Results for ' free school meals'

964 found
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  1.  19
    The Reliability of Free School Meal Eligibility as a Measure of Socio-Economic Disadvantage: Evidence from the Millennium Cohort Study in Wales.Chris Taylor - 2018 - British Journal of Educational Studies 66 (1):29-51.
  2.  42
    English language acquisition and educational attainment at the end of primary school.Steve Strand & Feyisa Demie - 2005 - Educational Studies 31 (3):275-291.
    This paper analyses the national key stage 2 test results for 2300 11?year?old pupils in an inner London LEA. A range of concurrent pupil background data was also collected, including whether pupils spoke English as an additional language (EAL), and if so, their stage of fluency in English. EAL pupils at the early stages (1?3) of developing fluency had significantly lower KS2 test scores in all subjects than their monolingual peers. However, EAL pupils who were fully fluent in English achieved (...)
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  3.  16
    Philosophers in Schools: An assessment of the ongoing partnership between The Philosophy Foundation and King’s College London’s Philosophy Department.Henrik Røed Sherling & Emma Swinn - 2023 - Journal of Philosophy in Schools 10 (2).
    In this paper, we pause to assess a long-standing and ongoing outreach programme by King’s College London and The Philosophy Foundation. In it, philosophy students at university are recruited and trained to facilitate philosophy sessions for pupils who go to schools with high rates of free school meals. This paper describes every stage of that programme, from the recruitment and training of students to the difficulties that can accrue along the way. It also argues that the programme (...)
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  4.  10
    Recent Trends in Formal School Exclusions in Wales.Foteini Tseliou, Chris Taylor & Sally Power - 2024 - British Journal of Educational Studies 72 (3):269-293.
    Historically Wales has been regarded as a country with relatively low levels of school exclusion, particularly in comparison with England. This has been used as an indicator of Wales’ commitment to the UN Convention on the Rights of the Child, which foregrounds a rights-based agenda that would argue school exclusion is a consequence of broader socio-economic structures than individual actions. However, simple analyses may mask a different picture of school exclusions in Wales. In this article, we study (...)
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  5.  9
    Schooling for All in India: Can We Neglect the Demand?Santhakumar Velappan Nair, Namita Gupta & Rama Murthy Sripada - 2016 - Oxford University Press India.
    The volume critically analyses the primary drawbacks of the Indian education system-non-enrolment, dropouts, irregular attendance, and inadequate learning. It establishes the need to strongly encourage parents to recognize the importance of education for their children's future. Arguing that supply-side strategies-free education, midday meals, opening more schools-have not proved effective since the problem of inadequate demand is much larger, the authors delineate the measures that are required to boost the demand for education in India.
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  6. SYNERGY BETWEEN SCHOOL MEAL PROGRAMS AND FOOD BANKS TO COMBAT FOOD INSECURITY AMONG CHILDREN: THE SIGNIFICANCE OF EXPERTS INVOLVEMENT.Sari Ni Putu Wulan Purnama, Chenaimoyo Lufutuko Faith Katiyatiya, Adrino Mazenda, Chido Chakanya, Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: Food insecurity condition challenges the availability of food, access to food, food supply stability, and food utilization. Food banks play a major role in the food aid sector by distributing donated and purchased groceries directly to food-insecure families, thus significantly impacting food insecurity. On the other hand, school meal programs are implemented in many countries to combat food insecurity among school-aged children. The synergy between school meal programs and food banks has a great potency to combat (...)
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  7. POLICY ANALYSIS IN SCHOOL MEALS PROGRAM: REGULATION IMPACTS ON IN-SCHOOL FOOD FORTIFICATION.Sari Ni Putu Wulan Purnama, Adrino Mazenda, Chenaimoyo Lufutuko Faith Katiyatiya, Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: Food fortification refers to the process of adding nutrients to foods during their production. It is a cost-effective strategy with well-documented health, economic, and social benefits. Food fortification practices in school meal programs need guidance and legal support from various national policies. Aim: This study aims to analyze how various national policies—such as those related to school feeding, nutrition, health, food safety, agriculture, and the private sector—associate with the implementation of in-school food fortification among countries with (...)
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  8. IMPROVING COMMUNITY ENGAGEMENT BY CREATING JOBS AND INCOME-GENERATING OPPORTUNITIES FOR WOMEN: THE PURPOSEFUL FOCUS OF SCHOOL MEAL PROGRAMS.Minh-Phuong Thi Duong, Dan Li, Thi Mai Anh Tran, Sari N. P. W. P., Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: School meal programs are not only government initiatives but also community-driven efforts. Aiming to combat food insecurity among school-aged children effectively, these programs are executed in conjunction with food bank initiatives. Various community groups play a crucial role in the success of both food security initiatives. There is a need to improve community engagement to successfully link school meal programs with food banks to build program synergy, combating food insecurity through a two-sided approach. Aim: This study (...)
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  9.  42
    The school meals service.L. Andrews - 1972 - British Journal of Educational Studies 20 (1):70-75.
  10. PROMOTING FOOD BIOFORTIFICATION IN AGRICULTURAL SECTORS THROUGH SCHOOL MEALS PROGRAM: THE SIGNIFICANCE OF NATIONAL POLICIES.Komang Agus Edi Suyoga, Sari Ni Putu Wulan Purnama, Chenaimoyo Lufutuko Faith Katiyatiya, Adrino Mazenda, Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: Food biofortification practices in agricultural sectors involve the process of employing biotechnology to enhance the nutritional content of crops during their growth process. Biofortification makes foods even more nutritious and highly functional for addressing malnutrition among children. These practices in farming industries need guidance and legal support from various national policies to support high-quality supplies of school meals fully. Aim: This study aims to analyze the association between various national policies and the implementation of food biofortification practices (...)
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  11.  5
    Academies, Free Schools and Social Justice.Geoffrey Walford (ed.) - 2015 - Routledge.
    Academies were introduced by Labour in 2000 and first opened their doors in 2002, but during Labour’s time in power the nature of the Academies changed. At first they were designed to replace existing failing schools but, by 2004, the expectation had widened to provide for entirely new schools where there was a demand for new places. From 2010, under the coalition government, two new types of Academy were introduced. While the original Academies were based on the idea of closing (...)
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  12. NATIONAL AND INTERNATIONAL CAPACITIES IN SUPPLY CHAIN MANAGEMENT OF SCHOOL MEALS PROGRAM: A FOOD VARIETY-BASED ANALYSIS.Deatri Arumsari Agung, Dan Li, Rodney Asilla, Adrino Mazenda, Sari Ni Putu Wulan Purnama, Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: The school meals program has multiple objectives of education, nutrition, and value transfer. To ensure achieving the goal, total quality management (TQM) is implemented in the school meals program. Supply chain issues pose significant challenges to TQM implementation in the program execution. Aim: This study aims to examine national and international capacities in supply chain management by analyzing the variety of food items delivered through the school meals program. Methods: The Bayesian Mindsponge Framework, (...)
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  13. SUPPLY SOURCING STRATEGIES AND FEEDING MODALITIES IN SCHOOL MEAL PROGRAMS: THE CONTRIBUTIONS OF IN-KIND DONATIONS AND PURCHASES FROM NATIONAL AND INTERNATIONAL BODIES.Chamunorwa Huni, Minh-Phuong Thi Duong, Sari Ni Putu Wulan Purnama, Adrino Mazenda, Davy Budiono, Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: The feeding modalities used in school meal programs—such as breakfast, lunch, dinner, snacks, and take-home rations—are influenced by various factors, including supply chain constraints and technical challenges in food distribution. The methods of supply sourcing, whether through domestic or foreign food reserves via in-kind donations or purchases, play a critical role in shaping the feeding options provided. Aim: This study aims to examine the association between supply-sourcing strategies, i.e., domestic and foreign in-kind donations and national-international purchases, with the (...)
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  14. FINANCIAL AIDS AND SUPPLY PURCHASING FOR WIDER FEEDING MODALITIES IN SCHOOL MEAL PROGRAMS: A CASE STUDY OF USDA FUNDING.Adrino Mazenda, Chenaimoyo Lufutuko Faith Katiyatiya, Rodney Asilla, Minh-Phuong Thi Duong, Sari N. P. W. P., Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: The feeding modalities applied in countries with school meal programs are varied because these are shaped not only by the national commitments to alleviate food insecurity among children but also by resource availability from national and international agencies. In terms of financial resources, the USA plays a consistent role in providing donations, grants, loans, and loan guarantee programs to support global school feeding. The U.S. Department of Agriculture (USDA) oversees these funding sources for international school meal (...)
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  15. The Free School: Utopia Lost?Robert Shuter - 1977 - Journal of Thought 12 (1):58-67.
  16.  36
    Free schools The teacher was the sea: The story of Pacific High School.Peter Goldstone - 1975 - Studies in Philosophy and Education 9 (1):35-61.
  17.  50
    Democracy’s “Free School”: Tocqueville and Lieber on the Value of the Jury.Albert W. Dzur - 2010 - Political Theory 38 (5):603-630.
    This essay discusses the jury 's value in American democracy by examining Alexis de Tocqueville 's analysis of the jury as a free school for the public. His account of jury socialization, which stressed lay deference to judges and trust in professional knowledge, was one side of a complex set of ideas about trust and authority in American political thought. Tocqueville 's contemporary Francis Lieber held juries to have important competencies and to be ambivalent rather than deferential regarding (...)
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  18.  64
    Middle school student and parent perceptions of parental involvement: unravelling the associations with school achievement and wellbeing.Valérie Thomas, Jaël Muls, Free De Backer & Koen Lombaerts - 2019 - Educational Studies 46 (4):404-421.
    Parents play an important part in adolescents’ life and significantly contribute to youngsters’ academic success. However, parents’ and students’ perceptions regarding parental involvement may diff...
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  19.  30
    Mathematics and the Liberal Arts.Tony Shannon - 2020 - Science and Philosophy 8 (1):93-103.
    The Liberal Arts deal with the human being as a whole and hence with what lies at the essence of being human. As a result, the Liberal Arts have a far greater capacity to do good than other fields of study, for their foundation in philosophy enables them to bring students into contact with the ultimate questions which they are free to accept. Even if these questions have little or no ‘market value’, it should be obvious that the way (...)
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  20.  28
    Evolution in Freedom? The Meanings of ‘Free School’ in Chile.Peodair Leihy, Héctor Arancibia Martini, Pablo Castillo Armijo & José Saldaña Fernandez - 2017 - British Journal of Educational Studies 65 (3):369-384.
  21.  40
    School Lunch is Not a Meal: Posthuman Eating as Folk Phenomenology.Bradley Rowe & Samuel Rocha - 2015 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 51 (6):482-496.
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  22.  5
    John Stuart Mill: socialism, pluralism, and competition.Helen McCabe School of Politics - forthcoming - British Journal for the History of Philosophy:1-23.
    Most work on John Stuart Mill focuses on his account of civil or political liberties. But as Bruce Baum (2006) argues, Mill's commitment to “the free development of individuality” applied in the economic sphere as well as the social and political. As part of his decentralized, ‘liberal’, socialism (McCabe, 2021) he endorsed a ‘pluralist’ economy which combined consumer- and producer-co-operatives with some state provisions. This ‘utopia’ reveals a road untravelled by both socialism and liberalism, but aimed at achieving normative (...)
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  23.  57
    Free marketeers or good citizens? Educational policy and lay participation in the administration of schools.Rosemary Deem - 1994 - British Journal of Educational Studies 42 (1):23-37.
    This paper examines what can be learnt from analysing attempts to give lay people more involvement in the administration of state schools. Although devolving more responsibility to schools and lay governors has been an important feature of school reform in several countries, it is not immediately apparent if this shift is the product of globally similar social and political forces or nationally specific cultural, ideological and economic factors. In considering this issue, the paper describes recent changes in school (...)
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  24. Transcendent Philosophy, Na’eeni School, and Muhammad Taghi Ja’fari on Free will and Necessity.Abdollah Nasri - 2015 - پژوهشنامه فلسفه دین 12 (2):159-184.
    The relation between free will and necessity is one of the most important issues regarding the problem of “free will”. This is because of the rule which indicates that “being not necessary, an event would not be came off”. There has been an ongoing debate among theologians, philosophers and Jurists on whether this rule includes free actions. Sadrain Philosophers believe that this rule is inclusive of human free actions, while followers of the Na’eeni school endorse (...)
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  25.  8
    Free Children and Democratic Schools: A Philosophical Study of Liberty and Education.John P. Portelli - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 6 (1):39-42.
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  26.  78
    Determinism, free will, and the Austrian School of Economics.Dawid Megger - 2021 - Journal of Economic Methodology 28 (3):304-321.
    In this paper I analyse the problem of free will and determinism as it pertains to the Austrian School of Economics. I demonstrate that despite the fact they subscribe to the concept of causality,...
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  27.  11
    Sustaining a Free Society: Roles and Responsibilities of Citizens, Leaders, and Schools.Roger Soder - 2021 - Rowman & Littlefield Publishers.
    The central contention of this book is that a free society can exist only if the conditions enabling that society are understood and acted on. If these conditions are not met, the free society cannot long exist, or will exist in name only.
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  28.  20
    Russell's Theories of Events and Instants from the Perspective of Point-Free Ontologies in the Tradition of the Lvov-Warsaw School.Andrzej Pietruszczak - 2024 - History and Philosophy of Logic 45 (2):161-195.
    We classify two of Bertrand Russell's theories of events within the point-free ontology. The first of such approaches was presented informally by Russell in ‘The World of Physics and the World of Sense’ (Lecture IV in Our Knowledge of the External World of 1914). Based on this theory, Russell sketched ways to construct instants as collections of events. This paper formalizes Russell's approach from 1914. We will also show that in such a reconstructed theory, we obtain all axioms of (...)
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  29.  10
    Free Children and Democratic Schools: A Philosophical Study of Liberty and Education.Rosemary Chamberlin - 1989 - Falmer Press.
    This book attempts to relate a theory of liberty to the practice of education, and to work out the implications of beliefs about freedom for our schools and classrooms. The author makes a plea for greater respect for children and argues for greater democracy in education.
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  30.  23
    Student Free Speech and Schools as Public Spaces.Neil Dhingra - 2019 - Educational Theory 69 (6):657-673.
  31.  24
    Knowledge in the Making: Academic Freedom and Free Speech in America's Schools and Universities.Joan DelFattore - 2010 - Yale University Press.
    How free are students and teachers to express unpopular ideas in public schools and universities? Not free enough, Joan DelFattore suggests. Wading without hesitation into some of the most contentious issues of our times, she investigates battles over a wide range of topics that have fractured school and university communities—homosexuality-themed children's books, research on race-based intelligence, the teaching of evolution, the regulation of hate speech, and more—and with her usual evenhanded approach offers insights supported by theory and (...)
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  32.  21
    Schools, Space and Culinary Capital.Achala Gupta - 2023 - British Journal of Educational Studies 71 (2):237-238.
    Schools, Space and Culinary Capital addresses some of the key issues concerning social inequality and food insecurity and the relationship between the two in an empirical case of school meals in an...
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  33.  4
    Setting Schools Free? Reflections on the Freedom of Autonomous Schools.Louise Bamfield - 2012 - Philosophy of Education 68:318-326.
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  34.  18
    A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value.Jone Sagastui, Elena Herrán & M. Teresa Anguera - 2020 - Frontiers in Psychology 11.
    A great amount of literature documents young children’s innate interest in discovering their surroundings and gradually developing more complex activities and thoughts. It has been demonstrated that when environments support young children’s innate interest and progressive autonomy, they help children acquire a self-determined behavior. However, little is known about the application of this evidence in the daily practice of early childhood educational settings. This study examines Emmi Pikler Nursery School, a center that implements an autonomy-supportive educational approach. We conducted (...)
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  35. No Particular Place to Go, Second Edition: The Making of a Free High School.Joel Denker & Steve Bhaerman - 1982 - Southern Illinois University Press.
    The story of a group of teachers and high school students who from 1968 to 1970_ _broke away from the public schools to start an al­ternative school of their own design. The introductory chapters focus on Den­ker and Bhaerman, explaining how they came to start the project. The middle two chapters center on events and issues during the two years the authors were with the school. The final two chapters analyze the politics of free schools and (...)
     
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  36. ADDRESSING THE HIDDEN HUNGER AMONG CHILDREN THROUGH MICRONUTRIENT SUPPLEMENTATION: THE ROLE OF NATIONAL POLICIES IN SCHOOL FEEDING.Sari Ni Putu Wulan Purnama, Adrino Mazenda, Michael Kemboi, Minh-Hoang Nguyen & Quan-Hoang Vuong - manuscript
    Background: Overnutrition, undernutrition, and micronutrient deficiency present a major global public health challenge due to food insecurity. Micronutrient deficiencies are prevalent among children and result in impaired intellectual growth. Policy guidelines at the national level are essential for the success of micronutrient supplementation programs for children during school feeding. Aim: This study aims to analyze how various national policies guiding the school meal programs—such as those related to school feeding, nutrition, health, food safety, agriculture, and the private (...)
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  37.  79
    You can know your school and feed it too: Vermont farmers’ motivations and distribution practices in direct sales to school food services.David Conner, Benjamin King, Jane Kolodinsky, Erin Roche, Christopher Koliba & Amy Trubek - 2012 - Agriculture and Human Values 29 (3):321-332.
    Farm to School (FTS) programs are increasingly popular as methods to teach students about food, nutrition, and agriculture by connecting students with the sources of the food that they eat. They may also provide opportunity for farmers seeking to diversify market channels. Food service buyers in FTS programs often choose to procure food for school meals directly from farmers. The distribution practices required for such direct procurement often bring significant transaction costs for both school food service (...)
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  38.  32
    Sustainability transitions in agri-food systems: insights from South Korea’s universal free, eco-friendly school lunch program.Jennifer E. Gaddis & June Jeon - 2020 - Agriculture and Human Values 37 (4):1055-1071.
    Government-sponsored school lunch programs have garnered attention from activists and policymakers for their potential to promote public health, sustainable diets, and food sovereignty. However, across country contexts, these programs often fall far short of their transformative potential. It is vital, then, to identify policies and organizing strategies that enable school lunch programs to be redesigned at the national scale. In this article, we use document analysis of historical newspapers and government data to examine the motivating factors and underlying (...)
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  39. (1 other version)The disciplined schooling of the free spirit: Educational theory in Nietzsche‟ s middle period.Avi Mintz - 2004 - Philosophy of Education (Utah) 2004:163-170.
     
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  40.  19
    The real meal deal: assessing student preferences for “real food” at Fort Lewis College.Kathleen Hilimire & Carl Schnitker - 2020 - Agriculture and Human Values 37 (4):1073-1081.
    Fort Lewis College committed to purchasing 20% real food by 2020 as part of a national campaign called the Real Food Challenge, an initiative on college campuses that aims to shift food procurement toward real food, defined as ecologically sound, humane, fair, or local. Our research explored student preferences regarding food at Fort Lewis College. We analyzed students’ willingness-to-pay for 20% real food and the characteristics that predicted this willingness-to-pay. We also examined food preference parameters outside of the Real Food (...)
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  41.  38
    Farm to school in British Columbia: mobilizing food literacy for food sovereignty.Lisa Jordan Powell & Hannah Wittman - 2018 - Agriculture and Human Values 35 (1):193-206.
    Farm to school programs have been positioned as interventions that can support goals of the global food sovereignty movement, including strengthening local food production systems, improving food access and food justice for urban populations, and reducing distancing between producers and consumers. However, there has been little assessment of how and to what extent farm to school programs can actually function as a mechanism leading to the achievement of food sovereignty. As implemented in North America, farm to school (...)
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  42.  14
    Are we living the end of democracy? A defence of the ‘free’ time of the university and school in an era of authoritarian capitalism.Carl Anders Säfström - 2020 - Conjectura: Filosofia E Educação 25:1-16.
    In this article I address education beyond individualism, elitism and instrumentalism and instead understand education as central for a democratic way of life. I discuss the role of education in the making of democratic forms of life in the university, in the school as well as in other contexts outside institutions. I argue for the importance of defending the “free time” of the university and school against a “time of production” as a defining characteristic of university and (...)
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  43.  16
    Team Free Will.Devon Fitzgerald Ralston & Carey F. Applegate - 2013 - In Galen A. Foresman, Supernatural and Philosophy. Wiley. pp. 37–46.
    Throughout Supernatural, we watch the Winchesters resist, embrace, and redefine their roles in the family business, “saving people, hunting things.” These tensions echo a topic that philosophers have explored for thousands of years—free will. According to the existentialist philosopher Jean‐Paul Sartre, each person is in a constant state of shaping himself and his place in the world through free will. Dean is admirable in his ability to resist bad faith and act as captain for Team Free Will. (...)
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  44.  15
    School Feeding and Food and Nutrition Security in the Context of the Covid-19 Pandemic in the Northern Region of the State of Rio de Janeiro, Brazil.Luana Silva Monteiro, Priscila Vieira Pontes, Naiara Sperandio & Ana Eliza Port Lourenço - 2021 - Food Ethics 6 (2).
    Due to the pandemic and the suspension of in-person school classes, there was an interruption in the meals served to approximately 40 million students who benefited from the Brazilian National School Feeding Program (PNAE). This article describes two case studies, comparing the strategies adopted by two municipalities for maintaining school feeding during the Covid-19 pandemic in the northern region of the state of Rio de Janeiro, Brazil, and discuss possible impacts of these strategies on food and (...)
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  45.  10
    Secular schools, spirituality and Maori values.Deborah Fraser - 2004 - Journal of Moral Education 33 (1):87-95.
    New Zealand has had free, state, secular education since 1877, but just what is meant by secularism is changing. Since the 1980s the growth of Maori education initiatives has mushroomed and these place emphasis on Maori values and beliefs, including spirituality. In addition, in 1999 a definition and statement on spirituality appeared in the health and physical education national curriculum document. This statement referred to values, beliefs, meaning and purpose. It also incorporated a Maori model of well‐being which places (...)
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  46.  2
    Politicised or Political: On Agonism and School as ‘Free Time’.Emma N. Tysklind & Ásgeir Tryggvason - forthcoming - Studies in Philosophy and Education:1-12.
    At the centre of this paper is the distinction between a politicised school, and school as a political space. We take note of Papastephanou’s (2005) warning not to make education the passive receiver of political thought. Based on Masschelein and Simons (2013), we criticise the tendency to conceptualise democratic education, particularly agonistic democratic education, as the implementation of political theory in a school context. We draw on their idea of school as free time, to argue (...)
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  47.  31
    What Drives Them to Drive?—Parents' Reasons for Choosing the Car to Take Their Children to School.Jessica Westman, Margareta Friman & Lars E. Olsson - 2017 - Frontiers in Psychology 8:267963.
    Children’s school journeys have changed vastly during recent decades: More children are being driven to school in private cars instead of walking and cycling, with many who are entitled to a free school bus service still being driven. Earlier research into travel mode choice has often investigated how urban form impacts upon mode choice regarding school journeys – in particular how urban form hinders or enables the use of the active mode. This paper quantitatively explores (...)
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  48.  10
    Fate, providence and free will: philosophy and religion in dialogue in the early imperial age.René Brouwer & Emmanuele Vimercati (eds.) - 2020 - Boston: Brill.
    This volume, edited by René Brouwer and Emmanuele Vimercati, deals with the debate about fate, providence and free will in the early Imperial age. This debate is rekindled in the 1st century CE during emperor Augustus' rule and ends in the 3rd century CE with Plotinus and Origen, when the different positions in the debate were more or less fully developed. The book aims to show how in this period the notions of fate, providence and freedom were developed and (...)
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  49.  39
    Diversifying Schools and Leveraging School Improvement: a Comparative Analysis of The English Radical, and Singapore Conservative, Specialist Schools' Policies.Clive Dimmock - 2011 - British Journal of Educational Studies 59 (4):439-458.
    Within the context of fierce global economic competition, school diversification and specialist schools have been seen by governments as cornerstones of education policy to engineer school improvement in both England and Singapore for more than a decade. In both systems, the policy has manifested in different school types, school names and sometimes buildings-in England, specialist status schools, academies and most recently free schools; and in Singapore, specialist schools and niche schools. Diversification is promoted by each (...)
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  50. Free Progress Education.Marco Masi - 2017 - Indy Edition.
    Schools, colleges, and universities have become homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals’ potential and skills. Ultimately, schools and academia make up a system that serves a collective machinery but suffocates individual growth. This state of affairs is not a necessary evil. Learning, discovering and teaching can be a natural, spontaneous and luminous expressions of a free (...)
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