[LUM#8] The World of Alternative Teaching Methods
Which school should I choose? Which teaching method would be best for my child? How will he or she adapt to the school’s pace? To the teacher? When it comes time to choose a school for their children, some parents turn to alternative educational approaches. What exactly are these new forms of education? Sylvain Wagnon, a professor in the Faculty of Education at the University of Montpellier and director of the Montpellier Center for Studies, Documentation, and Research in the History of Education (Cedrhe), explores the “vague landscape” of alternative educational approaches.
For the past decade or so, the media—and more recently, social media—have been promoting so-called alternative educational approaches. This is a new phenomenon that is difficult to define, as Sylvain Wagnon, author of the book From Montessori to Positive Education: An Overview of Alternative Pedagogies, who describes it asa “vague anddiffuse phenomenon.” “We are not dealing with a structured group. The term ‘alternative education’ encompasses many very different schools and educational approaches. ” Nevertheless, most of them share a core philosophy centered on the child’s personal and holistic development.“The values promoted are mostly very altruistic, centered on well-being, happiness, and kindness.”
The advocates of these schools consistently emphasize the importance of respecting children’s learning paces, physical needs, the development of independence, self-confidence, and cooperation among children. These schools prioritize so-called “active” activities and small class sizes. “For example, there are the so-called democratic schools that are growing rapidly in Montpellier and elsewhere. These are very small settings, most with fewer than fifteen children. In fact, the word ‘school’ isn’t really appropriate—they’re more like alternative learning environments , ” explains the researcher.
Inspired by new teaching methods
This line of thinking is by no means new, as it draws inspiration from the new educational approaches developed between the late 19th and early 20th centuries by now-well-known physicians such as Maria Montessori and Ovide Decroly, as well as other figures like Rudolf Steiner and Célestin Freinet.“Back then, these educators were already talking about the need to reform education and to approach pedagogy from the child’s perspective. In fact, they spoke of ‘children,’ not ‘students,’” explains Sylvain Wagnon.
But for this specialist in the history of education ( “Educating Differently: A History of the Past”), while new pedagogies have been built around these major practitioners and theorists, alternative pedagogies, for their part, refuse to define themselves exclusively in relation to these figures considered historical.“They draw inspiration from Steiner, Freinet, Decroly, and especially Montessori—whose spirit they claim to embody—but they don’t want to limit themselves to a single pedagogical approach, and that’s truly what’s new. There is a very wide variety, including certain movements that even reject the very idea of pedagogy, such as some homeschooling advocates.” This is a highly publicized form of education, but according to the researcher, it accounts for only a few thousand children out of the millions enrolled in school.
Anti-establishment
Like their predecessors (The Legacy of Progressive Education), alternative educational approaches have developed as a reaction against traditional education, which is accused of failing to give children the means to flourish. Sylvain Wagnon also explains this criticism by referring to the history of the state education system envisioned by Jules Ferry as“a common melting pot, a place for shaping the French citizen. Even back then, it was criticized for having a military-style atmosphere where the group took precedence over the individual.” A system that has the advantage of accommodating all children, but which remains“very cumbersome and highly hierarchical, struggling to adapt to the changes taking place in society.”
While the discourse surrounding these alternative educational approaches conveys very positive ideas (The ideal of positive education), the researcher nevertheless cautions against a lack of perspective and asserts the need“to analyze this emerging phenomenon without jumping to conclusions, so as not to be satisfied merely with the prevailing discourse.” For while these educational approaches have the merit of offering new avenues for exploration, they cannot do without certain critical reflections.
And to begin with, a reflection on their definition; for while the discourse always seems, at first glance, very positive,“the term ‘alternative pedagogies’ can encompass just about anything, from libertarian schools to fundamentalist religious instruction.” Put simply, this lack of a framework raises questions about teacher training, recognition, and their role. “Anyone could set up a Montessori school tomorrow, if they wanted to. It would have the name, but not necessarily the substance.”
A School Outside of Society?
There is also the question of access to these alternative educational institutions. With tuition that can reach up to 5,000 euros a year—or even much more—the claim that these educational approaches promote social diversity is severely limited, given “the risk of isolation or creating a closed circle.” “We cannot use the terms ‘alternative’ and ‘democratic’—which are very strong words—without also addressing the issue of access for all.”
Finally, we must undoubtedly question the ultimate goal of these alternative educational approaches. For while personal fulfillment remains at the heart of their discourse, can we truly envision a fulfilled yet lonely individual?“There is one important goal in education—living together— that we must not forget ,” concludes Sylvain Wagnon. “As for how we put that into practice—that’s the beauty of education.”
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