Title Author Publisher ISBN Date
Taking Education Really Seriously Michael Fielding RoutledgeFalmer 0415252105 2001
Real Education: varieties of freedom David Gribble Libertarian Education 0951399756 1998
Understanding Waldorf Education : Teaching from the Inside Out Jack Petrash Gryphon House 0876592469 2002
The Foundations of Human Experience Rudolf Steiner Steiner Books 0880103922 1996
The Montessori Method Maria Montessori Kuperard 0805209220 1989
Alternative Approaches to Education Fiona Carnie Routledge (UK) 0415248175 2002
The Pestalozzi Experiment in Child-based Education Rebecca Wild Shambhala Publications 1570624550 2006
To Educate the Human Potential Maria Montessori Clio Press 1851090940 1989
The Secret of Childhood Maria Montessori Ballantine Books 0345305833 1966
The Discovery of the Child Maria Montessori Clio Press 185109086X 1997
The Handbook of Education and Human Development David R. Olson and Nancy Torrance Blackwell Publishers 0631211861 1998
The Philosophy of Human Learning Christopher Winch Routledge 0415161908 1998
Complexities of Teaching : Child-Centred Perspectives Ciaran Surgrue Falmer Press 0750704799 1997
The Aims of Education and Other Essays Alfred North Whitehead Simon & Schuster 0029351804 1967
How Children Learn John Holt Perseus Publishing 0201484048 1995
Learning all the time John Holt Addison Wesley Publishing Company 0201550911 1990
Summerhill: A Radical Approach to Child Rearing A. S. Neill Hart Pub Co 0805512993 1984
Summerhill School : A New View of Childhood A. S. Neill St. Martin’s Griffin 0312141378 1995
Freedom: Not License! A. S. Neill Hart Pub Co 0805500162 1966
Experience And Education John Dewey Free Press 0684838281 1997
Democracy And Education John Dewey Free Press 0684836319 1997
Education and the Significance of Life Jiddu Krishnamurti HarperSanFrancisco 0060648767 1981
Minding the Light: Essays in Friendly Pedagogy Dalke, A., Dixson, B. and Dalke, A. (Eds) Peter Lang Pub Inc 0820463574 2006
The Challenge to Care in Schools Nel Noddings Columbia University Teachers College Press 0807746096 1992

 

A human-centred school is a community of persons. This inevitably involves radically rethinking a school’s identity and the nature of its culture. This process of rethinking will vary according to the specific circumstances of each school, but there are some common key aspects to all human centred learning communities:

  • Students, staff and other stakeholders have a strong sense of ‘we-ness’ and belonging. Because of this, they feel a responsibility towards each other and towards the betterment of the school.
  • All members know and respect one another, adults and young people alike. Such intimate knowledge and mutual respect are the fruit of interaction through collaborative learning activities, dialogues, community meetings and fora.
  • All persons in the community recognise that learning is to become more fully human. This awareness of a school’s purpose and the aims of education is vitally important for the realisation of a shared culture.
  • There is a close partnership with parents and others within the wider community whose participation is of pivotal importance for students’ learning and development. Parents themselves may also learn and grow as they participate in the life of the school community.

By embedding these values across the whole school community, it is possible to create a culture where curriculum, pedagogy and feedback and review can reinforce each other.

For more information on the kinds of practical features core to a learning community, see What is a Learning Community Like?

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a human-centred approach to schooling and includes a variety of rich pedagogical examples, such as adopting HCE as a whole-school initiative, or else woven HCE into particular aspects of existing school life. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance.

Human-Centred Education originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards.

Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.


Book Purchasing Options:
Paperback: 9781138210837
published: 2017-01-10

Hardback: 9781138210820
published: 2017-01-10

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Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum? How could such a system focus on both human and educational values? How could secondary education combine the personal development of students with good academic standards? In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training.

Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today. The book discusses a ‘human-centred’ approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike. Key features of the text: A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people’s perspectives and ‘voices’ on their education and on being an adolescent Links to practice – showing how the theory and research can actually be put into practice to bring about change

At a time when secondary education is so impoverished by the deadly weight of testing and league tables, by performance indicators and targets, it is important to have reasserted the aims of education in terms of personal development, human flourishing and enriching community. ‘Rethinking Secondary Education’ does this admirably. It offers the insights of alternative approaches to education, and does so with a philosophical depth that is rarely seen. This book is a welcome antidote to the impersonal nature of much educational theory and practice. It should be on the reading list of both trainee teachers and those teachers who need to be refreshed in their further professional development.
Professor Richard Pring, Department of Education, University of Oxford

This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.
Professor Michael Fielding, Institute of Education, University of London, UK.

With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. […] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view.
Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.


Book Purchasing Options:
Paperback: 9781408284780
published: 2012-06-07

Hardback: 9781138145429
published: 2016-08-08