson, L., Provan, L. S., Snyder, R., & Munakata, Y. (2014). Less-structured time in children’s daily lives predicts self-directed executive functioning. Frontiers in Psychology, 5, 1–16.
  • Bernstein, E. (1968). Summerhill: A follow-up study of its students. Journal of Humanistic Psychology, 8, 123–136.
  • Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E., & Schulz, L. (2011). The double-edged sword of pedagogy: Teaching limits children’s spontaneous exploration and discovery. Cognition, 120, 322–330.
  • Dodd, S. (2016). Unschooling the world.
  • Draper, P. (1976). Social and economic constraints on child life among the !Kung. In R. B. Lee & I. DeVore (Eds.), Kalahari hunter-gatherers: Studies of the !Kung San and their neighbors (pp. 199–217). Cambridge, MA: Harvard University Press.
  • Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. Elementary School Journal, 93, 553–574.
  • English, R. (2014). Too cool for homeschool? Accessing underground unschoolers with Web 2.0. In K. Trimmer, A. Black, & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 112–124). London: Routledge.
  • Farenga, P. L., & Ricci, C. (2013). The legacy of John Holt: A man who genuinely understood, respected, and trusted children. Medford, MA: HoltGWS.
  • Goodman, P. (1960). Growing up absurd. New York: Vintage.
  • Goodman, P. (1964). Compulsory miseducation. New York: Vintage.
  • Gosso, Y., Otta, E., de Lima, M., Ribeiro, F., & Bussab, V. (2005). Play in hunter-gatherer societies. In A. D. Pellegrini & P. K. Smith (Eds.), The nature of play: Great apes and humans (pp. 213–253). New York: Guilford.
  • Gray, P. (2009). Play as the foundation for hunter-gatherer social existence. American Journal of Play, 1, 476–522.
  • Gray, P. (2010a, February 24). Children teach themselves to read. Freedom to Learn blog, Psychology Today.
  • Gray, P. (2010b, April 15). Kids learn math easily when they control their own learning. Freedom to Learn blog, Psychology Today.
  • Gray, P. (2011a). The evolutionary biology of education: How our hunter-gatherer educative instincts could form the basis for education today. Evolution: Education and Outreach, 4, 28–40.
  • Gray, P. (2011b). The special value of children’s age-mixed play. American Journal of Play, 3, 500–522.
  • Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. New York: Basic Books.
  • Gray, P. (2016). Children’s natural ways of educating themselves still work—even for the three Rs. In D. C. Geary & D. B. Berch (Eds.), Evolutionary perspectives on child development and education (pp. 67–94). New York: Springer.
  • Gray, P., & Chanoff, D. (1986). Democratic schooling: What happens to young people who have charge of their own education? American Journal of Education, 94, 182–213.
  • Gray, P., & Feldman, J. (1997). Patterns of age mixing and gender mixing among children and adolescents at an ungraded democratic school. Merrill-Palmer Quarterly, 43, 67–86.
  • Gray, P., & Feldman, J. (2004). Playing in the zone of proximal development: Qualities of self-directed age mixing between adolescents and young children at a democratic school. American Journal of Education, 110, 108–145.
  • Gray, P., & Riley, G. (2013). The challenges and benefits of unschooling according to 232 families who have chosen that route. Journal of Unschooling and Alternative Learning, 7, 1–27.
  • Gray, P., & Riley, G. (2015). Grown unschoolers’ evaluations of their unschooling experiences: Report I on a survey of 75 unschooled adults. Other Education, 4(2), 8–32.
  • Greenberg, D. (1970). Crisis in American education: An analysis and a proposal. Framingham, MA: Sudbury Valley School Press.
  • Greenberg, D. (1992). Sudbury Valley’s secret weapon: Allowing people of different ages to mix freely at the school. In D. Greenberg (Ed.), The Sudbury Valley School experience (3rd ed., pp. 121–136). Framingham, MA: Sudbury Valley School Press.
  • Greenberg, D., & Sadofsky, M. (1992). Legacy of trust: Life after the Sudbury Valley School experience. Framingham, MA: Sudbury Valley School Press.
  • Greenberg, D., Sadofsky, M., & Lempka, J. (2005). The pursuit of happiness: The lives of Sudbury Valley alumni. Framingham, MA: Sudbury Valley School Press.
  • Groos, K. (1898). The play of animals. New York: Appleton.
  • Groos, K. (1901). The play of man. New York: Appleton.
  • Harrington, D. M., Block, J. H., & Block, J. (1987). Testing aspects of Carl Rogers’s theory of creative environments: Child-rearing antecedents of creative potential in young adolescents. Journal of Personality and Social Psychology, 52, 851–856.
  • Hausman, T. (1998). A history of the free school movement (bakalářská práce). Department of Education, Brown University.
  • Hewlett, B., Fouts, H., Boyette, A., & Hewlett, B. L. (2011). Social learning among Congo Basin hunter-gatherers. Philosophical Transactions of the Royal Society B, 366, 1168–1178.
  • Holt, L. L., Smeltzer, B. C., Brockett, R. G., Shih, C. K., & Kirk, J. M. (2013). Emerging scholars in self-directed learning: A further examination of IJSDL citation analysis data. International Journal of Self-Directed Learning, 10, 38–51.
  • Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The brain basis for integrated social, emotional, and academic development: How emotions and social relationships drive learning. Washington, DC: Aspen Institute.
  • Kirschner, D. H. (2008). Producing unschoolers: Learning through living in a U.S. education movement (disertační práce). University of Pennsylvania.
  • Konner, M. (2002). The tangled wing: Biological constraints on the human condition (revised ed.). New York: Holt.
  • Lancy, D. F., Bock, J., & Gaskins, S. (2010). Putting learning into context. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 3–10). Lanham, MD: AltaMira.
  • Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196.
  • Lucas, H. (2011). After Summerhill. Bristol, U.K.: Herbert Adler.
  • Miller, R. (2002). Free schools, free people: Education and democracy after the 1960s. Albany: State University of New York Press.
  • Mitra, S. (2003). Minimally invasive education: A progress report on the “hole-in-the-wall” experiments. British Journal of Educational Technology, 34, 367–371.
  • Mitra, S. (2005). Self-organizing systems for mass computer literacy: Findings from the “Hole in the wall” experiments. International Journal of Development Issues, 4, 71–81.
  • Mitra, S., & Dangwal, R. (2010). Limits to self-organising systems of learning: The Kalikuppam experiment. British Journal of Educational Technology, 41, 672–688.
  • Mitra, S., & Rana, V. (2001). Children and the Internet: Experiments with minimally invasive education in India. British Journal of Educational Technology, 32, 221–232.
  • Neill, A. S. (1960). Summerhill: A radical approach to child rearing. New York: Hart.
  • Osborne, J. A., Simon, S. B., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049–1079.
  • Priesnitz, W. (2016). The words we use: Living as if school doesn’t exist. Life Learning Magazine.
  • Renner, M. J. (1988). Learning during exploration: The role of behavioral topography during exploration in determining subsequent adaptive behavior. International Journal of Comparative Psychology, 2, 43–56.
  • Riley, G., & Gray, P. (2015). Grown unschoolers’ experiences with higher education and employment: Report II on a survey of 75 unschooled adults. Other Education, 4(2), 33–53.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford.
  • Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. Cohen (Eds.), Developmental psychopathology: Vol. 1. Theory and methods (2nd ed., pp. 795–849). New York: Wiley.
  • Schulz, L. E., & Bonawitz, E. G. (2007). Serious fun: Preschoolers engage in more exploratory play when evidence is confounded. Developmental Psychology, 43, 1045–1050.
  • Stixrud, W., & Johnson, N. (2018). The self-driven child. New York: Viking.
  • Traxler, C. R. (2015). The most democratic school of them all: Why the Sudbury model of education should be taken seriously. Schools: Studies in Education, 12, 271–296.
  • U.S. National Center for Education Statistics (2015). Parent and family involvement in education, from the National Household Education Surveys Program of 2012. Washington, DC: U.S. Department of Education.
  • Williams, H. D. (1930). Experiment in self-directed education. School and Society, 31, 715–718.

Výzkum demokratického vzdělávání

Bibliografie výzkumu demokratického vzdělávání, kterou vede EUDEC. Řazeno abecedně.

  • Aiken, W. (1942). The Story of the Eight-Year Study. New York: Harper. plný text (Internet Archive)
  • Avidan, R. (2014). Observation from a different perspective. Democratic schools in Germany, a multiple case study. Diplomová práce, Jaime and Joan Constantiner School of Education, Tel Aviv University (hebrejsky).
  • Bennis, D. (2012). Research on Freedom-based Education.
  • Berg, D. (2013). Enthusiastic Students: The Motivational Consequences of Two Alternatives to Mandatory Instruction. Práce o vnitřní motivaci, Reed College. stránka autora
  • Chanoff, D. (1981). Democratic Schooling: Means or End? Resolving the Ambiguity. The High School Journal, 64(4), 170–175.
  • Cooper, D. (2007). Opening Up Ownership: Community Belonging, Belongings, and the Productive Life of Property. Law & Social Inquiry, 32(3).
  • Darling, J. (1992). A. S. Neill on Democratic Authority: A Lesson from Summerhill? Oxford Review of Education, 18(1).
  • Engel, L. H. The Pedagogy of Janusz Korczak in the Hadera Democratic School: Early twentieth century reform in modern Israel. University of Wisconsin–Madison.
  • Feldman, J. (1997). The educational opportunities that lie in self-directed age-mixing play among children and adolescents. Příspěvek na Biennial Meeting of the Society for Research in Child Development, Washington, DC, 3.–6. dubna 1997.
  • Feldman, J., & Gray, P. (1999). Some educational benefits of freely chosen age mixing among children and adolescents. Phi Delta Kappan, 80, 507–512.
  • Feldman, J. (2001). The moral behavior of children and adolescents at a democratic school. Příspěvek na Annual Meeting of the American Educational Research Association, Seattle, 10.–14. dubna 2001. ERIC ED453128.
  • Fielding, M. (2005). Alex Bloom, Pioneer of Radical State Education.
  • Fielding, M. (2009). Education, identity and the possibility of democratic public space in schools. ESRC Seminar Series, London School of Economics.
  • Fielding, M. (2012). Student voice: patterns of partnership and the demands of deep democracy. The College of Teachers’ Biennial Lecture.
  • Fielding, M. (2013). Whole School Meetings and the Development of Radical Democratic Community. Studies in Philosophy and Education, 32(2), 123–140.
  • Fielding, M., & Moss, P. (2011). Radical Education and the Common School: A Democratic Alternative. London: Routledge.
  • Fitzpatrick, C. M. (1992). A comparative psychological study in education: the concept of “freedom” in Summerhill and its effects on life satisfaction, self-concept, cooperation/altruism and locus of control orientation. National University of Ireland, Dublin.
  • Goebel, R. (2000). Can we talk? Manifestations of critical thinking in young people’s spontaneous talk. Diplomová práce, School of Education, DePaul University, Chicago.
  • Goodsman, D. (1992). Summerhill: theory and practice. Nepublikovaná disertační práce, University of East Anglia, Norwich.
  • Gray, P. (1986). Sudbury Valley students thrive in a setting founded on democratic principles. Changing Schools, 13(2), 3–5.
  • Gray, P. (1993). The freedom to learn. The Washington Post Education Review, 31. října, s. 25–26.
  • Gray, P., & Chanoff, D. (1984). When play is learning: A school designed for self-directed education. Phi Delta Kappan, 65, 608–611.
  • Greenberg, D. (1995). Free at last: The Sudbury Valley School. Framingham, MA: Sudbury Valley School Press.
  • Kittel, R. (2006). Demokratische Bildung in der Diskussion. Am Beispiel des Sudbury-Schul-Konzeptes. Magisterská práce, FernUniversität Hagen (německy).
  • Lathrop, R. (2005). Democratic schools: Empowering students through active learning and applied civic education. Disertační práce, State University of New York.
  • Morhayım, B. G. (2008). Bir alternatif okul türü olan demokratik okula dair öğrenci yatkınlığının değerlendirilmesi. Nepublikovaná diplomová práce, Marmara University, Istanbul (turecky).
  • Morrison, K. A. (2007). Free school teaching: A journey into radical progressive education. Albany: State University of New York Press.
  • Morrison, K. Progressive educators’ assumptions, structures, and practices: critical pedagogy at the Albany Free School. University of North Carolina.
  • O’Rourke, D. L. (2010). Defining and defending a democratic public education site. Disertační práce, York University.
  • Peramas, M. (2007). The Sudbury School and Influences of Psychoanalytic Theory on Student-Controlled Education. Essays in Education, 19.
  • Posner, R. (2009). Lives of passion, school of hope: How one public school ignites a lifelong love of learning. Boulder, CO: Sentient Publications.
  • Ram, E. Between Despair and Hope – A Critique of Democratic Education Using the Concepts of Michel Foucault. Tel Aviv University.
  • Sadofsky, M. (2009). What it Takes to Create a Democratic School (What Does That Mean Anyway?). Přednáška, International Democratic Education Conference (IDEC 2008), Vancouver.
  • Shilon, A. (2003). Quantitative criteria in assessment of democratic schools in Israel. Diplomová práce, University of Derby.
  • Stelle, C. S., Jr. (2011). Examining a free school through auto-photo elicitation. Disertační práce, The Florida State University.
  • Stronach, I. (2005). Progressivism against the audit culture: the continuing case of Summerhill School versus OfSTED. First International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign.
  • Stronach, I. (2010). Has Progressive Education a Future? The Fall and Rise of Summerhill School. British Educational Research Association annual conference, Warwick University.
  • Stronach, I., & Piper, H. (2008). Can liberal education make a comeback? The case of “relational touch” at Summerhill School. American Educational Research Journal, 45(1), 6–37.

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