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Shaping the Slow School Curriculum. By Professor Maurice Holt.

The slow-school movement is poised to expand its sphere of influence, as the word spreads and our original group expands in size. We recognise that slow education calls for a different view of the teacher-student encounter, and one which is full of promise for deeper understanding.  But what does this imply for the school...

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What Gladiator can teach us about moral education. By Mike Grenier.

You wrote to me once, listing the four chief virtues: Wisdom, justice, fortitude and temperance. As I read the list, I knew I had none of them. But I have other virtues, father. Ambition. That can be a virtue when it drives us to excel. Resourcefulness, courage, perhaps not on the battlefield, but… there...

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Slow Education Down Under: The Slow Education Movement at Blue Gum Community School. By Dr Stephen Smith

In a constantly changing world overwhelmingly dominated by technology and ever-increasing complexity, schooling systems continually face challenges as they seek to address such ‘big picture’ questions as what is the purpose of education, what it means to ‘educate’, how children learn (best), what children should learn which will prepare them for their futures and...

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Why every school needs both Holmes and Watson. By Mike Grenier.

“Really, Watson, you excel yourself,” said Holmes, pushing back his chair and lighting a cigarette. “I am bound to say that in all the accounts which you have been so good as to give of my own small achievements you have habitually underrated your own abilities. It may be that you are not yourself...

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The Misleading Concept of Standards. By Professor Maurice Holt

As we know,  OFSTED is the Office for Standards in Education: but what are the standards, and where do they come from?  What distinguished body of educators defined these standards, and what exactly are they? Answer comes there none. No trace of any statement that specifies Ofsted’s standards can be found in the literature. ...

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SLOW SCHOOLS MEAN DEEP LEARNING by Professor Maurice Holt

Despite a huge investment in tests, initiatives, and political aspirations, the English education system fails to inspire confidence. Those of us who advocate slow education believe it is the actual process of schooling that matters – not the invention of more ways of inspecting and assessing, or more types of schools. These are all blunt instruments. Slow education is...

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