Introduction

You are about to review one or more of the publications which I have helped write, under the auspices of The New School Theory & Practice Group.  These publications have been designed as a part of the adult education efforts of The New School.  The purpose of these writings is to contribute to the thoughtful discussion of issues raised by liberty-based schooling.  These writings are not intended to be definitive or conclusive.  We seek to contribute to, not to end, the discussion of these issues.

Our effort has been to give parents and others who have committed to our method of education some insight into the mechanisms and dynamics which underlie the practices of The New School.  Over time, parents become nervous and wary.  Assurances that "doing nothing" is the right thing, admonitions to "trust the child," and promises that "patience is all that is needed," wear thin.  It is not necessary or respectful to demand blind faith as the basis for parental support of the School.

Such reliance on inarticulate faith is not a sufficiently solid basis upon which to rest a child's freedom.  If a firmer basis can be found, which helps the parent retain his or her orientation and confidence, if rational faith in the educational system can be supported, then the family support and time needed for the child to learn is more likely to be afforded by parents and others.  Thus, we are trying to discern and describe the effects and mechanisms of the practices of The New School and Liberty-based schooling generally, so that those who are asked to trust it can see how it can work.

It is important to recall that a description of a plausible mechanism is not a characterization of any particular child's actual experience.  Each child's experience of The New School is unique.  It has its own substantive as well as incidental differences.  The analysis provided in our writings, therefore, should not be regarded as descriptive of all or even most children's experiences.  Our discussions are abstractions, not prescriptions or diagnoses.

Comments and thoughtful contributions to our considerations are welcome and will be appreciated. Each of these writings is seen as a work in progress. It is our hope that each year, as the same topic recurs, we will revise and expand the writings which support the TalkAbout on that topic. Oversights or omissions can be addressed in later versions of each writing. Through this continuing expansion, we hope eventually to have a broad and detailed discussion of many of the functions of the School. Since it is The New School, our discussion will never be conclusive or complete. However, as it grows, we hope that it will continue to be stimulating and helpful.

John R. Hiner Jr.
Tuesday 4 April 2000

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Please note that in their original form these writings were printed as 8.5 x 5.5 inch booklets. In their original format, their pages and layout were optimized for that format. To make browsing more convenient, web versions of the documents have been prepared.  The contents are not significantly different between the original and web formats.  The web versions are on the left below, with the corresponding original versions on the right.

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