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As coercion kills the interest
In the UK there is a school "Summerhill". It is a school with free training-students can choose which subjects them to visit, or not to study at all.
I think this school does not learn? If you think so, you are wrong.
Children who are enrolled in Summerhill in the preschool age, go to lessons from the beginning of their stay. Often children, pochivshaya before in other schools claim that they more never will go to one idiotic lesson. But after some time (average time is three months) they are just starting to get interested in studies and attend preety. Summerhill pupils take mathematics. They derive pleasure from geography and history. Almost nobody takes the opportunity not to learn. Even the smallest often reserve time in the schedule for teachers and learning what they like and interesting. Virtually all pupils play musical instruments, often several at once, record music.
So why in the Summerhill children learn with pleasure, and children from ordinary schools hate studying? It is obvious that coercion kills the interest. But how? Most likely, business in the Association. If you put the alarm clock to your favorite song, soon you will hate it-she firmly will be associated with those moral sufferings which you are experiencing at the unwanted awakening and rise. It's the same with education. Forced learning is always accompanied by a strong moral suffering-mainly, strong boredom. And in the end, after a long period of compulsory school education, in itself education, science, etc. the child is automatically associated with those moral suffering, the boredom that the child experienced during forced training. In principle, this applies to any classes. Compulsion to any activity-kills the interest in this activity. published by P. S. And remember, just changing your mind - together we change the world! ©
Source: oneil-in.livejournal.com/2408.html
I think this school does not learn? If you think so, you are wrong.
Children who are enrolled in Summerhill in the preschool age, go to lessons from the beginning of their stay. Often children, pochivshaya before in other schools claim that they more never will go to one idiotic lesson. But after some time (average time is three months) they are just starting to get interested in studies and attend preety. Summerhill pupils take mathematics. They derive pleasure from geography and history. Almost nobody takes the opportunity not to learn. Even the smallest often reserve time in the schedule for teachers and learning what they like and interesting. Virtually all pupils play musical instruments, often several at once, record music.
So why in the Summerhill children learn with pleasure, and children from ordinary schools hate studying? It is obvious that coercion kills the interest. But how? Most likely, business in the Association. If you put the alarm clock to your favorite song, soon you will hate it-she firmly will be associated with those moral sufferings which you are experiencing at the unwanted awakening and rise. It's the same with education. Forced learning is always accompanied by a strong moral suffering-mainly, strong boredom. And in the end, after a long period of compulsory school education, in itself education, science, etc. the child is automatically associated with those moral suffering, the boredom that the child experienced during forced training. In principle, this applies to any classes. Compulsion to any activity-kills the interest in this activity. published by P. S. And remember, just changing your mind - together we change the world! ©
Source: oneil-in.livejournal.com/2408.html