An existential analysis of the free school movement

Abstract

The objective of this study is to analyze the underlying theoretical assumptions of the Free School Movement (1960-1974) in order to determine their relation to Existentialism. The major writings of A. S. Neill, John Holt, Herbert Kohl, and George Dennison, Free School advocates identified by a previous research study as central to the Free School Movement, are examined in light of the important Continental Existential philosophers, particularly Jean-Paul Sartre, and American Existential educators. To probe the extent of consistency between the Free School advocates' views and the Existentialists' views, seven questions are asked: (1) the purposes of the school; (2) the practices of the school in terms of curriculum, instruction (method, media and materials, and evaluation), governance, and teacher personality; (3) the nature of man; (4) the purpose and meaning of life; (5) the good society; (6) freedom; (7) the acquisition and verification of knowledge. The four Free School advocates examined in this study have in common a number of assumptions. They are highly critical of public school purposes and practices but offer few suggestions for improving the traditional schools; they show scant interest in the metaphysical, epistemological, and axiological questions relevant to the educational philosophy of the school. Their critical attitude is inspired by a desire to create through Free Schools a new society and culture based on different value systems..