Obligation To Honor Students Rights
Sudbury model democratic schools claim that popularly based authority can maintain order more effectively than dictatorial authority for governments and schools alike. They also claim that in these schools the preservation of public order is easier and more efficient than anywhere else. Primarily because rules and regulations are made by the community as a whole, thence the school atmosphere is one of persuasion and negotiation, rather than confrontation since there is no one to confront. Sudbury model democratic schools' proponents argue that a school that has good, clear laws, fairly and democratically passed by the entire school community, and a good judicial system for enforcing these laws, is a school in which community discipline prevails, and in which an increasingly sophisticated concept of law and order develops, against other schools today, where rules are arbitrary, authority is absolute, punishment is capricious, and due process of law is unknown.
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Famous quotes containing the words obligation to, obligation, honor, students and/or rights:
“Do not tell me ... of my obligation to put all poor men in good situations. Are they my poor? I tell thee, thou foolish philanthropist, that I grudge the dollar, the dime, the cent, I give to such men as do not belong to me and to whom I do not belong.”
—Ralph Waldo Emerson (1803–1882)
“I look on it as no trifling effort of female strength to withstand the artful and ardent solicitations of a man that is thoroughly master of our hearts. Should we in the conflict come off victorious, it hardly pays us for the pain we suffer from the experiment ... and I still persist in it that such a behaviour in any man I love would rob me of that most pleasing thought, namely, the obligation I have to him for not making such a trial.”
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“The most spiritual human beings, assuming they are the most courageous, also experience by far the most painful tragedies: but it is precisely for this reason that they honor life, because it brings against them its most formidable weapons.”
—Friedrich Nietzsche (1844–1900)
“The fetish of the great university, of expensive colleges for young women, is too often simply a fetish. It is not based on a genuine desire for learning. Education today need not be sought at any great distance. It is largely compounded of two things, of a certain snobbishness on the part of parents, and of escape from home on the part of youth. And to those who must earn quickly it is often sheer waste of time. Very few colleges prepare their students for any special work.”
—Mary Roberts Rinehart (1876–1958)
“... in 1950 a very large slice of the white South stood at the crossroads in its attitude toward its colored citizens and [was] psychologically capable of turning either way.”
—Sarah Patton Boyle, U.S. civil rights activist and author. The Desegregated Heart, part 1, ch. 8 (1962)