Re: [DSM] Digest for discuss-sudbury-model@googlegroups.com - 2 Messages in 2 Topics

[George Healy]

Very interesting points.  I also wonder about those things that lie more in the realm of taboo – especially sexual.  
When considering masturbation or sex between students, a lot goes back to the moral conventions of the parents as to what would be acceptable.
For the school, it probably has more to do with state policy on appropriate conduct for the children.
Although A S Neil had a very libertarian approach to sexuality, in a sense he was “saved” by the government laws and the fact that the children so wanted to protect the school that they curbed their activities (to some extent – according to Neil’s writing) to avoid getting Summerhill in trouble.
I see this as a particularly prickly area to deal with, as it pertains to behaviour that doesn’t necessarily impinge on others, but yet quite often is viewed as behaviour that should be regulated or prohibited.  Thoughts?

George


On 16-09-2011 06:55, "discuss-su...@googlegroups.com" <discuss-su...@googlegroups.com> wrote:

 Today's Topic Summary
Group: http://groups.google.com/group/discuss-sudbury-model/topics

• Aims for a sustainable, democratic centre of learning and living <#group_thread_0>  [1 Update]
• Digest for discuss-su...@googlegroups.com - 2 Messages in 1 Topic <#group_thread_1>  [1 Update]
  

  
 Topic: Aims for a sustainable, democratic centre of learning and living <http://groups.google.com/group/discuss-sudbury-model/t/1895bedfe6d271e>
  

Scott David Gray <sg...@unseelie.org> Sep 15 12:07PM -0400 ^ <#digest_top>
 
  
 Just about any/every endeavor that does not interfere with others'
freedom is harmonious with a free democratic community.
 
In a school in particular, though, as Derek and others have alluded,
one has to be very very careful that the community has a culture in
which influential members who are interested in doing things with
their freedom which are unusual in the larger community, do not end up
coercing, cajoling, seducing or restricting the freedom of others in
the community. It is very easy for a person to fall too easily into
the trap of protecting others' freedom's to do those things that s/he
her/himself happens to like -- and put somewhat less effort and
intensity into protecting the ability of others to do things (e.g.
running a separate garden with the full gamut of pesticides, or living
an indoor lifestyle) that are less attractive to him/her.
 
Every person who works in a Sudbury school has to have a clear sense
of this tension.