Time to Dream.
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| Title: | Time to Dream. |
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| Authors: | O'Connor, John S.1, Lessing, Avi D.2 |
| Source: | Schools: Studies in Education. Fall2015, Vol. 12 Issue 2, p214-220. 7p. |
| Subject Terms: | *School schedules, *Program length (Education), *School day |
| Reviews & Products: | Paul Diederich & the Progressive American High School (Book) |
| People: | Hampel, Robert L., 1950- |
| Abstract: | In this essay, John S. O'Connor and Avi D. Lessing discuss the increasingly reductive and routinized nature of contemporary schools and the costs such an approach holds for students and teachers alike. The current approach is especially troublesome in light of the rich history of progressive voices, such as Paul Diederich, who have cautioned against such an approach for the past 75 years. In the current education climate, schools often concern themselves with the most efficient ways of delivering education, cramming the school day with required classes and common assessments. The authors lament the consequences of these practices, which rob teachers and students of time (to reflect, to create, to think) and which ultimately rob them of their individuality. [ABSTRACT FROM AUTHOR] |
| Copyright of Schools: Studies in Education is the property of University of Chicago Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | In this essay, John S. O'Connor and Avi D. Lessing discuss the increasingly reductive and routinized nature of contemporary schools and the costs such an approach holds for students and teachers alike. The current approach is especially troublesome in light of the rich history of progressive voices, such as Paul Diederich, who have cautioned against such an approach for the past 75 years. In the current education climate, schools often concern themselves with the most efficient ways of delivering education, cramming the school day with required classes and common assessments. The authors lament the consequences of these practices, which rob teachers and students of time (to reflect, to create, to think) and which ultimately rob them of their individuality. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15501175 |
| DOI: | 10.1086/683215 |
