Other Education: The Journal of Educational Alternatives ISSN 2049-2162 Volume 4 (2015), Issue 2 · pp. 107-118
OTHER CONTRIBUTIONS
Free Alternative Schools in Germany Matthias Hofmann, Dipl. Paed., Berlin
“As a movement for radical reform organised by Leo N. Tolstoi (1828– 1910). of school practice [the alternative On his estate he taught the children of the school movement] plays an servants. Participation for the children was important role in the Federal voluntary. They were offered a meal Republic of Germany [FRG: West (something not to be underestimated as an Germany]. This role is by far not incentive to attend school at the time). A fully played out yet. For Free boy who came every day and simply lay Alternative Schools it is not only down at the furnace to rest was left to about changing individual himself by Tolstoi. After a few months this elements of school practice. It is child was able to write (apparently simply rather about designing school as a by passive observation). This for Tolstoi whole anew with a view to address confirmed that there are many different changing educational and social ways to learn something. challenges. Exactly for this reason Further alternative school projects they are also of utmost importance were established in Spain by Francisco for the development of the entire Ferrer (1859–1909) and his Escuola school system” (Maas, in Borchert Moderna, or also the school of A.S. Neill & Maas, 1998, p. 17, all (1893–1970) called “Summerhill,” in translations by author). Suffolk, England. When the first free schools were Abstract founded in Germany in the 1970s the texts In this essay the roots of Free Alternative of A. S. Neill, George Dennison (1925– Schools (FAS) are depicted and their 1987) and Francisco Ferrer had been history in Germany over the last 40 years circulated widely as bootleg copies within is sketched. The educational concepts of circles of the political movement the schools are presented and a critical following the student’s revolt in 1968. appraisal of their current situation is Less attention however was given to the included. first radical school projects during the Weimar Republic. Early days It is possible that this potential The first project that retrospectively can be historical reference was largely neglected seen as a free alternative to school was because of the eradication of the entire
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OTHER CONTRIBUTIONS Free Alternative Schools in Germany libertarian-alternative school reform a) Historical references are found in the movement during the time of fascist rule Reform- und Versuchsschul- in Germany. Only a few radical left wing bewegung (reform and model school teachers like Minna Specht returned from movement). In land reform schools, exile after 1945 and got involved in the Jenaplan and Montessori schools it establishment of democratic forms of was assumed that education “from schooling in West Germany. Another the position of the child” needs to be reason could be that the proposition of the holistic, including “heads, hearts and term “reform pedagogy” by Hermann hands” (Maas, 1998, p. 15). Target Nohl (1963) assembled a “movement” of a groups for these schools were peculiarly wide spectrum ranging from the children and adolescents, in left wing radical Karl Marx School in particular also from a working class Berlin-Neukölln to school concepts with background. clearly racist basic positions. b) Political struggles against capitalism and the state’s structures throughout First establishment of schools the 1960s led to the development of The first Free Alternative Schools (FAS) potentially critically minded people. in the FRG were founded at the beginning From within these (often student’s) of the 1970s. The oldest schools are the circles the anti- authoritarian Freie Schule Frankfurt and the Kinderlaeden originated. A centre of Glockseeschule Hannover. Since their the Kinderlaeden movement was early days FAS represents a diverse Berlin. In the Kinderlaeden anti- movement. In different towns the autoritarian lifestyles were practiced beginnings varied a lot: (with reference e. g., to Summerhill school). The target groups of Since 1974 the Freie Schule Kinderlaeden were children before Frankfurt had to fight a legal official school age (i. e., children battle over 12 years for its right under the age of six). to exist and to get the state’s c) The third point of reference for the recognition. This fate—years of establishment of FAS was the free running a school without state school movement in the US. In big funding and under pressure of cities in the US, schools had been illegality—was shared by many founded in which particularly other schools in the FRG, e. g., children and adolescents of lower in Würzburg, Kassel and social classes were catered for. An Bremen. (Maas, 1998, p. 16) essential element for these schools was the voluntary attendance of Irrespective of personal motives of the lessons (Maas, 1998, p. 16). founders there are three main strands of motivation and conceptual references that These three strands—which can be played a role for the alternative school summarized as reform and model schools, movement. anti-authoritarian Kinderlaeden and voluntary attendance of lessons—provided
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Matthias Hofmann the basis for the first Free Alternative up to the German Abitur (numbers taken Schools (FAS) in the FRG. from 2012). It took until the end of the 1970s for Normally parents pay a school fee this development to gain some attention in according to their income level. This is the public sphere at a time when the meant to allow also children from families debates of school reform were no longer of lower income strata to attend the dominated by the topic of comprehensive schools. In principle every school fee is an schooling. A first national meeting of FAS obstacle to all inclusive participation. Only (and start-up groups) was organised in if FAS were funded exactly in the same 1978. New input came from the side of the manner as state schools would it be ecological and the peace movement. possible to assess their strengths and Elements of ecological education and weaknesses in a fair comparison. intercultural learning played a role in the What the member schools of BFAS further development of the alternative have in common is the wide ranging schools. By 1988 there were already 18 participation of students in all aspects of such schools in the FRG. This school organisation, group activities, and development also led to the establishment decision making. Students are involved in of a national umbrella organisation: the everyday tasks within the schools, Bundesverband der Freien tidying, cleaning, but also offering Alternativschulen (BFAS). learning projects, and a variety of extra “While in the old FRG the ‘Free- activities often planned and carried out as School-Founding-Euphoria’ of the 1980s mixed age activities. ebbed significantly during the 1990s there FAS rarely limit themselves to one was new drive and hope coming for the particular “educational line.” The school alternative school movement from the East concepts hardly ever provide such a “pure with the unification of Germany” (Maas, doctrine.” Instead there is a creative 1998, p. 17). At the end of the 1990s there eclectic reference to diverse educators and were 36 FAS operating in Germany as a model schools and in this manner a whole (East and West reunified) with a concept is designed that can take care of total of 1600 students. the individuality of children and of changing social conditions. Alternative schools today There is however a risk that a kind of There are now nearly 100 Free Alternative educational arbitrariness creeps in that Schools and start-up groups as members of allows schools to act differently on a BFAS. The vast majority of these schools random basis, changing from day to day. operate as independent schools, some are Strong personalities often find great scope run by local authorities. As of September for their ideas within alternative schools. 2012, there were 5000 students registered As long as such influence is exerted in the within FAS. The schools offer a full day context of a school’s concept and to the programme, with 20 of the schools also benefit of the children it is normally a gain running a day-nursery. Forty-eight of the for everyone involved. schools include primary and secondary Where personal (biographic, religious- school level, and one of the schools leads esoteric, ideologic or other) attitudes of 109
OTHER CONTRIBUTIONS Free Alternative Schools in Germany teachers in alternative schools become The present and future problems dominant factors an essential point is of society (environmental lacking: FAS are there for the children and problems, wars, poverty, etc.) adolescents to allow them their own can only be solved experiences and to enable them to develop democratically by individuals their own attitudes. A central idea in this who are able to live according to context is the concept of self-regulation, or the principles of personal autonomy. responsibility and democracy. This concept needs to be understood Alternative schools seek to offer via its counterpart: control. In the state’s children, teachers and parents the schools there are quite detailed regulations opportunity to practice self- that have to be followed, so that teachers regulation and democracy again experience their situation as being and again in everyday life. This controlling. The concept of self-regulation is the most important political in FAS is meant to apply to all actors. dimension of alternative schools. Nevertheless it is particularly important Alternative schools are schools for the children. in which childhood is understood For teachers this means to reflect on as an equally respected phase of their own practice and avoid unconscious life with the rights of self- transferences. It is of secondary interest determination, happiness and that working in FAS for teachers also contentment, rather than simply a means a great deal of educational freedom. training period for adulthood. Every “I know what is right for child X” Alternative schools create a bears the risk of patronizing and space in which children can manipulation, whereas “Free Alternative satisfy their own needs, such as Schools see themselves as an experiential the needs for freedom of space in which children are inspired to movement, spontaneous self- engage on their own imitative with those expression, independent time learning topics which they choose management and intimate themselves” (Maas, 1998, p. 32). friendships. Alternative schools renounce the The common basis of Free Alternative use of coercion for disciplining Schools children. Rules and restrictions The BFAS is mainly concerned with legal are created through group topics (school recognition), advice and processes of conflict resolution, support of start-up groups, organisation of addressing both conflicts the annual conference of FAS and PR between children and conflicts work on a national level. between adults and children. The common basis of the Free These rules, however, can be Alternative Schools is described in eight changed by the group at any theses. These were agreed by the member time. schools of BFAS in 1986: Educational subject matter is discovered naturally through the 110
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child’s own experiences and Free Alternative Schools are determined in cooperation with diverse. Each school is different. the teachers. The selection of 1. Free Alternative Schools are subject matter is a continuous communities that are process that involves the cooperatively created by experiential background of everyone involved. The children and teachers. The experiences and the knowledge complexity of learning is taken gained in this process encourages into account through varied and and enables them to face social flexible forms of learning that problems, work out constructive involve play as well as the solutions and try out new forms everyday life and social of social life. environment of the school. 2. Free Alternative Schools are Alternative schools do more than autonomous schools. Practicing simply impart knowledge to their self-governance is an influential pupils. They support experience of democratic emancipatory learning processes sociality for children, that open new and unusual paths adolescents, parents and staff. of insight for everyone involved. They create their own rules and In this way, such schools can structures that at the same time help to lay the groundwork for remain open to change. This the solution of present and future fosters a sense of community, problems of society. non-violent conflict solutions Alternative schools are self- and appreciation of the situation governed. The design of the self- of others. government is a meaningful 3. In Free Alternative Schools experience in democratic children, adolescents and adults collaboration for parents, enjoy similar rights for self- teachers and pupils. determination and protection. Alternative schools are places in Everybody’s needs are valued which every individual’s equally. attitudes and opinions can be 4. Learning presupposes reliable recognised as open and relationships. At Free Alternative changeable. In this way, they Schools respectful togetherness offer the chance to experience and the deriving trust are the adventure and learn about life. basis for all relationships. (BFAS, http://www.freie- 5. People at Free Alternative alternativschulen.de/index.php/a Schools understand learning as a bout-us-in-english) life-long process. Elements of learning are also play, social and In autumn 2011 the principles of the emotional experiences and the BFAS were extended in the form of a interests of children, adolescents declaration: and adults. This leads to 111
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individual ways of learning that Today, just as 20 years ago, the can initiate emancipatory paramount aim of Free learning processes. Alternative Schools lies in the 6. Free Alternative Schools are establishment of the ability to spaces of learning and living that organise learning processes with are characterised by sensitivity freedom and self-responsibly. To and openness for change and develop this ability children need development. They integrate teachers who are willing to give diverse educational ideas in their up their monopoly on lesson concepts and implement them in structuring and who see their end diverse manner. (BFAS, goal as rendering themselves http://www.freie- dispensable. (Maas, 1998, p. 33) alternativschulen.de/index.php/u eber-uns/selbstverstaendnis/14- To find suitable staff for alternative grundsaetze-freier- schools often remains a problem. On the alternativschulen) one hand administrational regulations from the side of school authorities make this For the last 40 years FAS have been difficult, on the other hand teachers have experimenting with new ways of relating rarely had experiences in their own between adults and children, with education and training with self- alternative lifestyles and with new forms determined learning. Teaching in FAS of “doing school.” A trendsetting culture requires a great openness for collective of learning and living in a holistic, radical reflection and a renunciation of democracy and with solidarity is meant to metaphysical constructions: “Instead of be practiced and developed. results the teacher shows the ways to reach Therefore FAS are quite relevant as them, s/he stimulates the activity of models of future schooling for the general students, creates exemplary problem school system. All it needs is the situations, advises on sourcing material willingness to engage with their potential. and helps in the development of abilities At the same time the erroneous belief of self-regulation” (Maas, in Borchert & should be avoided that alternative schools Maas, 1998, p. 33). are better than the state schools: “The elitist consciousness of the historic Radical democracy as educational task alternative school movement is pointedly Oskar Negt wrote: “Democracy is not summarised by Negt’s sentence: ‘There is sustainable without democrats. To educate no alternative to alternative schools!’” them, to support autonomy and obstinacy (Maas, 1998, p. 28). on all levels (…) is the main task If alternative schools are compared to nowadays (...)” (Negt, in Borchert & or evaluated against state schools the Maas, 1998, p. 9). question is always: What are the Free Alternative Schools are places of parameters applied? An elitist attitude in participation for the children. There are my opinion is neither justified, nor wise, different focal points in the spectrum of nor intended. alternative schools. They reach from
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Matthias Hofmann weekly school assemblies (with or without the most important fields of learning for voting power for adults) over children. representative models to juridical committees. In all alternative schools Grading participation is a central topic. In alternative schools there is essentially no grading. This principle is only Free play negotiated by school laws. In Berlin for “Free play” is a reoccurring element of instance the education law stipulates that alternative educational concepts. It is all primary schools have to conform to the neither restricted to the space of a school enrolment criteria of secondary schools. yard nor is it restricted to certain phases of The secondary schools, however, accept the school day. Free play enables children enrolments only on the basis of graded to have innumerable experiences and they certificates.1 can try out what they learned. Based on randomness and Observations of children’s play arbitrariness the exams enjoy a demonstrate its big similarity reputation and general authority with the serious activities of such that they are not only adults. Children invent games enforced on people, but also the and apply themselves to them work of the people. It is a with interest and an energy that pleasure to expose the defects of can only be stopped by tiredness. this system. In it we see a legacy Children imitate everything they of tyrannical history. It is always see adults doing. (R. Columbiè in the same centralisation, Ferrer 2003, p. 69). everywhere we find the same official intrusion. (Ferrer 2003; Everything that children learn in their p. 94) contacts with adults they can explore in free play amongst themselves. In turn this A counter model to the system of grading means that adults need to design every is the individual observation. Children and project, every assembly and every conflict adolescents should as far as possible mediation in a way that allows children recognise their own processes and greater autonomy and lets them test their products. experiences in free play. “If learning is a constant enacting of individual “In the area of personal constructions of reality it can be seen as a activities, always remaining constant process of winning and losing. within the own self, the child Winning and losing are essential should be used to, and be able to characteristics of play” (Düwell 2005, p. apply the own abilities not only 16). on instruction, but rather on the A school where there is no space for own initiative. And this self- free play is restrictive and closes off one of reliance should be experienced as
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delightful.” (Reichwein 1993; p. from 1978 warrants a new comment. 33) Many alternative schools explicitly refer in their concepts to protagonists of the A common prejudice says that children reform-pedagogical movement. The who attended alternative schools are in question is more whether such references trouble when they are confronted with are based on personal preferences of grading in secondary schools. There are at school founders, or are they based on a this stage numerous studies to prove that non-prejudiced (probably even scientific) the transitory difficulties disappear after a process of developing a school concept. few months. (Köhler & Krammling- Such a process can indeed lead to the Jöhrens, 2000, Altenburg, 1996, Reyher, establishment of meaningful references in 1999, Rüdinger, 1997, Haan, 1992, favour of the aims of a given school. Wiesemann, 2000) There is a danger, too, of uncritical reference to pedagogues or concepts of the Albeit that alumni from reform-pedagogic spectrum like the land alternative schools may reform schools or Waldorf schools. The sometimes have transition critical aspects of these models are problems in certain subject areas discussed in the first part of my recent they are in general recognised in book (Hofmann, 2013). further education institutions for Apart from a literary reception of their distinct autonomy, team reform-pedagogy there is also a player abilities and willingness to spontaneous adaptation of reform- cooperate with others. They are pedagogical ideas, demands and practices confident enough to ask if they in the alternative school movement (van don't understand something and Dick, 1979). This is most likely in quite often they play an reference to the free school movement in important role in the social fabric the US. of the new class structure. It is a basic task (not only this but key) Potential deficits in knowledge for alternative schools to gain a critical are thus mostly adjusted within a and differentiated stance in relation to short period of time (de Haan, reform-pedagogical concepts. 1992 in Maas, 1998, p. 33) Alternative school in neo-liberal context Alternative schools and reform- pedagogical context The idea is not new that school “Whoever, like the alternative school should be first and foremost a movement, cuts the ties to these [reform- place where children and pedagogical] contexts and experiences adolescents learn to learn. But simply on the basis of ignorance will at the only since leading personalities same time be victim and active agent of from the economic sector started abandonment of history under late complaining in recent years capitalism” (Rang & Rang-Dudzik, 1978; about the lack of autonomy and pp. 23-24). In 2015 this critical statement team player ability of many
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school leavers does opinion gain Effect ground that it can no longer be Rainer Winkel concludes: “Without them the task of the school to teach [FAS]—we can assume – many reforms children as many facts as would simply be unknown: “free work” possible for them to be only able and “open lessons,” “community to regurgitate this type of education” and “project weeks”—and knowledge. (Maas in Borchert & obviously their superficial mockeries Maas, 1998, p. 32) neither…” (Winkel, 1998, p.8). If alternative schools indeed had such an As pointed out already alternative schools influence in the past it seems there is little have their roots in a context of criticism of left from this glory. To gain ground again capitalism. If nowadays leading business and live up to the idea of model and representatives formulate demands on experimental schools, and to influence schools that seem to meet the values of educational and political debates in alternative schools, this is misleading in Germany, FAS should publicly depict that the compatibility is only on a surface those areas of their practice that are true level. Children and adolescents experience witness of their name. their environment and the organisation of a These areas certainly still include the free school as open to change. Students self-determined and autonomous learning, have a say in all aspects, even the most the radical democratic participation, basic ones. In the context of their areas of unconventional learning methods, and the responsibility they have equal rights as flexible and speedy introduction of new teachers. This is not really what is meant concepts (gender sensitive education, in a neo-liberal economy if employees are inclusion…). Further areas could be requested to think. They may be required explored. The situation is one where: to act autonomously at the place allocated to them, and they may be asked to help in All basic educational ideas have developing certain areas. The injustice of gone anti-authoritarian already; the system itself, however, they are not what is missing is not originality invited to question. of ideas, but rather their practical In alternative schools children and application. These “archaic adolescents experience a “micro-society” ideas” of education include for open to democratic change. In the ideal instance ideas of self-regulation, case they learn there that they can best deschooling, learning free of fear decide for themselves what is right and and coercion, project work, good for them. This is something different experience as basis for the to the autonomy promoted in the business concept of learning. (Negt in sector. The assumed protagonists in Manzke, 1981, p. 17) business also have an understanding of parliamentary democracy that differs Alternative schools in the context of fundamentally from the experiences of general school critique democracy afforded to children and On a fundamental level the question has to adolescents in alternative schools. be asked what is the function of school in 115
OTHER CONTRIBUTIONS Free Alternative Schools in Germany general, and of alternative schools in number of students allowed to achieve the particular. In Germany the false belief is Abitur. The result of school is the widespread that school is there to convey reproduction of the social stratas in knowledge. This belief originates in a society. This is supported further by the historical era when knowledge was not effects that the family background has for generally accessible. Many parents could the school career of children. teach their children only in very limited It could be just as well a task for school areas of knowledge, and teachers had a to break up the hierarchical character of rather all-round knowledge. When I our society and allow social upwards attended school I learned about Goethe mobility for whole families. But this is not and Schiller through my teachers. With the wanted. The higher strata of society want exception of the public library there was to prevent competition for the best jobs. no other place where I could have They rather remain amongst themselves accessed such important authors. The and assume the responsibility of the lower development of the internet and the social strata’s lack of social rise lies with increased mass access to it has made a their supposed unwillingness: a cynical massive difference. Nearly all aspects of systematisation of inequality. In fact, general and specialised knowledge are at parents of these lower social strata invest all times accessible for those who want to proportionally more of their means in the gain access. education of their children. The German Nearly all lesson content is available in school system stabilises and reproduces more or less instructional form in the social inequality and therefore supports a internet. Together with opportunities hierarchical society. offered by skype and other software it is Our future is largely uncertain. The possible to communicate with people in next generations will be confronted with nearly every country around the globe. No question for which we have no answers: teacher can compete with this. climate change, economic exploitation on The function of conveying knowledge a global scale, famines that are simply is no longer a sufficient legitimation for a tolerated. Indeed most of the questions that special institution like school. To be clear: will come up for future generations we are All children and adolescents in Germany not even able to anticipate. are subject to compulsory schooling. They What then does a person have to learn spend five days every week up to eight if the task is to react to previously hours in an institution whose legitimation unknown questions? I suggest two focal is obsolete. points that would also allow for a new The true function of the institution of function of the school as an institution. school is the allocation of a place within First there is the ability and willingness to the area of labour and society. School is allow for diverse explanations. I can the central agency of social differentiation. describe the function of an ant-state for the There are only a certain number of places eco-system of a forest. I can try to in universities. The number of schools compare the social structure of ants with leading to the German Abitur2 is limited. the one of humans. I can determine the There are structural targets as to the use-value of ants in farming, or I can
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Matthias Hofmann explore the fascination of children who are function of school is critically assessed watching the traffic on an ant’s pathway. and defined in a new way. This requires In school the type of question to be asked courage and the willingness to put all is generally predetermined by the subject habits and routines through a check. area. Here a new function of school would In my opinion the future significance be to allow for as many diverse of alternative schools depends on their explanations as possible. ability to accept this new role in a similar On the other hand the ability to way to the phase of establishment of the improvise would be a formidable first Free Alternative Schools some 40 competency. An exam would not consist years ago. of questions that were prepared in lessons. A test would be a confrontation with Notes something unexpected. 1: With the exception of 30% of school places that Those who know the series “McGyver” are allocated via a lottery system. will quickly grasp the idea. Here the hero 2: Final certificate needed to gain entry to university. is exposed to new and unknown situations in every episode. Most interesting are the Literatur skills that he applies in the stories. The Altenburg, T. et al. (1996). basis for him is a wide range of knowledge Übergangsprobleme von Schüler/innen of chemistry, physics and other sciences. der “Freien Kinderschule In this sense acquisition of subject specific Hamburg/Harburg” beim Wechsel auf knowledge would not be the goal, but weiterführende Schulen. Hamburg: rather the basis for the competency of Univ. Hamburg, Fachber. improvisation. BFAS. (2015, July). Wuppertaler Thesen, Another example is the competency to Von: http://www.freie- cook a meal. So far school teaches cooking alternativschulen.de/index.php/about- according to a recipe. But this is obsolete us-in-english because recipes are available online in Borchert, M. & Maas, M. (Eds.). (1998). nearly all languages of the world, as text, Freie Alternativschulen. Bad video or audio file. The new function of Heilbrunn: Psychosozial-Verlag. school would be to build upon the basic Bundesverband der Freien techniques of cooking and create Alternativschulen (Ed.). (1992). Freie something out of formerly unknown Alternativschulen—Kinder machen ingredients and devices. That would also Schule—Innen- und Außenansichten. be a preparation for a world in which not Wolfratshausen: Drachen-Verlag. everything required as per a recipe will be Düwell, C. (2005). Spielräume für available in rich Europe at all times any ästhetische Erfahrung im longer. Kunstunterricht. Unveröffentlichte In this regard alternative schools could Examensarbeit. Universität Bremen. be trailblazers. They are small schools and Ferrer, F. (2003). Die moderne Schule. can react quite well to the challenges of Ulm: Edition AV, Verlag. our times. Necessary for such a new Haan, G. d. (1992). Was leisten Freie direction would be however that the Schulen? In Bundesverband der Freien 117
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Alternativschulen (Ed.). In Freie Reichwein, A. (1993). Schaffendes Alternativschulen—Kinder machen Schulvolk—Film in der Schule. Die Schule—Innen- und Außenansichten Tiefenseer Schulschriften— (pp. 177-191). Wolfratshausen: Kommentierte Neuausgabe. Weinheim: Drachen-Verlag. Beltz Gmbh. Hofmann, M. (2013). Geschichte und Reyher, B. (1999). “Dass man nicht mehr Gegenwart Freier Alternativschulen. auf Bäumen leben kann oder so.”— Eine Einführung. Ulm: Klemm u. Übergangsprobleme von Kindern an Oelschläger. Freien Alternativschulen auf Köhler, U. & Krammling-Jöhrens, D. weiterführende Schulen—dargestellt (2000). Die Glocksee-Schule— am Beispiel der Freien Schule Leipzig. Geschichte—Praxis Erfahrungen. Bad Diplomarbeit an der PH Heidelberg. Heilbrunn: Klinkhardt Verlag. Rüdinger, T. (1997). Durchlässigkeit des Maas, M. (1998). Geschichte, Mythen und Schulsystems und individuelle Erfolge der Alternativschulbewegung – Schullaufbahn —Studie zur Versuch einer selbstritischen Übergangsproblematik von Kindern Zwischenbilanz. In Borchert & Maas der Freien Schule Leipzig-Connewitz (Eds). Freie Alternativschulen (pp. 15- zu Institutionen des öffentlichen 35). Bad Heilbrunn: Psychosozial- Schulsystems. Wissenschaftliche Verlag. Untersuchungen im Fachbereich Manzke, E. (Red.). (1981). Glocksee- Erziehungswissenschaften an der Schule. Berichte, Analysen, Universität Leipzig. Leipzig. Materialien. Berlin: Transit Wiesemann, J. (2000). Lernen als Buchverlag GmbH. Alltagspraxis. Lernformen von Kindern Nohl, H. (1963). Die pädagogische an einer Freien Schule. Bad Bewegung in Deutschland und ihre Heilbrunn/Obb: Klinkhardt. Theorien. Frankfurt/Main: Vittorio Winkel, R. (1998). Anderes auf andere Klostermann. Weise: Vorwort zu einem Rang, A. & Rang-Dudzik, B. (1978). ungewöhnlichen Buch. In Borchert & Elemente einer historischen Kritik der Maas (Eds). Freie Alternativschulen gegenwärtigen Reformpädagogik. Die (pp. 7-10). Bad Heilbrunn: Alternativlosigkeit der westdeutschen Psychosozial-Verlag. Alternativschulkonzepte. Reformpädagogik. Schule und Erziehung (VI), 6-62.
Author details Matthias Hofmann, born 1974, father of two, trained as a pedagogue (Dipl. Paed.), worked in youth work, special education, intercultural social work and counselling. From 2004 to 2014 he taught in Free Alternative Schools. Contact: www.mhofmann.jimdo.com or via e-mail: m- [email protected]
This written work by Matthias Hofmann is licensed under a Creative Commons Attribution 3.0 Unported
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