Fornits
Treatment Abuse, Behavior Modification, Thought Reform => Hyde Schools => Topic started by: Ursus on June 19, 2007, 11:49:32 PM
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http://www.time.com/time/magazine/artic ... 87,00.html (http://www.time.com/time/magazine/article/0,9171,902687,00.html)
From: Letters to the Editor, Time Magazine, Monday, Sep. 07, 1970, in response to a cover article entitled "When the Young Teach and the Old Learn" (Aug. 17, 1970; link to this article, which is a timepiece in and of itself: http://www.time.com/time/magazine/artic ... -1,00.html (http://www.time.com/time/magazine/article/0,9171,909577-1,00.html)):
Sir: I have worked with some pretty defiant kids over the past 20 years, but few as defiant as some of today's parents. Growing up in today's world is not the same as growing up in the world of 25 years ago. The difference will not be understood without listening, and listening does not mean surrendering authority.
As my grandfather used to say, it's tough to hear with your mouth open.
JOSEPH W. GAULD
Headmaster
Hyde School
Bath, Me.
Interestingly enough, another Letter to the Editor in the same issue, re. the same article contained some eerily coincidental overtones (bold emphasis added):
Sir: I am not my child's buddy. I am his keeper.
(MRS.) AILEEN GOSE
Las Cruces, N. Mex.
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http://www.edweek.org/ew/articles/1992/ ... d.h12.html (http://www.edweek.org/ew/articles/1992/10/21/07gauld.h12.html)
Education Week
Web Only
Published: October 21, 1992
An Education: Just Do It
By Joseph W. Gauld
Where is the American "can do'' spirit when it comes to education? We defeated both Hitler and Japanese imperialism in four years and then sent a man to the moon and back in eight. Our feeble educational-reform effort is ridiculous.
As a dedicated teacher, I recognized 30 years ago that our present educational system was unsound, because it failed to address the deeper potentials of students, teachers, and parents alike.
- Students: True learning occurs only when the unique intellectual, physical, spiritual, and emotional resources of each youngster are fully engaged. Yet our curriculum was (and is) narrowly focused on just intellectual growth, and mostly in the form of rote learning. So we ended up giving false confidence to the few whose learning styles best fit this mold, while unnecessarily discouraging the remaining 80 percent who were labeled "average'' or less.
- Teachers: I chose teaching for the exciting challenge of truly preparing kids for life, hoping to have them return one day to say, "If it weren't for you, Mr. Gauld...'' But I found myself and other dedicated colleagues assigned to becoming academic clerks on a mindless assembly line, with only haphazard opportunities to inspire the deeper spirit and character of students.
- Parents: I found that parents--the primary teachers--had been totally removed from the educational process, and even worse, that the system itself was unwittingly undermining crucial family values (cheating flourished because achievement outweighed the untaught value of integrity; helping others was discouraged because there were only so many A's to go around; conformity was encouraged because being what friends or teachers wanted you to be got you ahead; etc.)
In protest, I finally founded the Hyde School in Bath, Me., to find a better way to help American kids prepare for life. Now, 26 years later, here is what the Hyde experiment says American education needs to do:
First and foremost, resurrect the American family, the real source of both the American character and its can-do spirit. I can't speak for other countries, but the American spirit can't be developed by some "system'' (American education isn't really even a system; it's an overblown bureaucracy). And Hyde School has confirmed one basic truth: Teachers can seldom push student attitudes, effort, and character growth beyond those of their parents. Our schools are wasting huge amounts of time pursuing the illusion that they can somehow change kids without changing their parents.
Forget "parent involvement'' in schools. We need school involvement in parents. Schools need to learn how to help both parents and families achieve child-rearing excellence. Character development has never worked in schools, because character can't be "taught''; it is "caught'' through example. So parents--and teachers--need a curriculum to address their own character growth.
If you think all of this is implausible, it's the way education is practiced at my school. Once parents weather the initial shock of focusing on their own growth, they become motivated to help themselves and each other examine their attitudes, character, dreams--virtually every aspect of their lives. Why? Because they watch their efforts directly benefit their kids and dramatically improve their own lives in the process. If an effective parent and family curriculum can work in a boarding school, it certainly can work in public schools where parents live nearby.
A second national blindness regards the role of adolescence: Teenagers are not children. I've found that how teenagers handle adolescence largely determines how they will conduct their entire lives. We should help teenagers address questions like "Who am I; Where am I going with my life; What do I need to get there?,'' then challenge them with extensive responsibilities while encouraging them to take risks, since they learn most from their mistakes. It is a national shame that the same teenagers who are traditionally asked to fight our wars are still expected, in our schools, to have even a tardiness verified by an adult--just like 3rd graders.
Hyde School says, "Eighty percent of what adults presently do in high schools could, and should, be handled by the students themselves.'' Hyde students help set and maintain our academic and personal standards, automatically running a class in a teacher's absence; dismissing a classmate without homework; requiring each other to honor school ethics like "no smoking'' and helping to determine the discipline when they don't; evaluating teachers--even interviewing prospective ones; often assuming a leadership role in their families; the list is endless.
A third national blindness regards the embarrassing role we assign to the American teacher--like hiring a Michael Jordan to clean up after practices. Parents willingly pay professionals who straighten their children's teeth five times those who could change their children's entire lives. Most teachers enter education hoping to have a deep influence on kids, then become stuck in a system in which they can't deal with their students as human beings, and may even be mistrusted when they try. The emphasis on achievement further encourages teachers to see students only as achievers, not as growing individuals. I agree that what teachers presently do in schools is not worthy of professional status. But that is our fault, not theirs. We need to create a new role in which teachers help guide the entire growth process of youngsters, including the family. Even beginning Hyde teachers have proven effective in this new role.
How do we begin these dramatic new roles for parents, teachers, and students? The roles will naturally follow once we clearly and effectively define the basic purpose of American schools. Ask 20 people the basic purpose of American education, and you're likely to get 20 different answers. Schools are expected to meet everyone's expectations with the added proviso that accountability begins and ends within the school itself. If you don't think so, what do you think would happen if a teacher told a set of parents they were not doing their job?
The biggest educational concern of adults today seems to be that the poor academic skills of young people are screwing up our businesses and universities. What incredible arrogance! Kids are not some herd of cattle designed for our purposes. As Kahlil Gibran so wisely wrote about children: "... [T]heir souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.'' So help children believe in their own spirit, and they will provide the leadership for tomorrow's world.
We have found that a powerful unifying school purpose can be built on the premise that each student is gifted with a "unique potential'' that defines his or her destiny. So the school's goal becomes helping each student develop both his or her potential and the necessary character to fulfill it. This purpose has proven to highly motivate students and to recenter the educational process on the family, while molding parents, teachers, and students into a powerful team. And this larger purpose seems to take care of the poor academic skills; for example, 100 percent of Hyde graduates are being accepted to recognized four-year colleges.
Once parents and the community determine the school's basic purpose, they should allow--even expect--the teachers, together with students and parents, to design the necessary program. I'd like to shoot whoever first decided American schools could be run by "elected'' officials. Education is not a "democratic'' process, and it never will be. "School boards'' today make too many decisions that should be left to professionals, or at least to the participants. By contrast, the "Hyde Board of Governors'' assigns itself just three tasks: 1) approve all short- and long-range plans; 2) evaluate the administration; and 3) keep us from shooting ourselves in the foot. They expect us to operate like high-level professionals and will simply find someone else if we don't. Treat teachers the same way, and you will be amazed at their performance.
Will Hyde's concept of education work outside the somewhat greenhouse conditions of a Maine boarding school? We'll soon find out: The first Hyde public school program opened last month in Gardiner, Me., a school system of 2,800 students. A Hyde public school-community model has just been approved for Washington; similar models in Indianapolis; Winston-Salem, N.C.; and Springfield, Mass., are now on the drawing boards.
To me, the question is not whether the programs will work. In my opinion, American schooling is presently tapping less than 20 percent of the potentials of students, parents, and teachers, so these Hyde models could do a mediocre job and still be a spectacular improvement. The question is whether the American can-do spirit will be allowed to work in its schools. I'm betting 30 years of my life that it will.
Joseph W. Gauld is the president of the Hyde Foundation in Bath, Me.
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* (cheating flourished because achievement outweighed the untaught value of integrity; helping others was discouraged because there were only so many A's to go around; conformity was encouraged because being what friends or teachers wanted you to be got you ahead; etc.)
Get real.
Conformity is necessary to SURVIVAL at Hyde. Its the only way you can get ahead or even just get everyone off your back.
"Helping others" is better known as "Brother's Keeper" also known as snitching and ratting out your best friends in the REAL world. For stupid shit like smoking a fucking cigarette or even having mean thoughts about your piss-ass roommate who uses your damn towel and wears your clothes without asking.
"Integrity" my ass. Its the same old game. They just switched the goal posts.
"Achievement" is not measured by how well you do in academics. no. Achievement is now measured by how well you confront your classmates about all their deficiencies and just how much you rip your guts out in public telling everyone about stupid shit you used to do, and stupid shit your parents do, and well you can cry in Disco Grp.
Whats the point? Think THATA gonna do anyone any good in the long run?
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cheating on "character developement" flourishes at Hyde.
no cheat? prolly not graduate.
because character can't be "taught''; it is "caught'' through example.
see example of hyde staff and adminstrators :rofl: :rofl:
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I'd like to shoot whoever first decided American schools could be run by "elected'' officials. Education is not a "democratic'' process, and it never will be.
I don't know what county Joe lives in, but I live in a Republic with democratic traditions. On of the factors that made this Republic the largest economy in the world is the high level of public education.
I think this is the fellow Joe wants to shoot:
http://en.wikipedia.org/wiki/Horace_Mann (http://en.wikipedia.org/wiki/Horace_Mann)
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I'd like to shoot whoever first decided American schools could be run by "elected'' officials.
Uummm... Was the editor at Education Week asleep the day this got published? Hmm... Perhaps allowing this through was deliberate.
Later, in the same paragraph:
By contrast, the "Hyde Board of Governors'' assigns itself just three tasks: 1) approve all short- and long-range plans; 2) evaluate the administration; and 3) keep us from shooting ourselves in the foot. They expect us to operate like high-level professionals and will simply find someone else if we don't.
Fat chance the Board "will simply find someone else" when Gauld got them the job in the first place. I do believe one could call that being "elected" by Joe Gauld, ha!
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Addendum: Oops! Just noticed that Guest beat me to the punch! Guess I was not the only one whose eye was triggered by that phrase! :lol:
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http://www.edweek.org/ew/articles/1997/ ... d.h16.html (http://www.edweek.org/ew/articles/1997/04/23/30gauld.h16.html)?
Education Week
Web Only
Published: April 23, 1997
DEPARTMENTS
Why American Education Is Failing
Two new, crucial, and interrelated skills will control the fate of American education: (1) How to more deeply motivate growing youngsters; and (2) How to systemically address parental growth and family issues.
Last year, the president of IBM called all U.S. governors together and got them to agree that establishing national standards is the way to solve America's educational woes. Clearly, they believe the problem is underachieving American teachers, students, and parents, who simply need to be held to a higher standard.
But the late W. Edwards Deming, who is credited with transforming Japan's industry into world leadership, brilliantly taught business leaders how to distinguish between problems caused by an underachieving system, as opposed to those caused by underachieving workers. When asked what he thought of America's educational system, he replied, "It is horrible."
In 1962, as a dedicated teacher, I suffered a crisis of conscience when I realized I was part of an educational system that was failing kids everywhere. This led to my founding a private school in Bath, Maine, to explore more deeply the process of how youngsters are effectively prepared to live meaningful lives. Here is what I believe the 30-year experiment at my school has uncovered:
Motivation holds the key to educational success. Horace Mann noted that, given a year to teach spelling, he would spend the first nine months just on motivation. The Hyde School experiment rediscovered that the deepest human motivation is self-discovery. We learned to appreciate why the ancient Greeks stressed the dictums "Know thyself" and "Become what you are."
Hyde found that at about age 13, our deeper intellectual, physical, emotional, and spiritual capacities begin to empower us to fulfill a unique and larger vision of ourselves; and further, that adolescence is to serve as its foundation. Just as we will not grasp algebra without first mastering the fundamentals of arithmetic, so we will not fulfill our larger selves without first discovering and developing our deeper intellectual, physical, emotional, and spiritual resources during this critical period.
This comprehensive human-growth process is well beyond the scope of our present educational system, which essentially expects to motivate student achievement through the vision of better jobs and more money. As powerful as these ego motivations might seem, they fail to reach the deeper and more spiritual motivations and resources in students. In fact, this system distracts students from their deeper self-discovery motivation by unwittingly encouraging their more instant-gratification ego motivations--often expressed in drugs and alcohol, sex, cigarettes, aggression, image, cliques, vandalism, shoplifting, cheating, and other negative outlets.
Moreover, this system's narrow and shortsighted focus on academic achievement unfortunately favors certain inborn abilities and learning styles, which often results in widespread resistance, apathy, and even hostility in students. If we study the varied human learning styles based on the individuation theory of psychiatrist Carl Jung, we will realize that the learning styles of only 12.5 percent of us really fit well in traditional classrooms. If the rest of us hope to succeed in schoolwork, we must scurry around adjusting our more innate approaches to thinking and learning. This may help explain why years of schooling play such a limited role in how most of us actually conduct our lives.
But the American business-university complex has sold the public--and therefore our politicians--on the idea that "world-class academic standards" hold the key to America's future. Therefore, test-score "achievement" will increasingly dominate our schools, thus further exacerbating America's continuing conflict between what it rigidly defines as "academic excellence" and the reality of America's wide diversity of individual potential.
The losers? Many of those who fail to adjust their diverse learning styles to fit the system. Some who get stuck in family dysfunctions that nobody addresses. Others that lack the kind of family support that is almost essential to success in our system. And all of this is producing growing hordes of kids who get seduced into what our wrongheaded system has helped create: today's overpowering and hedonistic youth culture. Kids are born with a deeper spirit that will seek to express itself; if we don't give it a right path, it will usually take whatever it can get.
If we were to examine the educations of all those who actually achieve excellence and fulfillment in life, we probably would be shocked by how many had rebelled against our narrow system, and instead listened to their own inner calling. Do we know the number of Thomas Edisons, Orville Wrights, Albert Einsteins, and Eleanor Roosevelts who made it in spite of us, and who ended up leading most of those who trusted our system?
A recent poll indicates that students also overwhelmingly want higher academic standards. Why? Just for the sake of "getting a college degree." The study sadly reports: "The vast majority of youngsters showed little curiosity or sense of wonder." Do we really believe our system will somehow magically transform such kids into dynamic individuals in life?
If our system is in fact failing to help American students discover and develop their deeper potentials, then when they become parents, they will likely support the same faulty indoctrination of their children.
Is this happening today? Our experiment in Maine found that effective child rearing depends on parental growth. A child cannot raise a child; effective parents need to learn: (1) how to "let go" of their own unproductive childhood experiences and attitudes; (2) how to let go of their own parents; (3) how to grow emotionally and spiritually, as well as intellectually and physically, en route to (4) pursuing the discovery of their own deeper selves and larger purpose in life. Few American parents today have experienced this deeper growth. So how can "national standards" address this deeper systemic problem?
The Hyde concept, which has now been successfully tested in public schools, first and foremost seeks to draw upon the powerful self-discovery motivation in students. Its "Character First" process builds on the premise that each of us is gifted with a unique potential that defines a destiny.
This premise gains further strength by renewing America's commitment to the dignity and worth of each individual. It radically restores character development as a school's primary task. (As Heraclitus noted, "Character is destiny.") This in turn firmly centers the entire educational process on the family; because in character development, parents are the primary teachers, and the home the primary classroom.
Our work has proven that this simple intrinsic rather than extrinsic focus can dramatically transform education as it is practiced in America today:
- It creates a strong student-teacher-parent bond; character and unique potential are primarily developed by example, so parents, teachers, and students alike individually participate in the overall process.
- It leads students to realize that their many ego responses to the present achievement system are counter to their deeper desire to fulfill their true selves.
- Students dramatically come to expect the best in each other; they help each other maintain high academic and ethical standards.
- Character excellence inevitably leads to academic excellence; while we do not prescreen students academically, 97 percent of our graduates have matriculated to four-year colleges.
- Teachers can be trained to fully oversee the Character First process in just three years; in fact, we have observed teachers leading students and colleagues after only a six-day workshop.
But this is hard stuff. It requires both parents and teachers to realize that they themselves grew up in the wrong system, and that now they must lead by the example of their own changes and growth. We find that students, in time, gratefully and enthusiastically respond to this leadership. And in every case so far, when the parent "gets" the concept, so does the kid, although not always by graduation time.
The choice is ours. We can buy the national-standards solution, blame the school "workers," and hold them responsible through test scores. Or we can finally begin to act like Americans, roll up our sleeves, and inspire growing kids by our own example of growth. I guarantee they will follow.
Joseph W. Gauld is the founder of the Hyde School in Bath, Maine, and the author of Character First: The Hyde School Difference (San Francisco: ICS Press, 1993). The Hyde School's home page can be accessed on the Internet at http://www.hyde.pvt.k12.me.us (http://www.hyde.pvt.k12.me.us).
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Even beginning Hyde teachers have proven effective in this new role.
Hyde teachers? If you could call them that. Correct me if I'm wrong, but isn't it true that a lot of the staffmemembers that teach at Hyde don't even have teaching degrees, and some don't have college degrees at all? Of course, he failed to mentioned that. Wouldn't an educational publication find this horrifying? I think so.
The biggest educational concern of adults today seems to be that the poor academic skills of young people are screwing up our businesses and universities. What incredible arrogance! Kids are not some herd of cattle designed for our purposes. As Kahlil Gibran so wisely wrote about children: "... [T]heir souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.'' So help children believe in their own spirit, and they will provide the leadership for tomorrow's world.
You're right, Joe, kids are not some herd of cattle designed for your or anyone's purposes. Do you realize that Hyde is not improvement from the school system you claim to loathe so much, but in fact much worse? Much, much worse. In so many ways. Do you beleive all this shit about how wonderful Hyde is? Are you so deluded as to really think that the environment you've created is actually a healhty and positive one, an ideal one like the one you describe it as being? Do you really believe this? Are you that far gone? Or are you just an atrocious, psychopathic lying piece of shit with no regard whatsoever for actual morals? Help kids believe in their own spirit?? For fuck's sake, Hyde breaks more spirits than anything. Okay, and I love Khalil Gibran, and it really bothers me that Gauld quotes him, because it's fucking Gauld. and I think it's a bit out of context here. what the hell
100 percent of Hyde graduates are being accepted to recognized four-year colleges.
Wow...just...wow. THAT IS A BLATANT LIE, and he has the nerve to preach integrity??
:flame:
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* (cheating flourished because achievement outweighed the untaught value of integrity; helping others was discouraged because there were only so many A's to go around; conformity was encouraged because being what friends or teachers wanted you to be got you ahead; etc.)
Get real.
Conformity is necessary to SURVIVAL at Hyde. Its the only way you can get ahead or even just get everyone off your back.
"Helping others" is better known as "Brother's Keeper" also known as snitching and ratting out your best friends in the REAL world. For stupid shit like smoking a fucking cigarette or even having mean thoughts about your piss-ass roommate who uses your damn towel and wears your clothes without asking.
"Integrity" my ass. Its the same old game. They just switched the goal posts.
"Achievement" is not measured by how well you do in academics. no. Achievement is now measured by how well you confront your classmates about all their deficiencies and just how much you rip your guts out in public telling everyone about stupid shit you used to do, and stupid shit your parents do, and well you can cry in Disco Grp.
Whats the point? Think THATA gonna do anyone any good in the long run?
YES. Conformity is necessary to survival at Hyde; it is the only way anyone gets through Hyde... The irony of his comments about cheating and conformity here would almost be funny if it all wasn't so fucking sad.
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This comprehensive human-growth process is well beyond the scope of our present educational system, which essentially expects to motivate student achievement through the vision of better jobs and more money. As powerful as these ego motivations might seem, they fail to reach the deeper and more spiritual motivations and resources in students. In fact, this system distracts students from their deeper self-discovery motivation by unwittingly encouraging their more instant-gratification ego motivations--often expressed in drugs and alcohol, sex, cigarettes, aggression, image, cliques, vandalism, shoplifting, cheating, and other negative outlets.
I beg to differ with Joe Gauld's characterization of the American school system as operating solely to "motivate student achievement through the vision of better jobs and more money." I think any decent self-respecting teacher who has gone into his or her profession with a love of kids and learning would take issue with him as well. To reduce our educational system to one functioning purely on "ego motivations" is laughable at best. Does he really expect to be taken seriously?
Who does Joe Gauld think he is to insinuate that only his particular brand of "life instruction" is worthy of a respect reserved for the real deal? It is insulting to all of us.
I am beginning to wonder about Education Week's motivation for publishing all these Gauld diatribes. Is this some right wing crackpot publication linked to some conservative think tank? Or are they hoping their tolerance for his rantings will enable him to figuratively hang himself, and save everyone else from the trouble?
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100 percent of Hyde graduates are being accepted to recognized four-year colleges.
- Apparently one of the conditions necessary for graduation from Hyde-DC is that one is accepted at some college or university.
http://fornits.com/wwf/viewtopic.php?t=21094&start=1 (http://fornits.com/wwf/viewtopic.php?t=21094&start=1)
- There appears to be a virtual machine in place at Hyde-DC, worthy of any political campaign organization, ensuring that the process proceeds.
- The University of the District of Columbia doesn't even require that one take one's SATs in order to be accepted there:
http://fornits.com/wwf/viewtopic.php?t=10760&start=16 (http://fornits.com/wwf/viewtopic.php?t=10760&start=16)
I am not saying or even implying that the above scenario is necessary in all cases, but in certain cases, I am sure that they do fall back on it.
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He does tend to recycle the same stories, eh? In this version, he mentions the attempt Hyde made to start a Charter School in Springfield, Massachusetts. That ended up not going anywhere; probably not many of the locals even remember it. I wonder just how much of this recent $16 million fund-raising campaign is earmarked for more Charter School attempts?
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http://www.strugglingteens.com/archives ... ews02.html (http://www.strugglingteens.com/archives/1992/8/news02.html)
Character Development: A School's Primary Task.
By Joseph W. Gauld
Reprinted from The Wall Street Journal,
Wednesday, April 1, 1992, Eastern Edition
Mr. Gauld is president of the Hyde Foundation
The educational mafia has never understood that all learning begins with the development of character and a sense of purpose. Take World War II, when Congress voted a free college education for returning GIs. Academia was horrified; no less than the president of the University of Chicago darkly warned that these obviously academically unprepared vulgarians would turn our universities into "educational hobo jungles". In fact, the GIs ended up being hailed as the best students in our collegiate history.
This experience tells us that if we take care of character, academic achievement will follow. But I was long duped by the mafia's enshrinement of academic achievement. When I taught advanced-placement calculus 30 years ago, I gave my highest grade to a lazy and arrogant 14-year-old genius, while trying to convince him he was totally unprepared for life, and my lowest to a dedicated but discouraged kid, while trying to convince him his character and drive might someday make him the best engineer in class. The first did graduate from MIT with an "A" average at 18, but he has long been unemployed. The second became a top engineer.
This academic achievement-over-character craziness finally came to a head for me while I was interviewing a wild-eyed youngster for admissions to the boarding school at which I then taught. Gordy was totally unqualified-below-average IQ and flunking all of his courses. But he was a spirited "street-smart" kid who desperately wanted a chance, so I took him anyway. His rebel spirit proved a challenge to the faculty, but eventually he gained a doctorate in psychology and founded a family learning center.
Years later, in 1966, I founded the Hyde School in Bath, Maine, to shift fully the educational focus from subject content to student character. Hyde assumes each youngster to be gifted with a "unique potential", thus making our boarding school's mission to help each student develop the necessary character-courage, integrity, concern for others, curiosity, leadership, to fulfill this larger purpose in life.
The 25-year-old experiment has prepared youngsters for life. And over the past six years, 97% of Hyde’s graduates have gone on to four-year colleges. But we did have to break new ground, particularly in learning how to improve parenting. In fact, we found we needed to refocus the entire educational process on first strengthening the family.
We at Hyde are now setting up Hyde public-school models, one of which is slated to open in September in Gardiner, Maine. Similar models are expected to open, probably in Indianapolis, IN, Winston-Salem, N.C., and Springfield, Mass. Each will require a commitment from student, parent and teacher alike to honor Hyde principles at home and at school.
We find that most of what adults currently do in most schools could and should be handled by the students themselves. All Hyde students in Maine hold school responsibilities and jobs. And they relentlessly maintain a commitment to one another's best interest (e.g., students may ask a fellow student without homework to leave class; they will require those who violate school ethics-by smoking, for example-to turn themselves in). Students readily respond to these new responsibilities. Yet most of our schools today expect the same teenagers who manage our convenience stories and fast-food restaurants to get a lateness pass signed by an adult-just like a third-grader.
The Hyde curriculum is based on designing a full set of experiences to challenge each student's character and unique potential; then providing journal-writing exercises, self-help groups, counseling and other means to help each student examine and reflect upon his actions and behavior. This leads to changes and new challenges, and the cycle is repeated once again. All students take a rigorous liberal arts program and participate in athletics, performing arts, community service and leadership responsibilities. The Hyde public-school models will extend the school day to 4:30 to accommodate these programs.
We also have learned a profound respect for "the apple doesn't fall far from the tree". When Dad becomes open and less defensive, so will Junior; when Mom accepts a new challenge, so will Suzie; and so on. Parent seminars are conducted monthly in 19 regions nationally and parents attend three four-day family seminars at the school yearly in which they work on personal growth and family issues. We believe this work is the key to improving American education.
Hyde defines a basic family as at least "one committed adult and one growing child". We find a mentor for youngsters who want to join but lack a committed parent. Skeptics think most American parents won't accept such a challenge. But in Springfield, Massachusetts, the first city tested for interest in the public-school program, we had 650 preliminary family applications for 150 projected places.
What is the teacher's role at Hyde? All operate as guidance counselors for students, parents and families. Since character is taught by example, teachers also have seminars to help one another work on both personal and professional growth. Teachers are openly evaluated by students, which is surprisingly effective in confirming teacher strengths and improvements. (Remember, Hyde students are partners in school operations.)
Address the entire character of youngsters; re-involve the family; create a dynamic parent-teacher-student partnership; then teach academic subjects. This approach will help move American students to first place in the world.
Copyright © 1992, Woodbury Reports, Inc. (This article may be reproduced without prior approval if the copyright notice and proper publication and author attribution accompanies the copy.)
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I beg to differ with Joe Gauld's characterization of the American school system as operating solely to "motivate student achievement through the vision of better jobs and more money." I think any decent self-respecting teacher who has gone into his or her profession with a love of kids and learning would take issue with him as well. To reduce our educational system to one functioning purely on "ego motivations" is laughable at best. Does he really expect to be taken seriously?
Yes, absolutely. Joe is accustomed to expounding his prophetic visions of true community permeated by his guiding presence to audiences of bored fifteen-year-old ciphers. No one has dared to disagree with that loose cannon for forty years. It is an educational experience worthy of Fascist Italy, Nazi Germany, Stalinist Russia, and fundamentalist Iran: the passive, acritical acceptance of authority.
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...the passive, acritical acceptance of authority.
read Stanley Milgram...
http://wwf.fornits.com/viewtopic.php?t=21676 (http://wwf.fornits.com/viewtopic.php?t=21676)
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I beg to differ with Joe Gauld's characterization of the American school system as operating solely to "motivate student achievement through the vision of better jobs and more money." I think any decent self-respecting teacher who has gone into his or her profession with a love of kids and learning would take issue with him as well. To reduce our educational system to one functioning purely on "ego motivations" is laughable at best. Does he really expect to be taken seriously?
Yes, absolutely. Joe is accustomed to expounding his prophetic visions of true community permeated by his guiding presence to audiences of bored fifteen-year-old ciphers. No one has dared to disagree with that loose cannon for forty years. It is an educational experience worthy of Fascist Italy, Nazi Germany, Stalinist Russia, and fundamentalist Iran: the passive, acritical acceptance of authority.
I fund it really amusing. The statement of the problem, the solution to the problem all in one tidy little tirade. Lost souls on the highway find this huckster who says, " Hey do you know what your problem is?" "Well let me tell you ......"
Mothers of River City. Heed that warning before it's too late! Watch for the telltale signs of corruption. The minute your son leaves the house, does he re buckle his knickerbockers below the knee? Is there a nicotine stain on his index finger? A dime-novel hidden in the corn crib? Is he starting to memorize jokes from Cap'n Billy's Whiz-Bang? Are certain wooooords creeping into his conversation? Words like "swell". A-ha! and "so's your old man". If so my friends. . .ya got trouble!
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The educational mafia has never understood that all learning begins with the development of character and a sense of purpose.
The Joe needs to read up on the GodFather of modern education:
The Call for Character Education
Historically, Dewey believed that moral education could not be divorced from the school curriculum. Rather it should be delivered through all of the “agencies, instrumentalities, and materials of school life” (Dewey, 1909).
snipped from
http://www.collegevalues.org/articles.cfm?a=1&id=571 (http://www.collegevalues.org/articles.cfm?a=1&id=571)
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The educational mafia has never understood that all learning begins with the development of character and a sense of purpose.
The Joe needs to read up on the GodFather of modern education:
The Call for Character Education
Historically, Dewey believed that moral education could not be divorced from the school curriculum. Rather it should be delivered through all of the “agencies, instrumentalities, and materials of school life” (Dewey, 1909).
snipped from
http://www.collegevalues.org/articles.cfm?a=1&id=571 (http://www.collegevalues.org/articles.cfm?a=1&id=571)
I don't class Joe among Horace Mann, Dewey, and the moral educators. In my opinion, all of Joe's talk of "becoming a better person," "integrity," "character," "leadership," etc. etc., is just Joe paying lip-service to conventional morality. What Joe is trying to do, in my opinion, is make kids competitive, motivated, unafraid of risks, and so forth, qualities which, whether Hyde wants to admit it or not, are instrumental above all to success in the economic marketplace. For Joe, success is a function of intelligence for the gifted few, and of character for the ungifted many. His preference for sports over academics, for attitude over aptitude, for the active life over the contemplative life, can be explained in this connection.
Whether or not one agrees that competitiveness is a laudable end, one is hard put to agree that brother's keeper, seminars, and all the group-mediated behavior devices used to break down an individual's resistance to Joe's prescribed program, should he not choose to go along with it, are laudable means. This is where the serious damage creeps in. It's damaging not only for the "losers," who are merely training material for the "winners," it's damaging for the "winners," if they have a conscience.
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I think you have hit on something there. Joe's system is setup to reward people like Joe: ungifted, quotidian, average but hardworking optimistic and ambitious. The system is setup to punish the intellectually gifted as you know from your experience. I bet Joe is filled with sangfroid when ever he thinks of his 14 AP calculus prodigy going off into life as a failure. I can see him feeling the part Salieri in the shadow of Mozart, filled with envy of the natural ability of a 14 year old master concepts with ease that poor old Joe had to pound into his own head.
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It's damaging not only for the "losers," who are merely training material for the "winners," it's damaging for the "winners," if they have a conscience.
Could not have said better myself. One of my rallying cries. If something is that toxic for one, eventually it'll be toxic for them all. If they have a conscience.
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I bet Joe is filled with sangfroid when ever he thinks of his 14 AP calculus prodigy going off into life as a failure.
He sure as hell brings him up enough! That poor chap has unwittingly become part of the Hyde mythology just by having had the misfortune to run into Ol' Lucifer himself in a prior generation...
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Here's another letter to the Editor from Gauld's indefatigable pen. It was on a page with several other letters preceding it, and I scrolled slowly down, occasionally getting distracted by reading another's story. However, as soon as I spied that now familiar phraseology, "...impotency ...educational ...throughout my 50-year career," I knew I had found it! :rofl:
--------------------------------------------------------------------------
http://www.edweek.org/ew/articles/2001/ ... r.h20.html (http://www.edweek.org/ew/articles/2001/04/25/32letter.h20.html)
Education Week
Vol. 20, Issue 32, Pages 44-45
Published: April 25, 2001
LETTERS
Terminal Cynicism: Reform Needs a Revolution, Not a Premature Obituary
To the Editor:
America has had to endure the impotency of educational reform throughout my 50-year career. Now, in "The End of School Reform" (Commentary, April 4, 2001), Peter Temes cynically tells us the system cannot be reformed, and to accept the Edna McConnell Clark Foundation's heroic idea of simply saving as many students as we can.
Mr. Temes gives us the analogy of the man who loses his watch in the living room, but chooses to look for it in the kitchen because the light is better there. Indeed, once America finally tires of the misplaced kitchen searches of Mr. Temes and colleagues, it can start searching where a new and revolutionary educational system is to be found.
Such naysayers rigidly believe that the basic purpose of school must be the intellectual development of the student. But this focus is only a minor subset of a far more powerful purpose: character development.
A focus on character unleashes the deepest human motivation—self-discovery. Adolescence is primarily meant to help students answer the three basic questions of life: Who am I? Where am I going? What do I need to do to get there?
Today, our zeal to provide universities with better students and industry with better workers forces students to ignore or look elsewhere to answer these crucial questions. But if we focus schools on character, and thus self-discovery, students will begin to devour what we presently try to shove down their throats—and more.
Why don't schools make this obvious intellect-to- character transition? Because we fear (1) revolutionary change of the unknown, and (2) our abilities to address larger issues like character.
Character is primarily taught by example. This means that teachers—and parents—need an ongoing program to address their own character and self-discovery.
In character development, parents are the primary teachers and the home the primary classroom. This means that we must make the family part of our educational process, and train parents just as we do teachers.
Clearly, to change schools for our kids, we must first be willing to change ourselves.
We presently lack the guts to institute such revolutionary change, but given increasing Columbine-like tragedies, we may soon find the vision to shuck our long-term cynicism, as expressed by Mr. Temes, and finally live out the true meaning of our American creed.
Joseph W. Gauld
Founder of Hyde Schools
Bath, Maine
Woodstock, Conn.
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It's damaging not only for the "losers," who are merely training material for the "winners," it's damaging for the "winners," if they have a conscience.
Could not have said better myself. One of my rallying cries. If something is that toxic for one, eventually it'll be toxic for them all. If they have a conscience.
When we started out at Hyde , we did all those feel good team building things: the team has to cross the rope bridge, the team has to climb the wall. Then in the regular year we learn to group into two piles: on track and off track etc. Hyde could not function without the failure group. One on the lessons at Hyde is the dehumanizing of the other.
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I bet Joe is filled with sangfroid when ever he thinks of his 14 AP calculus prodigy going off into life as a failure.
He sure as hell brings him up enough! That poor chap has unwittingly become part of the Hyde mythology just by having had the misfortune to run into Ol' Lucifer himself in a prior generation...
I beg one of you, please, tell me this story of early promise betrayed.
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Thus far, in this thread, not a single solitary sentence has emerged from Gauld's (indefatigable) pen that has been in agreement with or in support of any other system or philosophy of education. Or any tiny piece of any of it, for that matter.
It's Gauld vs. World, Featherweight Championship. Or Battle of the Tight-Ends.
Here's a telling statement from 1992's "Just Do It":
I chose teaching for the exciting challenge of truly preparing kids for life, hoping to have them return one day to say, "If it weren't for you, Mr. Gauld...''
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I bet Joe is filled with sangfroid when ever he thinks of his 14 AP calculus prodigy going off into life as a failure.
He sure as hell brings him up enough! That poor chap has unwittingly become part of the Hyde mythology just by having had the misfortune to run into Ol' Lucifer himself in a prior generation...
I beg one of you, please, tell me this story of early promise betrayed.
Oh, it's just that same old story of smarts vs. heart that he has told a million times over, several times a year at Bath, and which finds its way into at least 30-50% of his published material. I'm sure you have heard it before. Here's a snip from the previous page in this thread, from the 1992's "Character Development: A School's Primary Task":
This experience tells us that if we take care of character, academic achievement will follow. But I was long duped by the mafia's enshrinement of academic achievement. When I taught advanced-placement calculus 30 years ago, I gave my highest grade to a lazy and arrogant 14-year-old genius, while trying to convince him he was totally unprepared for life, and my lowest to a dedicated but discouraged kid, while trying to convince him his character and drive might someday make him the best engineer in class. The first did graduate from MIT with an "A" average at 18, but he has long been unemployed. The second became a top engineer.
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I bet Joe is filled with sangfroid when ever he thinks of his 14 AP calculus prodigy going off into life as a failure.
He sure as hell brings him up enough! That poor chap has unwittingly become part of the Hyde mythology just by having had the misfortune to run into Ol' Lucifer himself in a prior generation...
I beg one of you, please, tell me this story of early promise betrayed.
Oh, it's just that same old story of smarts vs. heart that he has told a million times over, several times a year at Bath, and which finds its way into at least 30-50% of his published material. I'm sure you have heard it before. Here's a snip from the previous page in this thread, from the 1992's "Character Development: A School's Primary Task":
This experience tells us that if we take care of character, academic achievement will follow. But I was long duped by the mafia's enshrinement of academic achievement. When I taught advanced-placement calculus 30 years ago, I gave my highest grade to a lazy and arrogant 14-year-old genius, while trying to convince him he was totally unprepared for life, and my lowest to a dedicated but discouraged kid, while trying to convince him his character and drive might someday make him the best engineer in class. The first did graduate from MIT with an "A" average at 18, but he has long been unemployed. The second became a top engineer.
Ah, the tortoise and the hare. Well, there's the answer to your previous query: Joe modeled his educational philosophy on a fable.
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given increasing Columbine-like tragedies,
This from a guy that wants to shoot Horace Mann.
live out the true meaning of our American creed.
I thought Joe did not like democracy.
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I thought Joe did not like democracy.
I think it depends on who he's talking to.
Isn't that kind of like how Hyde markets itself? Wasn't it 'Guesty' who unwittingly expounded along those lines... "It's not a therapeutic boarding school, but sometimes it is." ...or something of that ilk?
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I bet Joe is filled with sangfroid when ever he thinks of his 14 AP calculus prodigy going off into life as a failure.
He sure as hell brings him up enough! That poor chap has unwittingly become part of the Hyde mythology just by having had the misfortune to run into Ol' Lucifer himself in a prior generation...
I beg one of you, please, tell me this story of early promise betrayed.
Oh, it's just that same old story of smarts vs. heart that he has told a million times over, several times a year at Bath, and which finds its way into at least 30-50% of his published material. I'm sure you have heard it before. Here's a snip from the previous page in this thread, from the 1992's "Character Development: A School's Primary Task":
This experience tells us that if we take care of character, academic achievement will follow. But I was long duped by the mafia's enshrinement of academic achievement. When I taught advanced-placement calculus 30 years ago, I gave my highest grade to a lazy and arrogant 14-year-old genius, while trying to convince him he was totally unprepared for life, and my lowest to a dedicated but discouraged kid, while trying to convince him his character and drive might someday make him the best engineer in class. The first did graduate from MIT with an "A" average at 18, but he has long been unemployed. The second became a top engineer.
Ah, the tortoise and the hare. Well, there's the answer to your previous query: Joe modeled his educational philosophy on a fable.
OR perhaps the Fox and the Grapes: " I don't want to be no stinking intellectual. They smart people got no character"
http://en.wikipedia.org/wiki/The_Fox_and_the_Grapes (http://en.wikipedia.org/wiki/The_Fox_and_the_Grapes)
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Ah... found it. Here's what 'Guesty' actually said:
Hyde is a school and a program. It's not a traditional prep school and dosen't claim to be and it's not a therapy school and doesn't claim to be. It's a little of both for kids and families who aren't too "off track".
I guarantee that the "Tri-State" whiney, baby-boomer attitude is behind many of the complaints you read about on fornits. Incluing Ass-Kow's passive aggressive rants and offers.
http://wwf.fornits.com/viewtopic.php?t=17336&start=59 (http://wwf.fornits.com/viewtopic.php?t=17336&start=59)
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OR perhaps the Fox and the Grapes: " I don't want to be no stinking intellectual. They smart people got no character"
http://en.wikipedia.org/wiki/The_Fox_and_the_Grapes (http://en.wikipedia.org/wiki/The_Fox_and_the_Grapes)
Nice.
The protagonist, a fox, upon failing to find a way to reach grapes hanging high up on a vine, retreated and said: "The grapes are sour anyway!" The moral is stated at the end of the fable as:
It is easy to despise what you cannot get.
The English idiom "sour grapes" - derived from this fable - refers to the denial of one's desire for something that one fails to acquire or to the person who holds such denial. Similar expressions exist in other languages. In psychology, this behavior is known as rationalization. It may also be called reduction of cognitive dissonance.
In colloquial speech the idiom is often applied to someone who loses and fails to do so gracefully. Strictly speaking, it should be applied to someone who, after losing, denies the intention to win altogether. The phrase is often misused by those unaware of the original story, who imagine it refers to general "bitterness" or "resentment".
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Then in the regular year we learn to group into two piles: on track and off track etc. Hyde could not function without the failure group. One of the lessons at Hyde is the dehumanizing of the other.
So true.
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OR perhaps the Fox and the Grapes: " I don't want to be no stinking intellectual. They smart people got no character"
http://en.wikipedia.org/wiki/The_Fox_and_the_Grapes (http://en.wikipedia.org/wiki/The_Fox_and_the_Grapes)
:idea:
:rofl:
Seems entirely possible to me.
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Ah... found it. Here's what 'Guesty' actually said:
Hyde is a school and a program. It's not a traditional prep school and dosen't claim to be and it's not a therapy school and doesn't claim to be. It's a little of both for kids and families who aren't too "off track".
I guarantee that the "Tri-State" whiney, baby-boomer attitude is behind many of the complaints you read about on fornits. Incluing Ass-Kow's passive aggressive rants and offers.
http://wwf.fornits.com/viewtopic.php?t=17336&start=59 (http://wwf.fornits.com/viewtopic.php?t=17336&start=59)
"New Shimmer™ is a floor wax."
"No, it's a desert topping."
"No, it's a floor wax."
"Wait! You're both right! New Shimmer™ is a floor wax and a desert topping!"
"Wow, it's delicious!"
"And look at how those floors shine!"
-
http://www.edweek.org/ew/articles/2003/ ... d.h22.html (http://www.edweek.org/ew/articles/2003/04/02/29gauld.h22.html)
Education Week
Vol. 22, Issue 29, Page 41
Published: April 2, 2003
Cheating, Honor Codes, And Integrity
Character development, not academic achievement, must come first in a true education for life.
By Joseph W. Gauld
During 51 years of teaching, I have painfully watched cheating become an integral part of American education and demean the deeper spirit and honor of growing American youngsters. We have only ourselves to blame.
Our amoral and unsound educational system has pathetically taught American kids to value academic achievement far more than integrity and character.
In this system, integrity may earn them a pat on the back, but honors and diplomas are strictly reserved for academic achievement. So kids are quick to recognize that cheating offers an easy way to win the prize, with a minimal chance of getting caught.
Ivory-towered educators blame amoral kids for this widespread dishonesty, and blindly expect holier-than-thou "honor" codes to magically reform them. But their honor codes do not teach integrity; they are designed to protect their schools' integrity.
Furthermore, their codes completely ignore the sense of honor in kids. Kids—at their best—are committed to each other's welfare, but "honor" codes expect them to believe that "ratting" on their buddy Charlie and getting him kicked out of school is really in his best interests.
It is amazing how little our society understands the adolescent mind. Students at a top prep school enthusiastically told me once how their new one-strike-and-you're-out rule on drugs and alcohol was restoring their school's prestige. I bluntly asked how many students were actually doing drugs and alcohol underground. They estimated 60 percent to 65 percent. I then asked, "Doesn't the hypocrisy of knowing a classmate is being expelled for something most of you are doing bother you?" They adamantly said no; explaining that the rule was enhancing the school's reputation. If you weren't being "discreet" about your drug and alcohol use, you deserved to be kicked out. So much for integrity.
I left this screwed-up system in 1962. I founded the Hyde School in Bath, Maine, to see if we could develop character—courage, integrity, concern, curiosity, and leadership—as a better way to truly prepare kids for life. But I woodenly began with an honor code that, among other things, prescribed expulsion for serious offenses. I blindly expected this stance to uphold our school's reputation for character.
I dropped this code once I realized that it was forcing kids to choose between protecting the school and protecting their classmates. Then we began to learn how to work together in order to develop the five qualities of character the school stressed, something that students, parents, and teachers alike came to believe in as a real preparation for life.
The biggest lesson we learned was this: Character is primarily developed by example. So we require teachers and parents to participate in a program that regularly addresses their own character and personal growth. It takes character to develop character.
This learning bond of trust was created because our school truly valued and honored character more than academic achievement. Kids are inherently fair. They believe character development creates a level playing field, while academic achievement clearly favors those with certain innate abilities and learning styles.
When the first Hyde graduates returned, they complained about the extensive cheating in college. When I asked, "Then why don't you cheat?" they simply said, "Too much to lose." Too bad American students today are stuck in a system that totally fails to teach them this deeper truth about integrity.
Today, under our school's Brother's Keeper ethic, students never hesitate to require "cheaters" to turn themselves in, because given their commitment to each other's best, they recognize that such classmates need more help to recognize and internalize the powerful value of integrity.
The school disciplines cheaters, but as part of the help they need from us. This help is why at a Hyde graduation, where every senior speaks, you often hear the phrase, "You believed in me when I didn't believe in myself."
We are able to create this brother's-keeper ethic by turning present education upside down—valuing attitude over aptitude, effort over ability, and character over talent.
Over 97 percent of our students go on to four-year colleges. After all, academic excellence is essential to developing curiosity and intellectual character. There are now four Hyde schools, two of which are public schools: the Hyde Leadership School of New Haven, Conn., sending all graduates to college over the last three years; and the Hyde Leadership Public Charter School of Washington, slated to serve 1,050 students in grades K-12.
American kids desperately need our help to internalize character qualities like integrity. Whatever the value of our present system, we can't ignore the increasing Enron debacles and Columbine tragedies; nor that 33 percent of Americans feel they have emotional problems, that our divorce rate is projected to reach 67 percent in the very near future, and that 6 million Americans are now in our criminal-justice system.
Character development, not academic achievement, must come first in a true education for life. As Theodore Roosevelt reminds us, to educate a person in mind and not in morals is to educate a menace to society.
Character development unites the efforts of students, parents, and teachers into a powerful team. It creates a superior level of academic excellence by teaching students to compete against their own best, which in turn enables them to use the help and synergy of their peers instead of just competing against them.
We Americans will need the guts to once again brave revolutionary change. But this change will help American kids develop more deeply their potential, in order to be all they can be in life.
And what they need is an education that first and foremost develops their character.
Joseph W. Gauld is the founder of Hyde Schools Inc., in Bath, Maine.
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http://www.edweek.org/ew/articles/2003/04/02/29gauld.h22.html
Education Week
Vol. 22, Issue 29, Page 41
Published: April 2, 2003
Joseph W. Gauld is the founder of Hyde Schools Inc., in Bath, Maine.[/i]
Ah, if only Joe Gauld had the character to live up to his own rhetoric. For too long I sat at his feet and listened to his rants, his spittle-filled diatribes, and his self-aggrandizing, self-serving sermons. So many of laughed behind his back, mocking the bizarre contradiction between his public statements and his abusive behavior. I wonder if he really thought we didn't notice how foolish he was, what a hypocrite he was. Joe is a sad, pathetic man who is full of himself.
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I have to say, from my position, that is, my position here at the computer cutting and pasting and putting all the appropriate BBCode in to make it look as much as possible like it does on the original webpage, that there is a very distinct pattern and semi-consistent formula to his submitted writings. So much so, that, after a few more of these, I may well be able to write Joe Gauld rants and diatribes on the deplorable and insufferable state of American Education, and the hypocrisy and materialistic intentions and lifestyles of American parents, with all the bombastic aplomb of the originator! :rofl:
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(http://http://www.elanschool.com/images/Elan_Images/counseling2.gif)
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"after a few more of these, I may well be able to write Joe Gauld rants and diatribes on the deplorable and insufferable state of American Education, and the hypocrisy and materialistic intentions and lifestyles of American parents, with all the bombastic aplomb of the originator!"
OK . . . that's enough.
Your shut off.
No more hard stuff for you.
Readers Digest or Comic Books only for a while.
::cheers::
-
foumula:
[Provocative statement]+
[condemnation of moral failure of society ] *
[condemnation of moral failure of education system ] +
[example of moral failure of society ] *
[example of moral failure of education system ] +
[self aggrandizing]+
[hyde/gauld fix for moral failures of education system/ society]+
[summation]+
[folksy adage]*
-
foumula:
[Provocative statement]+
[condemnation of moral failure of society ] *
[condemnation of moral failure of education system ] +
[example of moral failure of society ] *
[example of moral failure of education system ] +
[self aggrandizing]+
[hyde/gauld fix for moral failures of education system/ society]+
[summation]+
[folksy adage]*
Don't forget to pepper it with quotes from utterly misunderstood moral, philosophical, and educational treatises.
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Kids are inherently fair. They believe character development creates a level playing field, while academic achievement clearly favors those with certain innate abilities and learning styles.
Children are basically noble in a innocent state un corrupted by society with an inherent sense of fairness, yet children are self indulgent in a primitive state that must be brought into accord with the principals of character. Which is it? Noble savage, raging beast.
I think it is which ever suits the point he is trying to make.
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Kids are inherently fair. They believe character development creates a level playing field, while academic achievement clearly favors those with certain innate abilities and learning styles.
Children are basically noble in a innocent state un corrupted by society with an inherent sense of fairness, yet children are self indulgent in a primitive state that must be brought into accord with the principals of character. Which is it? Noble savage, raging beast.
I think it is which ever suits the point he is trying to make.
Let's not forget those oft referred to "animal instincts!"
:rofl:
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Today, under our school's Brother's Keeper ethic, students never hesitate to require "cheaters" to turn themselves in, because given their commitment to each other's best, they recognize that such classmates need more help to recognize and internalize the powerful value of integrity.
The school disciplines cheaters, but as part of the help they need from us. This help is why at a Hyde graduation, where every senior speaks, you often hear the phrase, "You believed in me when I didn't believe in myself."
C U L T ! ! C U L T ! ! C U L T ! !
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"after a few more of these, I may well be able to write Joe Gauld rants and diatribes on the deplorable and insufferable state of American Education, and the hypocrisy and materialistic intentions and lifestyles of American parents, with all the bombastic aplomb of the originator!"
OK . . . that's enough.
Your shut off.
No more hard stuff for you.
Readers Digest or Comic Books only for a while.
::cheers::
Oh, I'll take the Comic Books! ;)
Didn't Gauld rather like Reader's Digest? I imagine its conservative "world view" would have appealed to him...
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Sorry, Surfer Mouse, but here's another one... :lol:
==================================
http://www.edweek.org/ew/articles/2005/ ... 5.h24.html (http://www.edweek.org/ew/articles/2005/02/02/21letter-5.h24.html)
Education Week
Vol. 24, Issue 21, Page 42
Published: February 2, 2005
LETTER
Cheating Denies Students the 'Power of Integrity'
To the Editor:
I appreciate Joan F. Goodman's deeply thoughtful Commentary, "How Bad Is Cheating?" (Jan. 5, 2005). But it is painful to observe a dedicated teacher struggling to teach the very basics of character to a supposedly educated society.
Yes, cheating is unfair to others, but unless the underlying attitude is effectively addressed, my 53 years as a teacher says it will seriously cripple what the cheater could and should accomplish in life.
Even ancients like Heraclitus understood that “character is destiny.” And character development begins with a deep appreciation of the power of integrity, which any form of cheating or lying denies.
Without intervention, our ego inevitably seeks shortcuts to success like cheating. But at a deeper level within ourselves, our conscience knows the true path of our destiny, which our pursuit of the truth and desire to “do the right thing” empowers us to follow, enabling us to transcend our lesser ego desires in the process.
While everyday golfers may sometimes cheat, the great ones never do. Why? Because they know cheating would short-circuit their most powerful energies of integrity and conscience, and under pressure, they would never make that tournament-winning putt when they needed to.
It is tragic that we are obviously failing to teach the majority of American students this most critical lesson about life.
Joseph W. Gauld
Founder of Hyde Schools
The Hyde Foundation
Bath, Maine
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Posted: Fri Jun 22, 2007 9:10 am
"Oh, I'll take the Comic Books!"
----------------------------------------------
Fri Jun 22, 2007 9:12 am
Sorry, Surfer Mouse, but here's another one...
----------------------------------------------
This is very concerning.
I suppose next you will say that its not a problem ...
that you can stop any time you want, but that you just
don't feel like stopping right now?
:scared:
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Posted: Fri Jun 22, 2007 9:10 am
"Oh, I'll take the Comic Books!"
----------------------------------------------
Fri Jun 22, 2007 9:12 am
Sorry, Surfer Mouse, but here's another one...
----------------------------------------------
This is very concerning.
I suppose next you will say that its not a problem ...
that you can stop any time you want, but that you just
don't feel like stopping right now?
:scared:
:rofl: :rofl: :rofl:
The two minute interval stemmed from my having the second post prepped and ready to go, and deciding at the last minute to respond to your earlier comment.
The excessive volume of Joe Gauld's take on education stems from my starting this thread to post, and leave room to folks to comment on, excessive volumes of Joe Gauld's take on education. At least such as I have been able to find recently. :lol:
And, mmm... I don't feel like stopping just yet! :wink:
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In February of 2005, CEDU/Rocky Mountain Academy closed.
http://wwf.fornits.com/viewtopic.php?t=8236 (http://wwf.fornits.com/viewtopic.php?t=8236)
http://www.strugglingteens.com/news/ced ... 50210.html (http://www.strugglingteens.com/news/cedu-rma-closure050210.html)
In March of 2005, CEDU declared Bankruptcy, abruptly.
http://wwf.fornits.com/viewforum.php?f=11 (http://wwf.fornits.com/viewforum.php?f=11)
http://www.strugglingteens.com/news/let ... index.html (http://www.strugglingteens.com/news/lettertoeditor/ceduindex.html)
Joe Gauld jumped into the fray of the aftermath, and submitted this piece to Lon Woodbury's StrugglingTeens site (Lon, incidentally, got his start in the business at RMA).
Would that the title of this piece were true, or even accurately reflective of Gauld's mindset. I'm beginning to think that one of the reasons Gauld appears to align himself more with kids than their parents is that he considers many of the parental generation to be of those "sloppy hippy progressive ilk," and that there is still hope that he can mold the younger set into fine upstanding Republicans! Ha Ha!
==================================
http://www.strugglingteens.com/news/let ... 50415.html (http://www.strugglingteens.com/news/lettertoeditor/fix_parents050415.html)
Posted April 15, 2005
Fix Parents, Not Kids
Joseph W. Gauld
Founder of Hyde Schools,
Bath, ME 04530
207-443-7381
jgauld@hyde.edu
The difficulties of the therapeutic school industry, highlighted by the bankruptcy of Browne Schools Inc., were inevitable.
Simply put, therapeutic schools were designed to "fix" the off-track kid. After founding four character-based schools, I've learned the real solution is to "fix" the families.
The Browne Schools were essentially closed by disgruntled parents who had expected educators to transform their kids without changing the kids' parents and families. This amazing naiveté reflects a national attitude, and a society oblivious to the tragic decline in the overall quality of American childrearing.
Over my 53 years as a teacher, I've seen parents' expectations for their children's futures steadily rise, but the quality of their preparation of children to realize such higher expectations steadily decline.
Once today's kids hit adolescence, many experience the tension caused by this wide gap between expectation and preparation. This leads them to escape the tension through drugs, sex, acting out and other off-track behaviors. The present rehabilitation focus on kids and not families simply encourages kids to remain child-like, feeding a Peter Pan syndrome.
Character development is the foundation for preparing kids to realize high expectations in life. Character is primarily taught by parents-and primarily by their example. Parents today must come to realize the vital character foundation they provide children simply by how they live.
Adolescence is the ultimate challenge to help teenagers realize the deeper intellectual, emotional and spiritual potentials they need to meet high expectations and live an exceptional life. The metaphor for human adolescence is nature forcing the caterpillar to develop strong enough wings to break out of its cocoon-which in turn enables it to fly as a butterfly.
The American family today is a slowly weakening cocoon.
American parents today often value harmonious family relationships above challenging their teenagers' best.
At our Hyde Schools, in which our primary focus is developing character for life, we require parents to participate in a rigorous program that addresses parental growth and family issues on a regular basis. Our formula is simple; if we succeed with parents, we know we will eventually succeed with their kids.
Fortunately, therapeutic schools are slowly learning to focus on parental and family growth to succeed with students. So what can our society learn from their difficulties? What about the vast number of off-track students in America who simply can't afford therapeutic schools?
The problem-and its solution-lies in strengthening their parents and families.
We Americans have a choice. We can continue to ignore the decline in American childrearing, and simply tolerate the millions of high school drop outs and other off-track kids. Or we can find the courage to revolutionize American education by helping parents become its primary teachers and the home its primary classroom, and thus offer every child a real opportunity to realize one's high expectations in life.
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Adolescence is the ultimate challenge to help teenagers realize the deeper intellectual, emotional and spiritual potentials they need to meet high expectations and live an exceptional life. The metaphor for human adolescence is nature forcing the caterpillar to develop strong enough wings to break out of its cocoon-which in turn enables it to fly as a butterfly.
The American family today is a slowly weakening cocoon.
ahhh shit...
not the larval metamorphasis, again... ::stab::
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CEDU declared Bankruptcy, abruptly.....
Joe Gauld jumped into the fray of the aftermath, and submitted this piece.....
Well he sure doesnt waste any oppurtunity to "x-pound"!
::bangin:: ::bangin:: ::bangin:: ::bangin:: ::bangin:: ::bangin:: ::bangin::
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Adolescence is the ultimate challenge to help teenagers realize the deeper intellectual, emotional and spiritual potentials they need to meet high expectations and live an exceptional life. The metaphor for human adolescence is nature forcing the caterpillar to develop strong enough wings to break out of its cocoon-which in turn enables it to fly as a butterfly.
The American family today is a slowly weakening cocoon.
ahhh shit...
not the larval metamorphasis, again... ::stab::
http://en.wikipedia.org/wiki/The_Metamorphosis (http://en.wikipedia.org/wiki/The_Metamorphosis)
No more metamorphosis for me thanks
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We Americans have a choice. We can continue to ignore the decline in American childrearing, and simply tolerate the millions of high school drop outs and other off-track kids. Or we can find the courage to revolutionize American education by helping parents become its primary teachers and the home its primary classroom, and thus offer every child a real opportunity to realize one's high expectations in life.
I love false dichotomies. Let me tell you right now, you have two choices: Believe everything that Joe Gauld says or have sex with your mother, kill your father and then poke your eyes out with knitting needles.(talk about an off track kid)
Do what I say right now or western culture will disintegrate. It was a joke 30 years ago, it is still a joke although not as funny now.
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"Once today's kids hit adolescence, many experience the tension caused by this wide gap between expectation and preparation. This leads them to escape the tension through drugs, sex, acting out and other off-track behaviors."
“Adolescence is the ultimate challenge to help teenagers realize the deeper intellectual, emotional and spiritual potentials they need to meet high expectations and live an exceptional life.”
"At our Hyde Schools, in which our primary focus is developing character for life, we require parents to participate in a rigorous program that addresses parental growth and family issues on a regular basis."
"Fortunately, therapeutic schools are slowly learning to focus on parental and family growth to succeed with students."
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By any accepted definition what Joe Gauld and the Hyde School program engage in is called family therapy. By using the label of “Educator” Joe Gauld presents his views and approach as unique and important contributions to the field of education, and feels he can operate completely free from the professional standards, accepted therapeutic approaches, and generally accepted views of the field of Family Therapy and the American Psychological Association. If he were to be practicing as a “Family Therapist” and a part of that field, his approach and views would have to compete in the larger market place of therapeutic approaches and be subject to professional peer comment and evaluation and review. I seriously doubt if he would be able to claim such high standing under those circumstances as he tries to present as an “Educator”. By operating under the label of “Educator” he conveniently avoids accountability for his actions in accordance to accepted professional and ethical standards for the American Psychological Association. He is able to avoid having complaints filed against him to the state licensing board by current and former “clients”. You would not want you pet’s veterinarian act as your child’s primary care physician and your “Educator” should not act as your family therapist. To say "Once today's kids hit adolescence, many experience the tension caused by this wide gap between expectation and preparation. This leads them to escape the tension through drugs, sex, acting out and other off-track behaviors." does not make it a fact or truth just because it comes from the mouth of Joe Gauld. Is there specific research Joe Gauld cites to back up this view? What data does he cite? What alternative views or additional factors may be contributing to these difficulties? Joe Gauld does not need to be bothered with details like that. He has his experience of “ 53 years as a teacher”. That’s all the credentials he needs in order for people to take his views taken as literal truth, not to be questioned. Even the most fervent religious preachers lay claim to the authority of the Bible or state that God has spoken to them in divine revelation! In Joe Gauld’s world, HE is divine revelation. He is God. And as we all know that questioning God’s word is blasphemy, punishable by trial before the “Spanish Inquisition” or excommunication. Joe Gauld uses the bully pulpit of Hyde School as his platform to prostalitize his views as a self proclaimed expert on every conceivable subject from adolescent development, family values, and the state of moral decay in the United States. We should be thankful that in spite of his megalomaniacal ambitions he only put out a couple of books and a never ending stream of newspaper articles, editorials and such. He could have ended up as a Family Therapist with a TV show . . . like Dr. Phil.
::drummer::
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You would not want you pet’s veterinarian act as your child’s primary care physician...
Funny you should say that... as, if I am not mistaken, Veterinary Medicine is precisely the field in which the school physician in the 1970s received his degree in. Originally. I think he then took some "refresher courses" to hone his qualifications a bit more.
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He could have ended up as a Family Therapist with a TV show . . . like Dr. Phil.
He certainly harbored aspirations of this sort, he had a Dear-Abby-type column in the Portland Press Herald (?) for awhile there... He used to read his columns at school meetings, not to mention letters other people wrote him seeking his advice... And then there was "his book," that first one, 91 pages, published by Hyde School, or at least privately by some unknown press, entitled "Courage to Grow." Many of our confession papers are in there, I've been told, along with accompanying text divining his take on relevant matters.
That said, I am not sure that he would have felt comfortable with the pressure to conform to certain expected standards in TV-Land. He couldn't have pulled it off, of course, unless he also owned the television station.
Which leads one to speculate on a corollary, i.e., how he might not have pulled off being an educator either, unless he also owned...
...you get the picture.
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By any accepted definition what Joe Gauld and the Hyde School program engage in is called family therapy. By using the label of “Educator” Joe Gauld presents his views and approach as unique and important contributions to the field of education, and feels he can operate completely free from the professional standards, accepted therapeutic approaches, and generally accepted views of the field of Family Therapy and the American Psychological Association. If he were to be practicing as a “Family Therapist” and a part of that field, his approach and views would have to compete in the larger market place of therapeutic approaches and be subject to professional peer comment and evaluation and review. I seriously doubt if he would be able to claim such high standing under those circumstances as he tries to present as an “Educator”. By operating under the label of “Educator” he conveniently avoids accountability for his actions in accordance to accepted professional and ethical standards for the American Psychological Association.
This is absolutely dead-on bull's eye TRUE. What can be done about this? Has anyone actually tried to sue him for providing therapy services without a license?
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http://www.edweek.org/ew/articles/2006/ ... 1.h25.html (http://www.edweek.org/ew/articles/2006/03/29/29letter-1.h25.html)
Education Week
Vol. 25, Issue 29, Page 42
Published: March 29, 2006
LETTER
Economics, Knowledge, and the Keys to Success
To the Editor:
I began reading "The Exaggerated Dropout Crisis" (Commentary, March 8, 2006) with great hope. Perhaps we Americans are doing better at graduating our students than we have been led to believe.
Then I was stunned by the blithe opening premise of Lawrence Mishel's exposé: "Knowledge is becoming more important in the economy, and 'returns to skill'—higher wages for workers with more education—should be growing."
Are we supposed to accept that this thing called "knowledge," apparently owned by those with "more education," is the key to success in industry, at least monetarily? And that other factors, such as one's character, attitude, and effort, and even on-the-job training don't count?
Many studies say otherwise. For example, research sponsored by AT&T found that, among its managers, "those who had higher scholastic-aptitude scores upon graduation from college were reliably less happy and more psychologically maladjusted by their mid-adult years" than those with lower scores.
Are we to believe these less-happy, more-maladjusted, but yet more "knowledgeable" managers still made more money than their happier, better-adjusted, but less knowledgeable colleagues? Don't such studies tell us that there must be other, more powerful factors than what passes for knowledge that determine success in industry and in life?
It seems to me that Mr. Mishel's argument was reduced to "my assumptions in determining dropouts are better than your assumptions."
Joseph W. Gauld
Founder of Hyde Schools
President
Hyde Foundation
Bath, Maine
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In February of 2005, CEDU/Rocky Mountain Academy closed.
http://wwf.fornits.com/viewtopic.php?t=8236 (http://wwf.fornits.com/viewtopic.php?t=8236)
http://www.strugglingteens.com/news/ced ... 50210.html (http://www.strugglingteens.com/news/cedu-rma-closure050210.html)
In March of 2005, CEDU declared Bankruptcy, abruptly.
http://wwf.fornits.com/viewforum.php?f=11 (http://wwf.fornits.com/viewforum.php?f=11)
http://www.strugglingteens.com/news/let ... index.html (http://www.strugglingteens.com/news/lettertoeditor/ceduindex.html)
Joe Gauld jumped into the fray of the aftermath, and submitted this piece to Lon Woodbury's StrugglingTeens site (Lon, incidentally, got his start in the business at RMA).
Would that the title of this piece were true, or even accurately reflective of Gauld's mindset. I'm beginning to think that one of the reasons Gauld appears to align himself more with kids than their parents is that he considers many of the parental generation to be of those "sloppy hippy progressive ilk," and that there is still hope that he can mold the younger set into fine upstanding Republicans! Ha Ha!
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http://www.strugglingteens.com/news/let ... 50415.html (http://www.strugglingteens.com/news/lettertoeditor/fix_parents050415.html)
Posted April 15, 2005
Joe Gauld loves to spin out this nice sounding rhetoric about how Hyde "fixes" families by putting families through a rigorous family growth program. Hyde's family seminars are pretty close to pure BS. Many parents admit outside the seminar room that they merely play the game and go through the motions. Hyde staff's grasp of family dynamics and family growth is about as sophisticated as a 4th grader's understanding of the universe. Joe Gauld is completely delusional if he thinks that those superficial seminars really make fundamental changes in families. There may be occasional good moments, but I guarantee you that most Hyde families make few if any significant changes in their lives because of those occasional seminars run by people who are, maybe, one chapter ahead. During the years I've been going to Hyde I saw families continue to display some of the most twisted and pathological thinking and behavior I've ever encountered, despite those scripted conversations and silly exercises in the seminars. Keep dreaming, Joe. Most of us realize you're full of it and have barely made a dent in America's educational system, despite your narcissistic claims and grandstanding.
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Joe Gauld loves to spin out this nice sounding rhetoric about how Hyde "fixes" families by putting families through a rigorous family growth program. Hyde's family seminars are pretty close to pure BS. Many parents admit outside the seminar room that they merely play the game and go through the motions. Hyde staff's grasp of family dynamics and family growth is about as sophisticated as a 4th grader's understanding of the universe. Joe Gauld is completely delusional if he thinks that those superficial seminars really make fundamental changes in families. There may be occasional good moments, but I guarantee you that most Hyde families make few if any significant changes in their lives because of those occasional seminars run by people who are, maybe, one chapter ahead. During the years I've been going to Hyde I saw families continue to display some of the most twisted and pathological thinking and behavior I've ever encountered, despite those scripted conversations and silly exercises in the seminars. Keep dreaming, Joe. Most of us realize you're full of it and have barely made a dent in America's educational system, despite your narcissistic claims and grandstanding.
Could you describe for some of us "those scripted conversations and silly exercises in the seminars" that occur during Family Weekends? My parents did not like to participate in these, and certainly wouldn't tell me what went on anyway; moreover, it appears to have been much simpler decades ago.
During my time, Family Weekends were mostly Seminars/Discovery Groups where kids and their parents participated in the same session. Whatever went on in the parents-only session I never heard about. Somewhere along the line they started incorporating certain gimmicks, if you will. I'm getting the impression that these are supposed to be analogous to a therapeutic version of a ropes course, sans the ropes of course (maybe someone might hang themselves, ha!).
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By operating under the label of “Educator” he conveniently avoids accountability for his actions in accordance to accepted professional and ethical standards for the American Psychological Association.
Joe's scorn for the American educational system is equalled only by his scorn for the American Psychological Association.
We should be thankful that in spite of his megalomaniacal ambitions he only put out a couple of books and a never ending stream of newspaper articles, editorials and such.
We should be thankful that in spite of his megalomaniacal ambitions he never attained a position of power.
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Ursus, I just read all your posts. You are right, I ruined your life and countless others. I am sorry. If I had been as wise and segacious as you, I would not have damaged and destroyed so many lives, like your now pathetic chat room obsessed existence. I plan to fire sale all Hyde property and beg forgiveness from the fornits community. With out your help I never could have realized this ...Major thanks, and appoligies for my negative influence when you were a minor...Ursus...Sincerely , Joe Gauld
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Ursus, I just read all your posts. You are right, I ruined your life and countless others. I am sorry. If I had been as wise and segacious as you, I would not have damaged and destroyed so many lives, like your now pathetic chat room obsessed existence. I plan to fire sale all Hyde property and beg forgiveness from the fornits community. With out your help I never could have realized this ...Major thanks, and appoligies for my negative influence when you were a minor...Ursus...Sincerely , Joe Gauld
Joe, your sense of humor belies your assumed identity. But thanks for the chuckle, all the same.
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Ursus, I just read all your posts. You are right, I ruined your life and countless others. I am sorry. If I had been as wise and segacious as you, I would not have damaged and destroyed so many lives, like your now pathetic chat room obsessed existence. I plan to fire sale all Hyde property and beg forgiveness from the fornits community. With out your help I never could have realized this ...Major thanks, and appoligies for my negative influence when you were a minor...Ursus...Sincerely , Joe Gauld
Yeah, well, Joe... I may have been Ursus minor back then, but I'm Ursus major right now.
:wink:
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Okay... last one from Education Week, unless and when he pops out another treatise later this year... I've checked a few other education-oriented sites, but this appears to be the only one (at least that I've found thus far) that publishes him.
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http://www.edweek.org/ew/articles/2007/ ... 4.h26.html (http://www.edweek.org/ew/articles/2007/02/07/22letter-4.h26.html)
Education Week
Vol. 26, Issue 22, Page 29
Published: February 7, 2007
LETTER
‘Obsolete’ System Stifles Students’ Self-Discovery
To the Editor:
William Spady’s Jan. 10, 2007, Commentary "The Paradigm Trap" has finally identified the real problem of the American education system: It has been obsolete for over a century, and reforms like those of the No Child Left Behind Act simply reinforce its obsolescence.
Nature has carefully designed how humans develop during their first 19 years of life, but our education system virtually ignores this powerful and comprehensive process. Instead, we have adults designing a system to mold American children into their vision of the future. What incredible arrogance.
Consequently, we are producing many adolescents whose deeper potential is only marginally developed, who have little sense of who they are, their uniqueness, and their deeper purpose in life, and who thus are entering life overly controlled by peer pressure and their lesser instincts.
The early-20th-century Lebanese-American writer Khalil Gibran wisely noted this about children: “Their souls dwell in the house of tomorrow, which you cannot visit, not even in your dreams.”
Our job as adults is not to design our children’s futures. It is to help them discover who they truly are and their deeper intellectual, emotional, and spiritual potentials. Do this effectively, and, as a teacher who has watched former students tackle life over the past 55 years, I promise you they will prevail over whatever they face in life, and leave the world a better place.
Joseph W. Gauld
Founder of Hyde Schools
President
Hyde Foundation
Bath, Maine
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real problem of the American education system: It has been obsolete for over a century
IF my arithmetic is correct, that says that the "Greatest Generation" was the product of a failed educational system. The U.S. went from a minor player in international politics to the largest economy in the world, lead by the product of failed education. To quote Jed Clampette, "If that don't beat all."
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Nature has carefully designed how humans develop during their first 19 years of life
[quote]
Oh so, nature is sentient force that designs. O.K. If nature is so smart why is it that females are coming into reproductive fertility at an earlier age at the same time society is moving the date for first child bearing later in life. Nature, if it is self aware, seems kind of stupid.[/quote]
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Lebanese-American writer Khalil Gibran wisely noted this about children
Please no more Gibran. I can still see Joe up on the stage reading it to us. I would rather listen to Rod McKuen's mistranslation of Jacques Brel:
http://en.wikipedia.org/wiki/Seasons_in_the_Sun (http://en.wikipedia.org/wiki/Seasons_in_the_Sun)
Good bye now Joe, it is time to die
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Let's not forget those oft referred to "animal instincts!"
:rofl:
On rummaging deeper in his published letters, I discover that Joe's offensive comparison of children to animals and insects lasted unchanged until 2001, when the editors purged of its egregious racism? chauvinism? by the simple expedient of dropping the offending metaphor. One can only sympathize with their embarrassment. Is there a word for this attitude of looking down one's nose at children?
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Let's not forget those oft referred to "animal instincts!"
:rofl:
On rummaging deeper in his published letters, I discover that Joe's offensive comparison of children to animals and insects lasted unchanged until 2001, when the editors purged of its egregious racism? chauvinism? by the simple expedient of dropping the offending metaphor. One can only sympathize with their embarrassment. Is there a word for this attitude of looking down one's nose at children?
Ah, you missed the Isn't Hyde Ever Wrong? speech, which is given a date of 2002 by the Hyde website. In that one, he referred to kids' animal instincts, as well as the ol' cocoon metaphor. Geez Louise.
http://fornits.com/wwf/viewtopic.php?t=17336&start=14 (http://fornits.com/wwf/viewtopic.php?t=17336&start=14)
Oops! And the cocoon came up again in the article he submitted in the aftermath of the CEDU bankruptcy; that was in 2005. Think that was on page 5 of this (current) thread...
http://wwf.fornits.com/viewtopic.php?t=22009&start=48 (http://wwf.fornits.com/viewtopic.php?t=22009&start=48)
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Let's not forget those oft referred to "animal instincts!"
:rofl:
On rummaging deeper in his published letters, I discover that Joe's offensive comparison of children to animals and insects lasted unchanged until 2001, when the editors purged of its egregious racism? chauvinism? by the simple expedient of dropping the offending metaphor. One can only sympathize with their embarrassment. Is there a word for this attitude of looking down one's nose at children?
Ah, you missed the Isn't Hyde Ever Wrong? speech, which is given a date of 2002 by the Hyde website. In that one, he referred to kids' animal instincts, as well as the ol' cocoon metaphor. Geez Louise.
http://fornits.com/wwf/viewtopic.php?t=17336&start=14 (http://fornits.com/wwf/viewtopic.php?t=17336&start=14)
Oops! And the cocoon came up again in the article he submitted in the aftermath of the CEDU bankruptcy; that was in 2005. Think that was on page 5 of this (current) thread...
http://wwf.fornits.com/viewtopic.php?t=22009&start=48 (http://wwf.fornits.com/viewtopic.php?t=22009&start=48)
Adult chauvinism? Gauldism?
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Let's not forget those oft referred to "animal instincts!"
:rofl:
On rummaging deeper in his published letters, I discover that Joe's offensive comparison of children to animals and insects lasted unchanged until 2001, when the editors purged of its egregious racism? chauvinism? by the simple expedient of dropping the offending metaphor. One can only sympathize with their embarrassment. Is there a word for this attitude of looking down one's nose at children?
Ah, you missed the Isn't Hyde Ever Wrong? speech, which is given a date of 2002 by the Hyde website. In that one, he referred to kids' animal instincts, as well as the ol' cocoon metaphor. Geez Louise.
http://fornits.com/wwf/viewtopic.php?t=17336&start=14 (http://fornits.com/wwf/viewtopic.php?t=17336&start=14)
Oops! And the cocoon came up again in the article he submitted in the aftermath of the CEDU bankruptcy; that was in 2005. Think that was on page 5 of this (current) thread...
http://wwf.fornits.com/viewtopic.php?t=22009&start=48 (http://wwf.fornits.com/viewtopic.php?t=22009&start=48)
Adult chauvinism? Gauldism?
It is part of the process of de humanization. I recall a Gulf War I press briefing, where a general referred to people in a bomb site video as "cockroaches" I have watched a Nazi film where rats are seen swarming in a grain bin and there is a dissolve to a dark swarthy man who was identified as a Jew. Is there a word for that process? There should be.
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A decade old, this one...
I hardly think, with "Brother's Keeper" thriving and well, that the "honor code" was "ditched" in the 70s. But... what do I know?!
:roll:
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http://findarticles.com/p/articles/mi_m ... i_19007880 (http://findarticles.com/p/articles/mi_m1571/is_n1_v13/ai_19007880)
At Hyde school, students earn - rather than learn - character
Insight on the News, Jan 6, 1997 by Evan Gahr
Character education has become fashionable in schools across the country. But one program has been preaching personal responsibility and virtuous behavior for three decades.
Whether it's the wave of the future or another education fad remains to be seen, but at least one institution isn't likely to ditch the effort anytime soon. Indeed, the Hyde School in Bath, Maine, has made character education its central mission for 30 years.
With rigorous principles emphasized at weekly meetings - where students have been known to confess to misdeeds - the private boarding school claims tremendous success with troubled youngsters. But the Hyde approach, contends school founder Joseph Gauld, contrasts markedly with what currently passes for character education.
"What they call character we don't call character," Gauld tells Insight. "You teach it fundamentally by example. Otherwise, you're [just] indoctrinating kids." Or as scion and current Hyde headmaster Malcolm Gauld declares, "Character is not imparted; it's inspired. You give [kids] values-forming experiences."
That tack wins high marks from former Hyde parents, students and outside observers. "They are considered one of the best," says Amitai Etzioni, author of The Spirit of Community and a leading character-education proponent. "They pay attention to the total environment."
Hyde students aren't force-fed or "taught" during a particular class period. Instead, the school's philosophy informs their days, from sporting events to school assemblies. In the Hyde lexicon, each student possesses "unique potential" and is pushed to achieve it (slackers are known as "smiling zeros").
Students find their potential by developing five key traits - courage, integrity, concern, curiosity and leadership - which are honed within a system of rewards and punishments. When students fall from honesty, for example, their punishment is early-morning exercise.
The school relies heavily on peer pressure to enforce norms of behavior. If one person in the class failed to complete a homework assignment, everyone did additional study hall, recalls Mike Moskowitz, a 1996 Hyde graduate. Nor does Hyde put an "I'm okay, you're okay" gloss on bad behavior. Don MacMillan, a math teacher, describes a recent school meeting during which a student confessed to stealing. "There wasn't a lot of response to him," he says. "You don't get pats on the back for stealing. We put so much emphasis on truth that the kids understand and let the chips fall where they may."
That message virtually is inscribed in stone. "Truth shall set you free but first it will make you miserable" reads the sign outside the Hyde School's main building, and graduates and parents alike describe Hyde's program as emotionally demanding - ironic, since many students have a history of drug problems or low academic achievement. "One of the things you find out quickly is that others are struggling," says Jean Humphrey, who has sent her three kids to Hyde.
True to the "brother's keeper" ethos, students report on classmates using drugs. Moskowitz caught on fast to the fact that Hyde seniors double as disciplinarians. "I quickly learned that they were not going to accept any of my mischievousness and I couldn't pull the wool over their eyes"' he tells Insight. Yet at the same time they were "cool" - athletic and smart - and served as role models. Today, Moskowitz is a student at Sarah Lawrence College, a prestigious liberal-arts school in New York, and plans on a career in international law or fashion merchandising.
Because the school believes character is taught by example, parents as well as students are required to set goals for themselves. The Moskowitzes for example, attended mandatory regional parents' meetings as well as sessions at the school. With encouragement and prodding from other members of her regional group, Susan Moskowitz, Mike's mother, set forth to package her own kosher food snack. "Mrs. Moskowitz' Munchies," a combination of nuts, raisins and matzo, now is available through department stores such as Bloomingdales.
Kosher munchies may seem an unusual by-product of a school devoted to character education, but Hyde has seen many similar stories since it opened its doors in 1966. At the time, Gauld was working as an admission officer - and an increasingly alienated assistant headmaster - at the New Hampton School in New Hampshire. "I had a crisis of conscience when I realized kids were getting screwed everywhere,"he recalls.
In Gauld's view, character was subsumed to academic achievement. Students went through the motions - good grades mean good colleges - but few lived up to their potential. His epiphany came during an admission interview with a student he calls "Marty." The youngster had an average IQ but was failing all his courses. Bucking traditional standards, Gauld accepted Marty, who proved a rambunctious but formidable presence and later went on to a successful career as a psychologist.
Although Gauld stayed within the traditional system for a few more years - accepting the headmastership of the Berwick Academy in Maine - he eventually borrowed money from family and friends toward purchase of the 145-acre Hyde Estate. The school opened the following year. There were some kinks. In the early seventies, the school's honor code was abused and subsequently ditched. But the school regained focus and today boasts a huge waiting list and sees its approach imitated everywhere.
The Halifax Middle School just outside Harrisburg, Pa., for example, began operating last September under Hyde principles. "We need to reach kids at a deeper level and work against youth culture that says do whatever you feel like doing," explains principal Bob Hassinger. "It's more important to be part of culture than to do what is right."
Gauld hopes more schools will follow suit. "We spent the first 30 years developing a concept," he says. "Now we are ready to export it."
COPYRIGHT 1997 News World Communications, Inc.
COPYRIGHT 2004 Gale Group
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It is part of the process of de humanization. I recall a Gulf War I press briefing, where a general referred to people in a bomb site video as "cockroaches" I have watched a Nazi film where rats are seen swarming in a grain bin and there is a dissolve to a dark swarthy man who was identified as a Jew. Is there a word for that process? There should be.
Dehumanization preliminary to mass conversion, not mass extermination. An act of love, not an act of hate.
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It is part of the process of de humanization. I recall a Gulf War I press briefing, where a general referred to people in a bomb site video as "cockroaches" I have watched a Nazi film where rats are seen swarming in a grain bin and there is a dissolve to a dark swarthy man who was identified as a Jew. Is there a word for that process? There should be.
Dehumanization preliminary to mass conversion, not mass extermination. An act of love, not an act of hate.
Well, from a business standpoint, it just doesn't make sense to exterminate the little bastards. That would more or less preclude milking the ol' parental bucket, eh? And that's what it all boils down, isn't it, when all is said and done!?
Many parents base their judgment of the school on the freshly renovated product returned to them, namely that seemingly squeaky clean and fresh-faced youngster who doesn't mope around and give them lip anymore. And they sure as hell are willing to pay through the nose for that, especially if a lot of moral bells and whistles come attached to the package. It makes them feel like they've done right by their kid, they "did the right thing."
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"honor code" was "ditched" in the 70s. But... what do I know?!
This was the honor code ala Phillips, Chote, Mt Herman etc. It was exposed as a failure by [drum roll please] Ed Legg. I recall the Talkative Texan reading us a paper about his contribution to Hyde culture. It was after that, that the code known by the current moniker "BK" was born. I do not recall ever have called it "BK" I recall feeling like Number 6 in the Prisoner.
http://en.wikipedia.org/wiki/The_Prisoner (http://en.wikipedia.org/wiki/The_Prisoner)
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Number Two replies with an inset pause, "You are...Number Six."
"I am not a number — I am a free man!"
(Laughter from Number Two.)
"Although sold as a spy thriller in the mould of McGoohan's previous series, Danger Man, the show's combination of 1960s countercultural themes and its surreal setting had a far-reaching effect upon science fiction-fantasy-genre television and also popular culture in general."
---------------------------
I was always partial to Danger Mouse. :o
That comes from growing up without a television in the house.
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This was the honor code ala Phillips, Chote, Mt Herman etc. It was exposed as a failure by [drum roll please] Ed Legg. I recall the Talkative Texan reading us a paper about his contribution to Hyde culture. It was after that, that the code known by the current moniker "BK" was born. I do not recall ever have called it "BK" I recall feeling like Number 6 in the Prisoner.
I do recall the term "Brother's Keeper" used, albeit not exactly the way it is now.
I heard it used in the context of idealized behavior as an antidote to certain disparaged or admonished acts, but not heralded as a separate category that we were expected to aspire to in and of itself.
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LINK to Amazon.com (http://http://www.amazon.com/Building-Character-Schools-Practical-Instruction/dp/0787962449/ref=sr_1_9/104-6382081-7796704?ie=UTF8&s=books&qid=1182791738&sr=1-9)
From the chapter on "Building a Community of Virtue," pp77-80, in:
Building Character in Schools: Practical Ways to Bring Moral Instruction to Life
by Kevin Ryan and Karen Bohlin
Published by Jossey-Bass, a Wiley Company; copyright 1999 by John Wiley & Sons, Inc.
Examples of Schools of Character
Not all schools of character look the same. What follows are two pictures of very different schools that have taken who they are and what they stand for seriously and built a community of virtue that expresses their distinctive character.
The Hyde School
In 1966 Joseph W. Gauld, concerned that America's schools were failing to inspire excellence in students, founded the Hyde School -- a private boarding high school that is perhaps best known for its success in working with "troubled" youth. Today the Hyde School has two campuses -- one in Bath and the other in Woodstock, Connecticut -- and a national reputation. Five other schools have adopted some elements of the Hyde "character first" curriculum.
The Hyde School is based on the principle that we each have dignity and a "unique potential that defines a destiny." Helping students achieve this potential means putting "character first." All students are expected to develop these traits:
- The courage to accept challenges
- The integrity to be truly themselves
- Concern for others
- The curiosity to explore life and learning
- Leadership in making the school and community work
At Hyde, character development is fundamentally a family affair. "We do not take kids unless parents make a commitment to go through our character development program," says Gauld. Parents gather monthly for parent meetings, retreats, and family weekends. Hyde asks parents to look within themselves, find their strengths and weaknesses, and strive to better themselves, for their own sake as well as their child's. "You have to start with the principle that parents are the primary teachers and home is the primary classroom... If you get to the parents, you get to the kids," says Gauld.
The Hyde faculty know -- and students quickly learn -- that achieving excellence is not easy. A sign hanging in the school simply reads, "The truth will set you free, but first it will make you miserable." Says Gauld, "I learn the most about myself by facing challenges." Students are not the only ones held to the school's high standards of truth and responsibility; teachers and staff are as well. Students are expected to accept challenges -- including mandatory participation in athletics and performing arts. The "building blocks" of excellence in a Hyde education are as follows:
- Motions. The individual is expected to follow the motions of responsible behavior.
- Effort. The individual begins to take pride in meeting his or her given challenges.
- Excellence. The individual begins to pursue his or her best. One discovers and acts on a unique potential.
How does the Motions-Effort-Excellence model look in practice? Malcolm Gauld -- the founder's son and the current headmaster -- describes taking over the Hyde women's soccer program in the mid-1980s: "The program was in shambles. The girls not only did not want to play soccer but held great disdain for Hyde's mandatory sports policy." At the first practice, he called the girls together and said:
Okay, I know that many of you would prefer not to be out here. I'm not going to waste my time explaining why this will be good for you or why I think you could begin to develop a love for soccer or athletics. For the next two months, we are simply going to do the things that soccer players do. What do soccer players do? They show up on time. They bring their cleats and leave their purses at home. All of you will be expected to wear special Hyde soccer T-shirts, which I will order. In short, I expect you to behave like soccer players and keep your attention on task while you're out here on the field.[/list]
Although initially he met with great resistance, the coach held them accountable for the motions of responsibility he had outlined. After several weeks, a group of girls made the step from the Motions to the Efforts phase, displaying a positive attitude and a greater work ethic at practices. At the end of the season, three girls asked to join a local winter league -- they wanted to move up to the Excellence phase. The following season, the three players at the Excellence level served as exemplars for the rest of the team, and a group of Effort-level girls wanted to compete for starting positions. Soon, 90 percent of the players displayed a norm of consistent effort and hard work. This was the beginning of a tradition of championship soccer teams.
When you walk through the halls of Hyde, you may see a student scrubbing the floor or cleaning a bathroom. "All students have jobs here," says Gauld. Students are expected to take responsibility at every level -- including taking responsibility for other students. The concept is called "brother's keeper." One student described it this way: "If I respect this person and I love this person, then I want them to go after their best. If it's someone who's going out and drinking, they're not going after their best. I'm going to hold them to that. You view it more as 'How can I help this person?' than 'How can I snitch on this person?'" Says Gauld, "America is a freedom-of-choice society; {Hyde} is a 'choosing-well' environment." At Hyde, students, faculty, and parents believe that "we're trying to make the best choices possible, and it's my responsibility to let you know when you're not making good choices."
The "Hyde Solution" goes beyond rhetoric: it embodies a fundamental commitment to individual character development. At Hyde, the purpose of academics is to allow students to develop their unique potential -- to help them answer the questions "Who am I? Where am I going? How am I going to get there?"
Copyrighted Material
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"Who am I? Where am I going? How am I going to get there?"
(http://http://upload.wikimedia.org/wikipedia/en/thumb/7/73/Where.jpg/600px-Where.jpg)
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"Who am I? Where am I going? How am I going to get there?"
(http://http://upload.wikimedia.org/wikipedia/en/thumb/7/73/Where.jpg/500px-Where.jpg)
Very clever, Guest!
Where Do We Come From? What Are We? Where Are We Going?
1897, oil on canvas
Boston Museum of Fine Arts, Boston, MA, USA
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Very clever, Guest!
Thanks, it is just the character I learned at Hyde.
"Who am I? Why am I here?"
http://en.wikipedia.org/wiki/James_Stockdale (http://en.wikipedia.org/wiki/James_Stockdale)
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http://en.wikipedia.org/wiki/James_Stockdale (http://en.wikipedia.org/wiki/James_Stockdale)
...Perot eventually re-entered the race in the fall of 1992 with Stockdale still in place as the vice-presidential nominee. Stockdale was not informed that he would be participating in the October 13 vice-presidential debate held in Atlanta, Georgia, until a week before the event. He had no formal preparation for the debate, unlike his opponents Al Gore and Dan Quayle. Stockdale infamously opened the debate by saying, "Who am I? Why am I here?"
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I think I get it now. Joe is just like what we were supposed to be. Don't over think things. Keep a positive attitude. Work hard. Stand for something. Can I have my Diploma now? All you have to do is click your heels three times.
OH! Auntie Em .... there's no place like home!
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At Hyde, character development is fundamentally a family affair.
::smokingun:: Truer words have never been spoken.
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Malcolm Gauld -- the founder's son and the current headmaster -- describes taking over the Hyde women's soccer program in the mid-1980s: "The program was in shambles. The girls not only did not want to play soccer but held great disdain for Hyde's mandatory sports policy." At the first practice, he called the girls together and said:
Okay, I know that many of you would prefer not to be out here. I'm not going to waste my time explaining why this will be good for you or why I think you could begin to develop a love for soccer or athletics. For the next two months, we are simply going to do the things that soccer players do. What do soccer players do? They show up on time. They bring their cleats and leave their purses at home. All of you will be expected to wear special Hyde soccer T-shirts, which I will order. In short, I expect you to behave like soccer players and keep your attention on task while you're out here on the field.[/list]
Although initially he met with great resistance, the coach held them accountable for the motions of responsibility he had outlined. After several weeks, a group of girls made the step from the Motions to the Efforts phase, displaying a positive attitude and a greater work ethic at practices. At the end of the season, three girls asked to join a local winter league -- they wanted to move up to the Excellence phase. The following season, the three players at the Excellence level served as exemplars for the rest of the team, and a group of Effort-level girls wanted to compete for starting positions. Soon, 90 percent of the players displayed a norm of consistent effort and hard work. This was the beginning of a tradition of championship soccer teams.
This is retarded. Im sure the girls tried their best. Im sure they got their act together and made a great team. But its about as simple as you can tell it, and it misses a lot. It wasnt about Malcom, or Hyde. It was simple about trying your best and trying to win. Nothing more. 3 girls asked cuz we wer told it was available. And if no one asked, then probably we would be told we had an attitude problem. Almost as if someone kind of had to ask. " norm of consistent effort and hard work"? Give me a break. How do they measure these things????
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By any accepted definition what Joe Gauld and the Hyde School program engage in is called family therapy. By using the label of “Educator” Joe Gauld presents his views and approach as unique and important contributions to the field of education, and feels he can operate completely free from the professional standards, accepted therapeutic approaches, and generally accepted views of the field of Family Therapy and the American Psychological Association. If he were to be practicing as a “Family Therapist” and a part of that field, his approach and views would have to compete in the larger market place of therapeutic approaches and be subject to professional peer comment and evaluation and review. I seriously doubt if he would be able to claim such high standing under those circumstances as he tries to present as an “Educator”. By operating under the label of “Educator” he conveniently avoids accountability for his actions in accordance to accepted professional and ethical standards for the American Psychological Association.
This is absolutely dead-on bull's eye TRUE. What can be done about this? "Has anyone actually tried to sue him for providing therapy services without a license?
---------------------------------------------------------------------------
Encounter Groups
"Encounter Groups were nontraditional attempts at psychotherapy that offered short-term treatment for members without serious psychiatric problems. These groups were also known as sensitivity (or sensory) awareness groups and training groups (or T-groups). Encounter groups were an outgrowth of studies conducted in 1946 at the National Training Laboratories in Connecticut by Kurt Lewin. The use of continual feedback, participation, and observation by the group encouraged the analysis and interpretation of their problems. Other methods for the group dynamics included Gestalt therapy (working with one person at a time with a primary goal of increasing awareness of oneself in the moment, also known as holistic therapy) and meditation.
Encounter groups were popularized by people such as Dr. Fritz Perls and Dr. Will Schutz (of the Esalen Institute) and had their greatest impact on the general population in the 1960s and 1970s. These groups fell out of favor with the psychiatric community because of criticism that many of the group leaders at the time were not trained in traditional group therapy and that the groups could sometimes cause great harm to people with serious emotional problems."
What can br done? More parents and former students need to be getting lawyers and filing civil law suites agains Hyde.
Licensed or non-licensed, Hyde teachers and staff still are liable
for harm done to others due to gross negligence. If the prevailing professional
opinion since the '80s in the field of Counseling and Psychology is that there is potential
for great harm to others with encounter groups run by unqualified leaders then Hyde
is a sitting duck.
Perhaps this is the lesson to be learned from how past law suites have been handled.
Always settle out of court or in a sealed secret agreement. Never go to court because
any law suite that went to an actual jury would be so damaging to the school it would
not be worth it. If 5 people sued at the same time for personal damages due to having
to be subjected to encounter groups run by unqualified staff Hyde would freak out.
You might actually see some changes.
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1. How many families would be needed for a class action suit?
2. What is the statue of limitations for such gross negligence, irreparable psychological harm?
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1. How many families would be needed for a class action suit?
2. What is the statue of limitations for such gross negligence, irreparable psychological harm?
You need only a lawyer, a claim that a parties in a class have been harmed and one member of the class. My guess is you will not find a lawyer to touch it. There would be tons of research required, years of discovery and trial and no money unless the plaintives prevail initially and on appeal.
IANAL
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How do they measure these things
How do they measure anything? They pull it out of their collective ass. How do you measure character? Hyde graduates have gone off to be drug addicts and sexual offenders. I guess they made a mistake _or_ they don't have a freaking idea how to measure character.
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"My guess is you will not find a lawyer to touch it. There would be tons of research required, years of discovery and trial and no money unless the plaintives prevail initially and on appeal.
IANAL
Wow. Such an quick , pessimistic, discouraging, disheartening assessment. Interesting.
A $100 million class action lawsuit was filed against Academy at Ivy Ridge and WWASPS on July 25, 2006.
http://www.isaccorp.org/documentsam.asp#air (http://www.isaccorp.org/documentsam.asp#air)
The link goes to a web page that has a link to the actual class action lawsuit if you are interested in seeing how one looks.
If there is $$ to be made . . . you can always find a lawyer!
::bangin::
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"My guess is you will not find a lawyer to touch it. There would be tons of research required, years of discovery and trial and no money unless the plaintives prevail initially and on appeal.
IANAL
Wow. Such an quick , pessimistic, discouraging, disheartening assessment. Interesting.
A $100 million class action lawsuit was filed against Academy at Ivy Ridge and WWASPS on July 25, 2006.
http://www.isaccorp.org/documentsam.asp#air (http://www.isaccorp.org/documentsam.asp#air)
The link goes to a web page that has a link to the actual class action lawsuit if you are interested in seeing how one looks.
If there is $$ to be made . . . you can always find a lawyer!
::bangin::
I double dutch dare you to start a class action suit.
signed,
Joe and Mal Gauld
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Maybe we can discuss this face to face over a game of golf and dinner at the country club?
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"My guess is you will not find a lawyer to touch it. There would be tons of research required, years of discovery and trial and no money unless the plaintives prevail initially and on appeal.
IANAL
Wow. Such an quick , pessimistic, discouraging, disheartening assessment. Interesting.
A $100 million class action lawsuit was filed against Academy at Ivy Ridge and WWASPS on July 25, 2006.
http://www.isaccorp.org/documentsam.asp#air (http://www.isaccorp.org/documentsam.asp#air)
The link goes to a web page that has a link to the actual class action lawsuit if you are interested in seeing how one looks.
If there is $$ to be made . . . you can always find a lawyer!
::bangin::
mares eat oats and kids eat oat
and little lambs eat ivy
A kid will eat ivy too
wouldn't you?
it looks like my man Eliot did most of the leg work:
"In August 2005, the Attorney General of New York determined that Academy at Ivy Ridge was not a legitimate school and ordered its owners to stop issuing worthless diplomas."
Ivy is a slam dunk. In Maine, most of the Senators have had their pictures taken with Joe and company. Mitchell and Muskie passed resolutions saying that Joe's shit don't stink. I don't think you can lay a glove on the man. You won't come close. No lawyer with hopes of having a serious career in the state will touch it. (triple dare you: class action in maine naming Joe. You can't do it, you don't have the Jam)
I am backing Eliot against Romney in '12
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Maybe someone could consult with some of these lawyers that have been involved with previous lawsuits against Hyde. They might have some perspective to lend re. what one might -- strictly theoretically, of course -- be up against.
Anyone know any of these lawyers' names?
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Maybe we can discuss this face to face over a game of golf and dinner at the country club?
Are you picking up the tab?
Joe
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The merits of any law suite and particularly a more complicated and difficult class action law suite
are certainly open for debate and best commented upon by a lawyer. The law suite against Academy at Ivy Ridge appears to involve some flagrant violations most prominent being awarding fake high school diplomas. The perception I question and challenge is that Hyde is immune to being sued because of their political connections or because of how they define what they are doing as c"haracter education" as opposed to "family/individual therapy".
Law suites have been filed in the past and settled out of court. Clearly there are lawyers in the state of Maine who dare to undertake a law suite against Hyde. I would be interested in knowing how may times law suites have been filed against Hyde and the outcome/resolution of these law suites and what the complaint was that formed the basis of the law suites.
If people can hold MacDonald’s responsible over spilled hot coffee then it seems to me that Hyde School can be held responsible too.
Hyde utilizes encounter group psychotherapy run by staff who have no counseling/mental health training or supervision. The type of group therapy work they use has been seen as potentially dangerous when done by under qualified group leaders. Hyde does not use informed consent to explain to students & parents what they should really expect, nor does it respect issues of confidentiality when encouraging/coercing people to divulge sensitive, personal, traumatic issues. When some students react poorly to this approach they are asked to leave the school with out any appropriate referral to follow up professional services to deal with the negative aftermath which is tantamount to client abandonment. Hyde has a history of not employing trained counselors or mental health professionals in spite of clearly being a school that takes in troubled youth with serious family issues, substance abuse issues, emotional difficulties, and some times previously diagnosed mental health issues. All in all the fundamental operations of Hyde School could be viewed as not following “reasonable and accepted standards of care”.
Of course Hyde School would say that this is all part of “Character Education” vs “Therapy”. Call it what you may but if no appropriate safeguards are not in place to address the potential for emotional trauma and suffering caused by these techniques then Hyde School and individual staff responsible should be sued, and sued repeatedly until things change.
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The merits of any law suite and particularly a more complicated and difficult class action law suite
are certainly open for debate and best commented upon by a lawyer.
That's your opinion. At this moment I have three lawyers working for me. all on civil matters. Asking a lawyer if you should engage in litigation, (when you are paying an hourly rate) is like asking a prostitute if you should have sex with her/him. The merits of a suit just as the desirability of sex are best judged by the buyer.
The law suite against Academy at Ivy Ridge appears to involve some flagrant violations most prominent being awarding fake high school diplomas.
The ground work for this suit were layed by the best run AG office in the history of the State of New York. I predict Eliot will be president of the US
The perception I question and challenge is that Hyde is immune to being sued because of their political connections or because of how they define what they are doing as c"haracter education" as opposed to "family/individual therapy".
Hyde is not immune from suit. Playing Lawyer is not hard. I brought suit against a lawyer (IANAL) pro se and prevailed. Go file a suit. Really I would like to see some one do it, but unless you can get a lawyer take your case on spec (for an agreed % of the final take) you are looking at carrying at lest one lawyer and support staff for years. Looked at lawyer fee's lately? In either of the markets you would bring suit against Hyde you are looking at fees @~ 200 - 500 /hr. Got cash?
Law suites have been filed in the past and settled out of court. Clearly there are lawyers in the state of Maine who dare to undertake a law suite against Hyde.
Sure on a case by case basis, where the facts are not really contestable . To lay the foundation of a class action you would have to lay the ground work of those facts. 'Is hyde playing shrink without a license and has it caused harm" there is a lot of work there. Alot of interviews. Most of the cases would have to be deposed in states other than Maine. Travel expenses! Who is the class? Clearly the families that feel hyde has done well are not harmed. Who was harmed? Hey guess what? All the kids/parents that are going to be part of the class were screwed up before they got there. You are not going to find that the Virgin Mary went to Hyde and was gang raped by Gaulds. You are going to be in a very grey area.
If people can hold MacDonald’s responsible over spilled hot coffee then it seems to me that Hyde School can be held responsible too.
This is the oft quote example to demonstrate that the tort system need to be reformed. The piece you do not hear is MacDonalds had been warned that thier coffee was too hot by other people. The facts were out there. The temp of coffee is a pretty is pretty easy to quantify. Is suzy that was huffing spray paint and blowing guys befhnd the 7/11 for a bottle of Thunderbird before she went to hyde really more screwed up now?
http://en.wikipedia.org/wiki/McDonald's_coffee_case (http://en.wikipedia.org/wiki/McDonald's_coffee_case)
Hyde utilizes encounter group psychotherapy run by staff who have no counseling/mental health training or supervision. The type of group therapy work they use has been seen as potentially dangerous when done by under qualified group leaders. Hyde does not use informed consent to explain to students & parents what they should really expect, nor does it respect issues of confidentiality when encouraging/coercing people to divulge sensitive, personal, traumatic issues. When some students react poorly to this approach they are asked to leave the school with out any appropriate referral to follow up professional services to deal with the negative aftermath which is tantamount to client abandonment. Hyde has a history of not employing trained counselors or mental health professionals in spite of clearly being a school that takes in troubled youth with serious family issues, substance abuse issues, emotional difficulties, and some times previously diagnosed mental health issues. All in all the fundamental operations of Hyde School could be viewed as not following “reasonable and accepted standards of care”.
Of course Hyde School would say that this is all part of “Character Education” vs “Therapy”. Call it what you may but if no appropriate safeguards are not in place to address the potential for emotional trauma and suffering caused by these techniques then Hyde School and individual staff responsible should be sued, and sued repeatedly until things change.
I would not argue. Now prove it, in court to a jury.
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Just one more thing to add. If you do this in the Dirigo State you will have to sully the reputation of an institution that folks like Ed Muskie , Mitchell have lent their credibility to. It is not a career builder for a young aspiring lawyer. You will not get an established firm do this.
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Do you honestly think that Muskie, Mitchell et al have tied up all of their credibility with Hyde?
There is indeed a critical mass of rumble necessary, a threshold that must be reached, and then I think you'll see people distance themselves, claiming "regrettable ignorance" and the indignities of being misled.
Taking a case on spec, i.e., contingency, usually runs about 30% or a third, depends...
Some attorneys chomp at the bit for cases that may end up being ground-breakers, or stand a good chance to be cited in subsequent (other) ones, i.e., setting legal precedent.
It's not always just the money; there's also the "fame," and let us not forget plain old wanting to do the right thing. Believe it or not, that is why a substantial percentage of people usually go to law school in the first place.
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All the kids/parents that are going to be part of the class were screwed up before they got there. You are not going to find that the Virgin Mary went to Hyde and was gang raped by Gaulds. You are going to be in a very grey area.
I respectfully beg to differ. What kind of "screwed up" are you talking about? Are you saying that kids who went to Hyde because Hyde told their parents that they could cure their kids' low self-esteem are "screwed up?" Yeah, I guess in some petty sense they are, but what happened to a lot of those kids made their situation even worse. Or what about the kids who thought Hyde was a "normal" prep school, since Hyde markets itself according to who they're pitching to? Those circumstances aside, I still don't think you can consider Hyde's responsibility to be any less in those cases where kids already had a checkered past, didn't have a good outcome at Hyde, and feel damaged as a result of their time at Hyde.
Mind you, we're not talking about whether a kid's delinquent behavior continued or not. We're talking about sustained psychological damage as a result of inept, incompetent, and unlicensed therapists running amok with kids' self-identities. I also find Surfer Mouse's use of the term "client abandonment" most apropos.
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How does Hyde School handle Federal special Education regulations
that are covered by the Americans with Disability Act?
Do students who had previous Special Education services and
Individualized Education Plans (IEP’s) in previous school placements get new
updated ones at Hyde. Does the regional Special Education Director for Maine
monitor Hyde’s compliance with Special Education regulations? Do Hyde parents
have the ability to attend and give input to the design and content of their child’s
IEP? How does Hyde’s program function the way it does and still be in compliance with
Federal Special Education standards and the Americans with Disabilities Act?
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All the kids/parents that are going to be part of the class were screwed up before they got there. You are not going to find that the Virgin Mary went to Hyde and was gang raped by Gaulds. You are going to be in a very grey area.
I respectfully beg to differ. What kind of "screwed up?" Are you saying that kids who went to Hyde because Hyde told their parents that they could cure their kids' low self-esteem are "screwed up?" Yeah, I guess in some petty sense they are, but what happened to a lot of those kids made their situation even worse. Or what about the kids who thought Hyde was a "normal" prep school, since Hyde markets itself according to who they're pitching to? Those circumstances aside, I still don't think you can consider Hyde's responsibility to be any less in those cases where kids already have a checkered past, don't have a good outcome at Hyde, and feel damaged as a result.
Mind you, we're not talking about whether a kid's delinquent behavior continued or not. We're talking about sustained psychological damage as a result of inept, incompetent, and unlicensed therapists running amok with kids' self-identities. I also find Surfer Mouse's use of the term "client abandonment" most intriguing.
Image you are on stand. How would you differentiate your esteem issues from the damage done by Hyde?
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Triggers. Didn't have them before Hyde. Have them ever since Hyde. They get in the way of normal functioning in life. Certain things I can not do, can not participate in... I have learned that it's just not worth it. Too much potential for self-destruction.
Emotional Paralysis. I totally shut down when I'm face to face with verbal or physical aggression. Cannot defend myself for the life of me. Much easier to defend others, however. Obviously, circumstances are somewhat different on the forum.
Needless to say, I chose my friends very very very carefully.
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Emotional Paralysis. I totally shut down when I'm face to face with verbal or physical aggression. Cannot defend myself for the life of me. Much easier to defend others, however. Obviously, circumstances are somewhat different on the forum.
Needless to say, I chose my friends very very very carefully.
Is your temporary sense of helplessness in the face of aggression on account of a conscious allegiance to the aggressor? Do you feel that the aggressor is justified in his aggression? Is this the lesson of Hyde? Just trying to understand the connection between the problem and Hyde.
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Is your temporary sense of helplessness in the face of aggression on account of a conscious allegiance to the aggressor?
Absolutely not.
Do you feel that the aggressor is justified in his aggression?
Intellectually, no.
Is this the lesson of Hyde?
Seems to be...
Why would one not be able to defend oneself? Perhaps because one is "undefendable?" Not worthy of defending? Perhaps one tried to defend oneself against injustice in the past, and was essentially castrated in a chronic fashion for the trouble?
It is a type of self-destructiveness, to be sure. Knowing that, and being able to grow beyond that, are two different ballgames, regrettably. Too many triggers...
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A bit of a fluff piece; can't say that I agree with everything stated; but it does at least air the issue of psychotherapy being -- at times, and for some people -- not necessarily a good thing. That being the case, can you imagine how damaging "psychotherapy" practiced by non-professionals, having no training other than a highly biased ideological agenda, might be for some people?
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http://www.msnbc.msn.com/id/19121639/si ... ek/page/0/ (http://www.msnbc.msn.com/id/19121639/site/newsweek/page/0/)
Get Shrunk at Your Own Risk
By Sharon Begley
Newsweek
June 18, 2007 issue - No one bats an eye when a drug for a severe mental illness such as schizophrenia or depression causes serious side effects such as nausea, weight gain, blurred vision or a vanishing libido. But what few patients seeking psychotherapy know is that talking can be dangerous, too—and therapists have not exactly rushed to tell them so.
For treatments that come in a bottle, the Food and Drug Administration requires proof of safety and efficacy. For treatments that come from the lips of psychologists and psychiatrists, there's no such requirement. But while therapists fight over whether they should use only treatments for which there is rigorous scientific evidence for efficacy, they have largely ignored something more fundamental. "The profession hasn't shown much interest in the problem of treatments that can be harmful," says psychology professor Scott Lilienfeld of Emory University. "Of the few psychotherapies that have been tested for safety, too many cause harm to at least some patients."
The failure to heed Hippocrates reflects the assumption that psychotherapy is, at worst, innocuous. That naive trust should have been blown out of the water when "recovered memory" therapy actually created false memories, often of childhood sexual abuse, tearing families apart. But the "Handbook of Psychotherapy and Behavior Therapy," the clinicians' bible, devotes only 2.5 pages out of 821 to adverse effects, even though documented risks of therapies could fill a small book.
"Stress debriefing," for instance, is designed to prevent symptoms of posttraumatic stress disorder in those who have suffered or witnessed a trauma. In a three- to four-hour group session, a therapist pushes patients to discuss and "process" their feelings and to describe in detail what they experienced or witnessed. Many of those who undergo stress debriefing develop worse PTSD symptoms than those who deal with the trauma on their own, controlled studies show, probably because the intense reliving of the trauma impedes natural recovery. Burn victims who underwent stress debriefing, for instance, had worse PTSD 13 months later than victims who had no psychotherapy; people who went through it after being in a car crash had greater anxiety about travel three years later than those who did not.
Psychotherapy for dissociative-identity disorder (formerly called multiple-personality disorder) can pose even greater risks. Some therapists believe that the best treatment for these fractured souls is to bring out the hidden identities, called "alters," through hypnosis or helping alters leave messages for one another. Unfortunately, many alters cause "self-injurious behavior, suicide attempts, and verbal and physical aggression," notes Lilienfeld in a paper in the journal Perspectives on Psychological Science. In addition, the "let's meet the alters!" techniques can actually create alters in suggestible patients. "As more alters come out, it gets harder to get the patient back to having one identity," Lilienfeld says. The longer someone stays in therapy, the more alters show up, evidence that "many and perhaps most alters are products of inadvertent therapist suggestion." So much for "First, do no harm."
Few of us will need therapy for multiple-personality disorder. But everyone will experience grief—and counseling for normal bereavement may not always be benign. A 2000 study found that four in 10 people who lost a loved one would have been better off without grief counseling (based on a comparison with people who were randomly assigned to a no-therapy group). That was especially so for those who experienced normal grief. In that case, counseling sometimes prolonged and deepened grief, leaving more depression and anxiety than in those who worked through their loss on their own.
That 40 percent figure is likely inflated, argues psychologist Dale Larson of Santa Clara University. But he agrees with Lilienfeld's estimate that 10 to 20 percent of people who receive psychotherapy are harmed by it. Even the American Psychological Association acknowledges that too many clinicians practice "psychoquackery," as psychologist John Norcross of Scranton University puts it. If we had FDA-style regulation of psychotherapies—difficult though that would be to do, especially since the effects of psychotherapy depend on the therapist—"fringe therapies would not be on the market."
How fringe is "fringe"? In percentage terms, very. But the number of people undergoing potentially risky therapies reaches into the tens of thousands. Vioxx was yanked from the market for less. To be sure, even risky psychotherapies don't harm everyone, just as most people who took Vioxx will never have a heart attack. What is remarkable about psychotherapies, though, is that few patients have any idea that "just talking" can be dangerous to their mental health.
© 2007 Newsweek, Inc.
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Joe is accustomed to expounding his prophetic visions of true community permeated by his guiding presence to audiences of bored fifteen-year-old ciphers. No one has dared to disagree with that loose cannon for forty years. It is an educational experience worthy of Fascist Italy, Nazi Germany, Stalinist Russia, and fundamentalist Iran: the passive, acritical acceptance of authority.
News item at Hyde-Woodstock: "Hyde Students Meet Cloning Researcher."
News item I'd like to see: "Cloning Researcher Meets Hyde Students."
http://www.hyde.edu/podium/default.aspx?t=204 (http://www.hyde.edu/podium/default.aspx?t=204)
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Joe is accustomed to expounding his prophetic visions of true community permeated by his guiding presence to audiences of bored fifteen-year-old ciphers. No one has dared to disagree with that loose cannon for forty years. It is an educational experience worthy of Fascist Italy, Nazi Germany, Stalinist Russia, and fundamentalist Iran: the passive, acritical acceptance of authority.
News item at Hyde-Woodstock: "Hyde Students Meet Cloning Researcher."
News item I'd like to see: "Cloning Researcher Meets Hyde Students."
http://www.hyde.edu/podium/default.aspx?t=204 (http://www.hyde.edu/podium/default.aspx?t=204)
Researcher in question grew up during the Cultural Revolution in China. Probably doesn't realize the same elements have reemerged to taunt him in the guise of Hyde School!
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Here is a New York Times review of several then new books on education that came out in 1993 (the year Character First: The Hyde School Difference was first published). I am posting the whole piece in case any one is interested; I have highlighted the more pertinent sections in blue.
Dr. John Allen Paulos, the author of this review, is not especially persuaded by Joe's insistence that the be-all and end-all of education resides in character, and moreover, spelled his name wrong to boot! Apparently it took a number of communication attempts for Joe to get Paulos to attach a note of correction to the end of the piece. The only other change I was able to find in the whole article was Paulos's combining the "Gault" paragraph with the one immediately preceding it (the one which includes the George Bernhard Shaw quip of "The vilest abortionist is he who attempts to mold a child's character.").
I have copied here the original version of the article, plus added the note of correction which comes with the second version. Here are both links; if someone can find any other differences between the two, please chime in!
original version (http://http://query.nytimes.com/gst/fullpage.html?res=9F0CEFDB103AF937A25752C1A965958260) || "corrected" version (http://http://query.nytimes.com/gst/fullpage.html?res=980CE7D91226E232BC4952DFB56F958A)
I might also point out -- for context, in case anyone is interested -- that the book Why Johnny Can't Tell Right From Wrong (Simon & Schuster, $23), by William K. Kilpatrick, is listed as recommended by the decidedly conservative Center for the Advancement of Ethics and Character at BU. We first came across them not too long ago in the "The Ten Priorities" thread, as the founder of CAEC, Dr. Kevin Ryan, saw fit to give a favorable review to Laura and Malcolm's book The Biggest Job. See HERE (http://http://wwf.fornits.com/viewtopic.php?t=23309&start=140) to jump into that discussion.
Also, William J. Bennett (author of another book emphasizing character and sundry virtues) has a whole screenful of conservative causes linked to him to the tune of over a million bucks thrown in his direction. Copy and paste his name into the SEARCH box at Media Transparency (http://http://www.mediatransparency.org/) for the page of their summarized links.
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If Everybody Knows So Much About Education, Why Doesn't Education Work?
By JOHN ALLEN PAULOS;
Published: November 14, 1993
I RECENTLY heard of a foreign con artist whose lure was that he could help students enter a very competitive national university. The man bragged that he knew the arcane details of the admission process, had contacts with the appropriate officials and so on. After gathering detailed information, he collected an exorbitant fee, promising to return it if the student was not admitted. Every year he threw the information out; every year some of the students got in. Their fees he kept.
In my more cynical moments, I think that our preschool through high school system is no more effective than that charlatan in preparing students for college, a job or both. The drumbeat of dismal test scores (not the baseball caps worn backward) may be cited as warrant for my cynicism. (The latest literacy statistics are just as depressing: nearly one-quarter of American adults are either illiterate or functionally so, according to the Department of Education.) Whether the recent books proposing solutions to this plight offer reason for hope, the reader can decide.
In "Overcoming Math Anxiety" (a new edition of this 1978 manual is forthcoming), Sheila Tobias wrote that members of the laity sometimes have trouble with mathematics because they add more variables to a problem than are there, wondering irrelevantly, for example, why Waldo works three times as fast as Oscar does. They simply aren't accustomed to the austerity of mathematical problems. A mathematician confronting educational issues, I feel flummoxed for the opposite reason. The problems are staggeringly complex, with psychological, social and ideological dimensions, and these books seem to mirror the confused, uneven and dismaying state of school reform. If education theorists as diverse as Plato, Rousseau, Dewey and the proverbial bartender are correct in thinking that schools shape the ambient society, we're in trouble. In any case, the nature of the educational enterprise provides some warrant for the opinions scattered below.
The angriest book -- and the one that's most fun to read, even if one doesn't agree with its analysis -- is Myron Lieberman's PUBLIC EDUCATION: AN AUTOPSY (Harvard University, $27.95). Mr. Lieberman, an education writer and consultant, argues strongly that profit-making schools (like those envisioned for Chris Whittle's Edison Project, a design for technologically advanced private institutions) should be allowed to assume a role coordinate with that of public and nonprofit private schools, as was the case for much of the 19th century.
Mr. Lieberman's suggestions are more radical than simple school vouchers, and his indictment more pointed than the standard lament. He maintains that the financial information on the cost of public education released by teachers' unions is misleadingly self-serving and significantly underestimates what is being spent on schools. He decries bureaucratic regulations and uniform pay scales and seems to see the public schools as one of the last vestiges of socialism in the world, a recalcitrant remnant that will soon go the way of the old Iron Curtain governments. Grade inflation and the breakdown of assessment procedures in schools are likened to currency inflation and the loss of economic discipline. The public schools haven't been able to raise the performance of minority students and, Mr. Lieberman asserts, have been unwilling to make this fact clear, and so have one more reason to be reluctant to implement national testing.
Although demographic and social changes have hastened the decline in public education, a more profound explanation for its disintegration, according to Mr. Lieberman, is an undermining conflict of interest. Government should be a watchdog for the education consumer, yet it is a near-monopoly producer of education. It is as if the Food and Drug Administration not only policed the drug industry but was the primary manufacturer of drugs as well. Eliminating public-school primacy, he maintains, will also lead to a reduction in social dissension. Schools would not be hobbled by a misguided sense of egalitarianism that rules out programs and proposals that would benefit one class of students more than another.
MIRACLE IN EAST HARLEM: The Fight for Choice in Public Education (Times Books/Random House, $23), by Seymour Fliegel (written with James MacGuire, a fellow at the Center for Social Thought, a public-policy research center in New York City), also deals with school choice but within the more limited framework of the public schools. Mr. Fliegel, who has been a teacher and an administrator in the New York City public-school system, tells the instructive story of the development over the last 20 years of successful alternative schools in East Harlem. He describes the autonomy and consequent enthusiasm of teachers, the increased parental and community commitment, student projects, the much improved test scores and the byzantine politics of the New York school board. And he acknowledges the pivotal roles of Anthony J. Alvarado, who was forced in May 1984 to resign as Schools Chancellor of New York City because of a financial scandal; Deborah Meier, a principal of an East Harlem high school, and other school officials.
The establishment of such new and generally smaller schools has spread far beyond East Harlem and has fueled the public-school choice movement that for the moment is being supported by the Clinton Administration. Since the public schools are, in my opinion, an institutional embodiment of American ideals, I see public-school choice as an encouraging prospect (for some districts) and not, as Mr. Lieberman does, as an oxymoronic nonstarter. Nevertheless, there are difficulties, among them transportation costs, dissemination of the requisite knowledge about available alternatives, allotment of spaces in popular schools and a dubious assumption: that people will choose schools with rigorous standards.
William J. Bennett, a former chairman of the National Endowment for the Humanities and Secretary of Education in the Reagan Administration who has flirted with running for President in 1996, escorts us from the issue of school choice to the not unrelated one of character formation. His anthology THE BOOK OF VIRTUES: A Treasury of Great Moral Stories (Simon & Schuster, $27.50) is well stocked with inspirational writings taken from the Greeks (Aesop, Plato), the Bible (David and Goliath, Ecclesiastes), American folklore (Washington and the cherry tree), allegorical stories (Tolstoy's "How Much Land Does a Man Need?"), Shakespeare, Grimms' fairy tales, and writings by Goethe, Longfellow, Robert Frost, Oscar Wilde (oddly) and numerous others. Many of the stories are adaptations of the originals, a few are from non-Western sources, and most are only a few pages long. Unfortunately, the organizational principle is weak. Each chapter is devoted to one virtue -- responsibility, self-discipline, compassion, friendship, perseverance, courage, faith, loyalty, honesty and work -- and the pieces are chosen to illustrate the relevant quality for the book's young audience.
Providing only an introduction and a prefatory snippet for each virtue, Mr. Bennett, never shy about appearing to speak his mind, is surprisingly not much of a presence in his own book. The argument implicit in the selections seems to be that students exposed to these stories early in their lives will more likely develop the character and moral foundation needed for both their own personal success and for the cohesion of society.
WHY JOHNNY CAN'T TELL RIGHT FROM WRONG (Simon & Schuster, $23), by William K. Kilpatrick, a professor of education at Boston College, expands upon this thesis for adults, insisting that the connection between narrative and morality is an essential one, and that teachers and parents should read worthy stories to the young. But stories are not just a means for imparting abstract moral principles to unsophisticated people; Mr. Kilpatrick tells his presumably more worldly readers we all need them to understand ourselves, and to clarify and strengthen our values and ideals.
Whatever one's political persuasion, it's hard to deny any of this. Character does matter, and what children (and adults) read, watch and listen to certainly affects their attitudes and behavior. Why else do people bristle at violence in entertainment and on the news, or at references to their group that fail to enhance its self-esteem? Nevertheless, skepticism, a virtue Mr. Bennett doesn't mention, compels me to doubt that much school time should be devoted to cultivating virtue in our children. More hyperbolic misgivings are expressed in George Bernard's Shaw's quip that "the vilest abortionist is he who attempts to mold a child's character."
JOSEPH W. GAULT, founder of the Hyde School, a private secondary school in Bath, Me., disagrees. In CHARACTER FIRST: The Hyde School Difference (Institute for Contemporary Studies, $18.95), he avers that character (as delineated in his five-part definition: "destiny, humility, conscience, truth and brother's keeper") is more important than academics and tells of his days at other New England boarding schools with their dispiriting emphasis on scholarship. The Hyde School is open to students who have not done well elsewhere. The parent-child bond and the setting of an example, Mr. Gault notifies us, are also of crucial significance, and he relates how he felt compelled to overcome his fear of heights and climb across a narrow mountain ledge or else lose his son's respect. Coincidentally, the day I read this I was climbing in Maine with my son, and we both decided, wisely and with full respect for each other, not to continue a potentially dangerous climb. A quibble, certainly, but it illustrates the multifaceted and subjective nature of character, and the consequent trickiness of basing a school's philosophy on its inculcation, especially on a large public scale. The book comes equipped with a testimonial foreword by Cher, whose son is a student at the Hyde School.
The problems for the students in Madeline Cartwright's school in Philadelphia's Strawberry Mansion district were even more basic than those of character. They involved physical necessities like food and clothing. In FOR THE CHILDREN: Lessons From a Visionary Principal (Doubleday, $19.95), written with Michael D'Orso, a reporter for The Virginian-Pilot and The Ledger-Star in Norfolk, Va., Ms. Cartwright relates how as principal she transformed this predominantly black elementary school through a combination of tough love and material provision. She did her students' laundry, scrubbed the bathroom floor, bought students shoes and provided them with haircuts, insisted on committed teachers familiar with the neighborhood, involved families and the community, and answered her own telephones in the morning to embarrass people calling in to take the day off. Except for the last, possibly, her actions were heroic and turned the place around. But can we reasonably expect as much from other teachers and principals, many already overworked?
More generally, what do we get from accounts of charismatic teachers and principals? Inspiration is one answer, of course, and it's telling that education, unlike other disciplines ranging from physics to movie making, lacks a pantheon of great practitioners. Still, without some feasible directives and formalizable insights, a more likely effect may be a feeling of inadequacy.
In THINKING ABOUT OUR KIDS (Free Press, $22.95), Harold Howe 2d, a former United States Commissioner of Education who teaches at the Harvard Graduate School of Education, repeats the bromides about the role of parents and communities and pleads for schools to respect diversity. His recommendations are reasoned and earnest, almost bland in their level-headed kindness. He is more interesting and controversial when he discusses the financing of K-12 education. Because schools are supported primarily by property taxes, poor children generally go to the schools that are underfinanced, and thus, like Ms. Cartwright's students, don't have the material support needed to learn. Mr. Howe suggests that to rectify this imbalance we should eliminate tax breaks to the middle class, like the mortgage interest deduction and subsidies for state colleges and universities. In their stead, every family would be eligible for other benefits, like child support payments. That would, he appears to think, make the middle class more amenable to his suggestions.
Financial proposals more in the mainstream are found in HEAD START AND BEYOND: A National Plan for Extended Childhood Intervention (Yale University, $20), edited by Edward Zigler and Sally J. Styfco, psychologists at Yale. They and their co-contributors colorlessly evaluate various Federal education programs for young children. Head Start is the most successful (President Clinton said earlier this year that he'd like to spend more money on it) and deservedly the best known. Children who have gone through that preschool program have better health and nutrition, smoother social adjustment and lower levels of delinquency. Alas, sequels usually fail. As the book shows, two small programs, Follow Through and Transition Project, attempted unsuccessfully to extend Head Start and its benefits to the school-age population. Meanwhile, the $5 billion a year in spending under Chapter I, which offers tutoring and remedial education to poor children, has gone primarily to supplement local education budgets.
Mr. Zigler, one of Head Start's founders, cites the reasons for its effectiveness: comprehensive assistance, family involvement, constant fine-tuning, informative evaluation procedures and an attempt to insure developmental continuity. This last factor leads to his recommendations that the Johnson-era Chapter I program (originally Title I of the Elementary and Secondary Education Act) should refocus itself and become the school-age version of Head Start, which should itself be more adequately financed.
In HEAD START: The Inside Story of America's Most Successful Educational Experiment (Basic Books, $27.50), Mr. Zigler, this time with Susan Muenchow, a child care and education administrator, provides a more anecdotal account of some of these important initiatives, and of how they have been paid for, providing, for example, a nice account of the substantial support provided by Caspar W. Weinberger when he was President Nixon's Secretary of Health, Education and Welfare.
After choice, character formation and financing, it's a relief to report on two books that deal with pedagogy, albeit in contrary ways. In THE CHILDREN'S MACHINE: Rethinking School in the Age of the Computer (Basic Books, $22.50), Seymour Papert, the author of "Mindstorms," a book on technology and education, and inventor of the children's computer language Logo, deals again with the use of computers in instructing children. Mr. Papert is not primarily interested in teaching facts or even skills, but rather in imparting certain metaskills, in particular the ability, increasingly vital in an information-drenched world, to learn how to learn. He coins the word "mathetics" for these higher-level skills and intends them to include problem-solving techniques (working backward from an assumed solution, examining similar problems, dividing a problem into doable pieces), ways of monitoring one's comprehension, facility in generating enlightening discussions and a variety of more general learning strategies.
Computers, Mr. Papert argues, make such learning easier, since the consequences of one's actions are immediately apparent. And because computers are more flexible and user-friendly than ever, they allow for very different cognitive styles. Were electronic multimedia encyclopedias (knowledge machines) freely available to all students (he doesn't say much about how to pay for the machines), the students could fully explore a subject of interest to them and gradually establish connections to other less palatable subjects.
Mr. Papert describes several cases of technophobic young artists, for example, who flourish using Logo-controlled plastic automatons. The details sometimes get lost in a wordy haze, but what's clear is that children don't learn by passively absorbing inert bits of knowledge. Computer-aided instruction, if used correctly, can tap into their natural enthusiasm for interactive play, collaborative learning and improvisation; Nintendo leads to comprendo.
E. D. Hirsch's diagnosis of our educational ills is quite different. He asserted in "Cultural Literacy," a 1987 best seller, and reiterates in his two newest books that a common core of factual knowledge makes schooling more effective, fair and democratic, and helps to "create cooperation and solidarity in our schools and nation." WHAT YOUR FIFTH GRADER NEEDS TO KNOW: Fundamentals of a Good Fifth-Grade Education (Doubleday, $22.50) and WHAT YOUR SIXTH GRADER NEEDS TO KNOW: Fundamentals of a Good Sixth-Grade Education (Doubleday, $22.50), like their predecessors for each of the earlier grades in the so-called Core Knowledge Series, are compendiums of what children should know in the areas of American and world cultures, language and literature, mathematics, science and geography. Mr. Hirsch does a good job, but it's a safe bet that most fifth and sixth graders (and probably even most adults) don't know what he declares they should about, say, the Boer War (Britain versus the Boers of South Africa, 1899 to 1902) or Mercator projection (how to make flat maps of the round world that sailors can actually use).
WHETHER such inventories are pedagogically effective is debatable, as is the question of ideal curricular choices. Many African-Americans, in particular, would demand expanded treatment of their history, something, perhaps, like PERSEVERANCE (Time-Life Books, $29.95), written by the editors of Time-Life Books. Under Time Warner's plan to buy copies for every high school and public library system in the country, they may get it. The heavily illustrated book, with a foreword by Henry Louis Gates Jr., W. E. B. Du Bois Professor of the Humanities at Harvard, is the first of three volumes under the rubric "African Americans: Voices of Triumph." A straightforward narrative extending from the slave trade to the civil rights movement, it is suitable for classroom use or personal reading.
Criticism about specific content aside, Mr. Hirsch's main claim about the importance of shared knowledge is persuasive; the center doesn't seem to be holding, and for many it's not even visible. In the absence of effective teachers or of Mr. Papert's knowledge machines, Mr. Hirsch's books might be quite useful to students as supplemental reading, to parents as academic benchmarks and to some teachers as texts. Their sheer factuality avoids undue emphasis on either character or self-esteem (of concern to all, but excessively so to "conservatives" and "liberals," respectively).
There are other arguments for basic standards and a minimum core curriculum (whatever their provenance). One is that we won't have to rely completely on the expertise and creativity of each and every local school system across the country. And if school choice is actually adopted, we won't have to worry as much about schools and teachers competing with one another by offering dinosaur exhibits rather than probability lessons, gut courses rather than good ones.
Developing character, instilling self-esteem, involving parents and arranging adequate financing are all necessary, but the deficiencies in factual knowledge and critical thinking skills remain the most troubling and irremediable. It's not surprising that some studies have indicated that despite their miserable performance on international math tests, for example, American students rank near the top when it comes to mathematical self-confidence. If we allow too many of our children to grow into gullible ignoramuses brimming with character and self-esteem, we'll be perpetrating a fraud far worse than the one with which I began this survey.
John Allen Paulos, the author of "Innumeracy" and "Beyond Numeracy," is a professor of mathematics at Temple University.
Correction: February 6, 1994, Sunday
Because of an editing error, an essay in The Times Book Review on Nov. 14, about books on education, misspelled the surname of the author of "Character First: The Hyde School Difference." He is Joseph W. Gauld, not Gault. A letter of Nov. 17 from Mr. Gauld, asking for a correction, apparently went astray, and Mr. Gauld wrote again on Jan. 4.
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The "Founder is not your obscure man of letters. He is a "character, " in the true Hyde sense that his ambitions are loftier than his abilities.
Founder’s Findings #13: A vision for future education in America.
11/18/2008
Last week I proposed a new focus on character and unique potential for American schools.
The focus first on the student would revolutionize our schools. Some teachers would drop out or be left behind. Others would blossom. A new breed of teachers with the capacity to deeply understand kids would also be attracted to our schools.
The role of students would be revolutionized, to assume increasing responsibilities in terms of self and classmates. By the high school years, students would be actively involved in teaching, governance and discipline, as well as advising in curriculum and program development. Schools would be much more of a student–teacher partnership.
Since in character development, parents are the primary teachers and the home the primary classroom, a powerful new bond would be created between family and school. This bond is desperately needed by both and long overdue.
America is a unique country requiring a unique educational system. Schools that engage students’ hearts, minds and souls would clearly become a world class model.
It's time will come.
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Right. This is the same old thing. We've heard it all before. Whats different THIS time is Hyde School has hired bigger media thugs to sell it to the public.
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Right. This is the same old thing. We've heard it all before. Whats different THIS time is Hyde School has hired bigger media thugs to sell it to the public.
And how much bigger might they be? Try none other than the 20+ years marketing experience of Philip Morris' Nancy Lund (Senior Vice President of Marketing), along with marketing/branding experts Leo Burnett Worldwide, Inc. (they've handled the Marlboro account since 1955). Nancy Lund is also currently on the Hyde School Board of Governors... See more details HERE (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=26127&p=318908#p318761).
Yep, Hyde School is bedding down with Big Tobacco. Guess all that talk from Joe 'bout the evils of alcohol and tobacco was just that: "talk." Ironic that Joe and Nancy were so viciously waging PR wars against one another for the last several decades. Now they -- along with Malcolm and Laura and g-d knows how many others of same ilk -- are all cuddling up under a blanket of promised tuitions and anticipated Biggest Job revenues... Gee, what kind of an example (http://http://legacy.library.ucsf.edu/action/document/page?tid=qhn09a00) is that going to set for the kiddies, eh?!
Founder’s Findings #13: A vision for future education in America.
Aaaahhhh... Can you just smell that smell?
Smells kinda like America's Spirit all over again (or at least the threat thereof, haha!). Yeah, Only @ Hyde!
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Here we are now.
Educate us.
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Here we are now.
Educate us.
Whiskey bottles, and brand new cars Oak tree you're in my way There's too much coke and too much smoke Look what's going on inside you Ooooh that smell Can't you smell that smell Ooooh that smell The smell of death surrounds you Angel of darkness is upon you Stuck a needle in your arm So take another toke, have a blow for your nose One more drink fool, will drown you Ooooh that smell Can't you smell that smell Ooooh that smell The smell of death surrounds you Now they call you Prince Charming Can't speak a word when you're full of 'ludes Say you'll be all right come tomorrow But tomorrow might not be here for you Ooooh that smell Can't you smell that smell Ooooh that smell The smell of death surrounds you Hey, you're a fool you Stick them needles in your arm I know I been there before One little problem that confronts you Got a monkey on your back Just one more fix, Lord might do the trick One hell of a price for you to get your kicks Ooooh that smell Can't you smell that smell Ooooh that smell The smell of death surrounds you Ooooh that smell Can't you smell that smell Ooooh that smell The smell of death surrounds you[/list][/size]
That Smell...Lynyrd Skynyrd (http://http://www.youtube.com/watch?v=WjAPoN8qs0Q) — YouTube clip[/list]
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"America's Spirit" was a musical of sorts, some have likened it to a "dog and pony show," which Hyde School took on the road starting in the mid/late 1970s to promote Joe Gauld's vision of changing the face of American Education, that vision being called "National Commitment."
National Commitment back then used the same damn rhetoric, more or less, as was re-spoken in Malcolm's Blog entry of 11/18/2008 "Founder’s Findings #13: A vision for future education in America" a few posts back.
Here we are, 30 years later, and the same-old-same-old is being touted as the new (old) vision, once again, and yet it still doesn't work...
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Joe hasn’t realized his ambitions in his lifetime, but that’s not to say that he won’t realize them from his High Seat. Heed the messianic message, Ursus!
It's time will come.
Joe’s on an eschatological mission now. The Founder’s rhetoric is taking on religious overtones. Sad symptom of age and megalomania.
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Joe hasn’t realized his ambitions in his lifetime, but that’s not to say that he won’t realize them from his High Seat. Heed the messianic message, Ursus!
It's time will come.
Joe’s on an eschatological mission now. The Founder’s rhetoric is taking on religious overtones. Sad symptom of age and megalomania.
Sadly, in this day and age, the substrate upon which such epistles are printed can no longer be used for its rightful purpose (http://http://www.fornits.com/phpbb/viewtopic.php?f=24&t=26150&p=319147#p319147).
Good to see you back.
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Well, Joe needs to get it on the head from us.
For role models, I look more towards Fo, whom the Swedish Academy cited as a dramatist "who emulates the jesters of the Middle Ages in scourging authority and upholding the dignity of the downtrodden."
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Joe hasn’t realized his ambitions in his lifetime, but that’s not to say that he won’t realize them from his High Seat. Heed the messianic message, Ursus!
It's time will come.
Joe’s on an eschatological mission now. The Founder’s rhetoric is taking on religious overtones. Sad symptom of age and megalomania.
(http://http://upload.wikimedia.org/wikipedia/commons/2/29/Durer_Revelation_Four_Riders.jpg)
Which one is Joe?
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I would say the oldest one, bringing up the rear (bottom), but he doesn't look so well-fed, which is NOT the case in real life!
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(http://http://upload.wikimedia.org/wikipedia/commons/thumb/2/29/Durer_Revelation_Four_Riders.jpg/428px-Durer_Revelation_Four_Riders.jpg)
The Revelation of St John: 4. The Four Riders of the Apocalypse
1497-98
Woodcut, 399 x 286 mm
Kupferstichkabinett, Staatliche Kunsthalle, Karlsruhe
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http://www.wga.hu/html/d/durer/2/12/2apocaly/index.html (http://www.wga.hu/html/d/durer/2/12/2apocaly/index.html)
Woodcut series: The Revelation of St John (Apocalypse) (1497-98)
by Albrecht DÜRER
Apocalypse comes from Greek meaning an 'unveiling'. The faith of the early Christians, living under persecution, was sustained by the expectation of Christ's imminent second coming. This found literary expression in the Revelation of John, written at the end of the first century A.D., an allegory foretelling the destruction of the wicked, the overthrow of Satan and the establishment of Christ's kingdom on earth, the 'New Jerusalem'. It followed the tradition of Jewish apocalyptic writing going back to Daniel in the 2nd century B.C., in which was foreseen the deliverance of Israel from her oppressors by a sudden act of the divine will, and from which the author of the Revelation borrowed much of his imagery. Popular belief, for which there is no historical evidence, identified the writer whose name was John with John the Evangelist, and he is so represented in apocalyptic themes. Though the author is alluding to the contemporary condition of Christians under the Roman empire, succeeding ages placed their own interpretation on the allegory. Thus the figure of the Beast, or Antichrist, which stands for the pagan emperor (either Nero or Domitian both of whom caused the blood of many martyrs to flow), came to symbolize Islam to crusading Christians; to Catholics at the time of the Reformation it stood for Protestant heresy, while Lutherans made it a symbol of the corrupt papacy. The sequence of fantastic images with their often obscure symbolism - the author's 'visions' - forms a loose cycle of themes that are found in religious art from the time of the Carolingian renaissance. They are seen in illuminated manuscripts, in the sculpture, stained glass and frescoes of churches, and in engravings and tapestries.
The greatest printmaking achievement of Dürer's early years was The Apocalypse, a set of 15 woodcuts on the revelations of St John. Telling the story of the end of the world and the coming of the Kingdom of God, this series of large prints displays great imagination and power. The famous series influenced the later treatment of the subject in northern Europe, especially France.
The Apocalypse was an immediate success. The terrifying, visions of the horrors of doomsday, and of the signs and portents preceding it, had never before been visualized with such force and power. There is little doubt that Dürer's imagination, and the interest of the public, fed on the general discontent with the institutions of the Church which was rife in Germany towards the end of the Middle Ages, and was finally to break out in Luther's Reformation. To Dürer and his public, the weird visions of the apocalyptic events had acquired something like topical interest, for there were many who expected these prophecies to come true within their lifetime.
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which one is Joe?
http://http://tinyurl.com/5hdfct
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Who are the four horsemen?
The British Museum writes (http://http://www.britishmuseum.org/explore/highlights/highlight_objects/pd/a/albrecht_d%C3%BCrer_the_four_horsem.aspx):
Dürer has compressed eight verses describing St John's visions (Revelation 6:1-8) into one scene. The first rider with a bow represents pestilence. The second, with a raised sword, represents war. The third, with the empty scales, represents famine. In front rides Death, sweeping citizens and a king into the jaws of Hades.
From "Albrecht Dürer's New Jerusalem (http://http://www.luthersem.edu/word&world/archives/15-2_revelation/15-2_smith.pdf)," by Robert H. Smith:
Instead of classical composure, Dürer does not hesitate to portray the deep stirring of human emotion: people crawl into caves or cover their faces with their hands in a vain attempt to shield themselves from impending horrors, eyes bug out in terror, arms are thrown up in a vain attempt to ward off angelic blows or deflect the hooves of the apocalyptic horses.
Dürer's Four Horsemen (Revelation 6) are far from exemplifying that classical serenity and antique costuming so dear to the hearts of the artists of the Italian renaissance. Dürer's riders are contemporary human beings of flesh and blood. The first is a prince wearing his tiara around a tasseled conical hat and staring ahead at some hapless target of his armed and ready bow. Next comes a heartless warrior brandishing a terrible sword. The third horseman is a smug usurer or tax collector decked out in a fancy jacket, sporting an ostentatious necklace, his ample girth surrounded by a decorative belt, swinging his scales like a weapon against the poor. Bringing up the rear is death, a gruesome Father Time, raking people with his pitchfork into the monstrous jaws of hell.
And the victims, too, are an anguished cross section of German society: cardinal in fancy hat, housewife with sewing kit tied to her waist, well-fed burgher with chubby jowls, peasant staring uncomprehendingly at his impending fate, bald-pated monk face down on the earth, utterly defeated. Each is an individual, and each is believable. Even Dürer’s horses are alive, a far cry from the Haarlem block-book horses or those of the Nuremberg Bible, which are as stiff as carved wooden relics from some abandoned carousel.
From the blog MetaEschatology (http://http://metaeschatology.blogspot.com/2007/01/seven-seals.html):
Thursday, January 04, 2007
Revelation 6 -- The Four Horsemen of the Apocalypse
1 Now I watched when the Lamb opened one of the seven seals, and I heard one of the four living creatures say with a voice like thunder, “Come!” 2 And I looked, and behold, a white horse! And its rider had a bow, and a crown was given to him, and he came out conquering, and to conquer.
3 When he opened the second seal, I heard the second living creature say, “Come!” 4 And out came another horse, bright red. Its rider was permitted to take peace from the earth, so that people should slay one another, and he was given a great sword.
5 When he opened the third seal, I heard the third living creature say, “Come!” And I looked, and behold, a black horse! And its rider had a pair of scales in his hand. 6 And I heard what seemed to be a voice in the midst of the four living creatures, saying, “A quart of wheat for a denarius, and three quarts of barley for a denarius, and do not harm the oil and wine!”
7 When he opened the fourth seal, I heard the voice of the fourth living creature say, “Come!” 8 And I looked, and behold, a pale horse! And its rider's name was Death, and Hades followed him. And they were given authority over a fourth of the earth, to kill with sword and with famine and with pestilence and by wild beasts of the earth. (Revelation 6:1-8, ESV)
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which one is Joe?
http://http://tinyurl.com/5hdfct
That would be The Revelation of St John: 11. St. Michael Fighting the Dragon (c.1498, the 11th in that series of 15 woodcuts). Sorry, I didn't see that you had posted, being happily entrenched in research I was doing for your post just prior... And unfortunately, I don't have time to do it again for this one, not that it would be necessary, since the woodcut in its entirety could easily be interpreted as Joe struggling with his demons. Demon Alcohol, Demon Cigarettes, Demon Women, Demon Temper, Demon American Educational System, Demon Smartass Students, Demon Liver-Bellied Liberals, Demon Tennis Ball or Golf Ball, etc. etc...
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Can you find Joe!?
(http://http://www.aiwaz.net/uploads/gallery/knight-death-and-devil-1076.jpg)
Hey you can get this on Net Flix:
http://en.wikipedia.org/wiki/The_Seventh_Seal (http://en.wikipedia.org/wiki/The_Seventh_Seal)
I was trying to find the 15th card from the Durer Tarot deck, the real one. No luck. The interweb thingy is not quite up to speed.
Blessing to you,
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which one is Joe?
http://http://tinyurl.com/5hdfct
That would be The Revelation of St John: 11. St. Michael Fighting the Dragon (c.1498, the 11th in that series of 15 woodcuts). Sorry, I didn't see that you had posted, being happily entrenched in research I was doing for your post just prior... And unfortunately, I don't have time to do it again for this one, not that it would be necessary, since the woodcut in its entirety could easily be interpreted as Joe struggling with his demons. Demon Alcohol, Demon Cigarettes, Demon Women, Demon Temper, Demon American Educational System, Demon Smartass Students, Demon Liver-Bellied Liberals, Demon Tennis Ball or Golf Ball, etc. etc...
Actually, I was thinking of Joe as Satan and the virtuous Knight resisting the temptations of his calls to the weakness of vanity, the destiny of the Knight's "unique potential" that only Joe (Satan) can unlock. As a Mormon friend of mine says, " you're unique, just like every one else."
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Beware Demon Tennis Ball, for the harder you casteth him down, the higher he exalteth himself. A man doth well to gnasheth Demon Tennis Ball twixt his teeth with hairpulling fury.
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Beware Demon Tennis Ball, for the harder you casteth him down, the higher he exalteth himself. A man doth well to gnasheth Demon Tennis Ball twixt his teeth with hairpulling fury.
He teareth me in his wrath, who hateth me: he gnasheth upon me with his teeth; mine enemy sharpeneth his eyes upon me.
They have gaped upon me with their mouth; they have smitten me upon the cheek reproachfully; they have gathered themselves together against me.
The Tennis Ball
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Can you find Joe!?
(http://http://www.aiwaz.net/uploads/gallery/knight-death-and-devil-1076.jpg)
Hey you can get this on Net Flix:
http://en.wikipedia.org/wiki/The_Seventh_Seal (http://en.wikipedia.org/wiki/The_Seventh_Seal)
I was trying to find the 15th card from the Durer Tarot deck, the real one. No luck. The interweb thingy is not quite up to speed.
Blessing to you,
Is this the image you were looking for? Unfortunately, It is not too big, hard to make out details...
(http://http://www.aiwaz.net/uploads/gallery/knight-death-and-devil-1076-th.jpg)
Link to the relevant webpage (with accompanying intriguing info) in case anyone's interested:
http://www.aiwaz.net/Knight-Death-Devil ... Adepti/a11 (http://www.aiwaz.net/Knight-Death-Devil-Path-of-Adepti/a11)
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Re. The Seventh Seal (your link):
Gerald Mast writes,
“Like the gravedigger in “Hamlet”, the Squire [...] treats death as a bitter and hopeless joke. Since we all play chess with death, and since we all must suffer through that hopeless joke, the only question about the game is how long it will last and how well we will play it. To play it well, to live, is to love and not to hate the body and the mortal as the Church urges in Bergman's metaphor.”[2]
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Beware Demon Tennis Ball, for the harder you casteth him down, the higher he exalteth himself. A man doth well to gnasheth Demon Tennis Ball twixt his teeth with hairpulling fury.
He teareth me in his wrath, who hateth me: he gnasheth upon me with his teeth; mine enemy sharpeneth his eyes upon me.
They have gaped upon me with their mouth; they have smitten me upon the cheek reproachfully; they have gathered themselves together against me.
The Tennis Ball
The high fuzz sort are easier on the teeth, and give more satisfaction by way of the sound of tearing rubber and polyester, echoing through the chambers of one's cranium...
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viewtopic.php?f=43&t=22009&start=105#p319117 (http://www.fornits.com/phpbb/viewtopic.php?f=43&t=22009&start=105#p319117)
The "Founder is not your obscure man of letters. He is a "character, " in the true Hyde sense that his ambitions are loftier than his abilities.
Founder’s Findings #13: A vision for future education in America.
11/18/2008
Last week I proposed a new focus on character and unique potential for American schools.
The focus first on the student would revolutionize our schools. Some teachers would drop out or be left behind. Others would blossom. A new breed of teachers with the capacity to deeply understand kids would also be attracted to our schools.
The role of students would be revolutionized, to assume increasing responsibilities in terms of self and classmates. By the high school years, students would be actively involved in teaching, governance and discipline, as well as advising in curriculum and program development. Schools would be much more of a student–teacher partnership.
Since in character development, parents are the primary teachers and the home the primary classroom, a powerful new bond would be created between family and school. This bond is desperately needed by both and long overdue.
America is a unique country requiring a unique educational system. Schools that engage students’ hearts, minds and souls would clearly become a world class model.
It's time will come.
Found a longer version of this missive posted in the Home Schooler's Curriculum Swap (http://http://www.theswap.com/forum/Blah.pl?m-1227151108/) (scroll down to view replies), and in the Portland Press Herald:
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MAINE VOICES
It's possible to create a truly American system of education (http://http://pressherald.mainetoday.com/story.php?id=222707&ac=PHedi)
If we shifted our education focus to hearts and souls, our students' minds would follow.
JOSEPH W. GAULD
November 19, 2008
Throughout my 58 years of teaching, Americans have been increasingly dissatisfied with our educational system.
The solution is simple: America's deep reverence for the individual built a great nation; our schools must primarily learn to respect the character and unique potential of each child.
Our schools currently develop students academically, utilizing competition.
But since only roughly 10 percent are naturally gifted at academics, this practice unwittingly disrespects the unique potential of the rest.
While they accept academics as necessary, they seek their spirit elsewhere.
Great learning and teaching requires passion, as Vincent van Gogh reminds us: "I put my heart and soul into my work, and have lost my mind in the process."
Having been a very uninterested student myself, as a teacher I became determined to help my students find their heart and soul in school.
Like Hank Warren, a student I taught math to 50 years ago. Hank disliked school, had previously flunked algebra, and a test said he had a very limited ability in math.
But my focus on Hank's character and unique potential amazingly opened up a passion in him for math.
Hank recently dedicated his sophisticated book on computers, "Hacker's Delight," to me, his "high school algebra teacher, for sparking in me a delight in the simple things in mathematics."
If students' hearts and souls are not really into academics, neither will their minds be.
American students have been consistently out-competed academically by international students because their hearts and souls are not in it.
A survey found 70 percent of American teenagers want to start their own businesses. Doesn't that reflect the American spirit?
But this vision requires skills such as selling, managing people and creative ideas, none of which are taught in our schools. So their hearts and souls live outside school.
In contrast, another survey found 76 percent of French youths want to work in government, allowing their hearts and souls to reside inside schools.
At our Hyde boarding schools, for example, our international Chinese students spend their free time studying, while our American students want to socialize. But isn't socializing helping them learn how to sell and manage people?
As for creative ideas, don't we Americans pride ourselves – and win admiration worldwide – for our courage to think outside the box? Doesn't that explain some of our resistance to being in school?
But suppose we were to radically change our primary school focus from subject to student, that is, from academic comprehension to the development of character and unique potential?
Clearly, our schools would then fully engage the hearts and souls of students – and thus their minds, as well.
We would then produce students of character who not only realized their deeper potentials, but who developed world-class academic skills in the process.
To support this contention, it would be fair to say home-schooled students put their hearts and souls into their work.
A University of Maryland study of 24,000 home-schooled students found them scoring by 8th grade roughly four grade levels above both public and private school students on national proficiency tests.
While our schools employ the lesser "ego" motivation of competition, home-school students utilize the more powerful "heart-soul" motivation of curiosity.
This deeper motivation could transform our schools.
To focus first on the student would revolutionize education. Some teachers would drop out or be left behind.
Others, however, would blossom.
A new breed of teachers with the capacity to deeply understand kids would also be attracted to our schools.
The role of students would be revolutionized, to assume increasing responsibilities in terms of self and classmates.
By high school, students would be actively involved in teaching, governance and discipline, as well as advising curriculum and program development. Schools would become more a student-teacher partnership.
Since in character development, parents are the primary teachers and the home the primary classroom, a powerful new bond would be created between family and school.
This bond is desperately needed by both and long overdue.
I'm not speaking theory. I've seen all this in Hyde public and private schools over the past 42 years.
America is a unique country requiring a unique educational system.
Schools that can engage students' hearts, minds and souls would transform education worldwide.
– Special to the Press Herald
Copyright 2008 by The Portland Press Herald/Maine Sunday Telegram.
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End of dictation, Malcolm. Now, would you please type that up and post it on Founder’s Findings?
______________________________________________________
Founder's Findings #18: U Po Roadblock No. 5
12/23/2008
5. You need to fully let go of your parents in order to run your own life.
I find very few parents today who have fully let go of their own parents; to the extent you haven't let go of your own parents, you are still a child, and a child cannot raise a child.
When you go to college, and particularly when you graduate, you have great opportunities to move beyond your parents and take the primary responsibility for your own life. The key is to find and accept challenges where success depends upon some unrealized potential within yourself. Regardless of the outcome, you will find that just your courage to bet upon your unknown self will give you the confidence to begin to move beyond your parents.
Don't let a misguided sense of loyalty to your parents deter you from fully letting go of them. Which will give your parents greater fulfillment, to have raised: 1. a loving child who remains dependent upon them in life, or, 2. an independent adult who becomes master of his/her own destiny? No matter what they may say, the former etches in their hearts their failure, and the latter, their success as parents.
As you experience life, you need to honestly express those thoughts and feelings to your parents that you felt unable to express as a child. But do so with no expectation of their responses. You were doing this to express and understand your deeper self, and to learn from their responses. You will then know how to improve on your own growing experience with your own children.
One of the most important and most difficult growth challenges is to identify the unproductive emotional dispositions (the negative love syndrome) that you developed in your childhood and then, share them with your parents in a letter, preferably that you would read to them. But again, expect nothing in their responses. You are doing this primarily for yourself and ultimately for your own children. But at the same time, you are at least giving your parents the opportunity to understand how deeply you and your life have been affected by these family dysfunctions. No matter how much it may hurt them, they love you, and you owe them the truth.
Our commitment to the truth measures the depth of our spirituality. If we can't be honest with our own parents, what does that say about the depth of love in our family of origin? - Joseph Gauld
https://www.hyde.edu/podium/default.aspx?t=40561 (https://www.hyde.edu/podium/default.aspx?t=40561)
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What a bunch of inane drivel.
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I wish someone would KILL that sick piece of shit. ::unhappy:: ::poke:: ::deadhorse:: :clown: :poison: :nods:
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Merry Christmas, to all you Hyde posters and watchers of the posts.
May God's Blessing be upon you this Christmas.
Fr Tim
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Merry Christmas and Happy Holidays to you too, Father Tim! And the same to all ye hamsters out there, where ever your wheel may turn!
:seg: :cheers:
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Originally posted (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=22009&p=267951#p267951) earlier in this thread:
By any accepted definition what Joe Gauld and the Hyde School program engage in is called family therapy. By using the label of “Educator” Joe Gauld presents his views and approach as unique and important contributions to the field of education, and feels he can operate completely free from the professional standards, accepted therapeutic approaches, and generally accepted views of the field of Family Therapy and the American Psychological Association. If he were to be practicing as a “Family Therapist” and a part of that field, his approach and views would have to compete in the larger market place of therapeutic approaches and be subject to professional peer comment and evaluation and review. I seriously doubt if he would be able to claim such high standing under those circumstances as he tries to present as an “Educator”. By operating under the label of “Educator” he conveniently avoids accountability for his actions in accordance to accepted professional and ethical standards for the American Psychological Association.
This is absolutely dead-on bull's eye TRUE. What can be done about this? "Has anyone actually tried to sue him for providing therapy services without a license?
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Encounter Groups
"Encounter Groups were nontraditional attempts at psychotherapy that offered short-term treatment for members without serious psychiatric problems. These groups were also known as sensitivity (or sensory) awareness groups and training groups (or T-groups). Encounter groups were an outgrowth of studies conducted in 1946 at the National Training Laboratories in Connecticut by Kurt Lewin. The use of continual feedback, participation, and observation by the group encouraged the analysis and interpretation of their problems. Other methods for the group dynamics included Gestalt therapy (working with one person at a time with a primary goal of increasing awareness of oneself in the moment, also known as holistic therapy) and meditation.
Encounter groups were popularized by people such as Dr. Fritz Perls and Dr. Will Schutz (of the Esalen Institute) and had their greatest impact on the general population in the 1960s and 1970s. These groups fell out of favor with the psychiatric community because of criticism that many of the group leaders at the time were not trained in traditional group therapy and that the groups could sometimes cause great harm to people with serious emotional problems."
What can br done? More parents and former students need to be getting lawyers and filing civil law suites agains Hyde.
Licensed or non-licensed, Hyde teachers and staff still are liable for harm done to others due to gross negligence. If the prevailing professional opinion since the '80s in the field of Counseling and Psychology is that there is potential for great harm to others with encounter groups run by unqualified leaders then Hyde is a sitting duck.
Perhaps this is the lesson to be learned from how past law suites have been handled. Always settle out of court or in a sealed secret agreement. Never go to court because any law suite that went to an actual jury would be so damaging to the school it would not be worth it. If 5 people sued at the same time for personal damages due to having to be subjected to encounter groups run by unqualified staff Hyde would freak out. You might actually see some changes.
Interestingly enough, National Training Laboratories (actually located in Bethel, Maine, as well as being headquartered in Washington, D.C., at the time; even though Lewin's first such "experiment" did take place in Connecticut) ... referred to their workshops or "labs" (or whatever they called them back then) as a form of education.*
In fact, the parent organization under which the NTL was ultimately set up was the National Education Association. The American Psychiatric Association Task Force Report No. 1 - Encounter Groups and Psychiatry (http://http://www.fornits.com/phpbb/viewtopic.php?f=24&t=31749) (1970) even states in the section titled "The Promise of Encounter Groups: Applicability to Clinical Practice (http://http://www.fornits.com/phpbb/viewtopic.php?f=24&t=31749&p=398856#p398856)," emphasis added: "The sensitivity training group was originally conceived as a technique of education."
Personally, I think they had more than a little to do with the concept of "RE-education (http://http://en.wikipedia.org/wiki/Reeducation)," including some of the more sinister connotations of the word! :D
For several decades NTL used to hold these workshops during the summer months at Gould Academy. They had some special arrangement with them. Participants in the workshops were often, and perhaps even usually, people heralding from the fields of education and business. Gotta wonder... did Joe Gauld ever attend?
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* See also: Bradford, Leland: in Human Relations Training News, Vol. 1, No. 1, May 1967.
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Continuing a bit more on the theme of how and why Joe Gauld may have rationalized categorizing the "Hyde Process" under the heading of "Education," here's some more from that APA Task Force Report No. 1 - Encounter Groups and Psychiatry (http://http://www.fornits.com/phpbb/viewtopic.php?f=24&t=31749) (1970), excerpted from the section titled "Encounter Groups: Description and Epidemiology (http://http://www.fornits.com/phpbb/viewtopic.php?f=24&t=31749&p=386878#p386878)," emphases added:
...The term "encounter group", originally suggested by Carl Rogers, is far more prevalent in the west; in the east, "sensitivity" group or 'T-group" is more often used.
A longitudinal view of the small group movement adds perspective to a cross-sectional study. The first formally recorded encounter group occurred in 1946 during a short summer workshop in which community leaders were being trained to increase their effectiveness in implementing the Connecticut Fair Employment Practices Act. Through an act of serendipity, the group discovered that the
immediate inspection and analysis of the members' in-group behavior was a powerful and effective technique of education. Interpersonal feedback about one's here-and-now behavior galvanized the members' interest and offered more opportunities to change attitudes and behavior than previous techniques of analysis of "back-home" work situations. The staff, including such prominent social psychologists as Kurt Lewin, Leland Bradford, Kenneth Benne and Ronald Lippit, fully understood the enormous potential of their discovery; subsequently, heavily researched laboratories were conducted at Bethel, Maine, under the auspices of the newly formed National Training Laboratories (NTL). In the past twenty years the NTL has grown from the fledgling part-time institute which sponsored the 1947 laboratory for sixty-seven participants to the present mammoth organization which, in 1967, held laboratories for over 2500 participants. The NTL currently employs over sixty-five full time professional and administrative staff and has a network of six hundred NTL trained group leaders. The laboratory participants come from many fields, but primarily from business, organized religion and mental health disciplines.
An NTL human relations laboratory consists of several exercises including theory sessions, small group, large group, and inter-group exercises. The small group (human relations training group or sensitivity training group or T-group) which has always been the core of the laboratory is the prototype of almost all the various new groups flourishing today. It was not by design, however, that the NTL spawned the encounter group. The T-group has always been considered by the NTL as a technique of education, not a technique of therapy; the executive head of NTL has, on many occasions, made his position clear on this issue.(2) Many T-group leaders, however, especially a California contingent, gradually altered their definition of education. Human relations education became not only the acquisition of interpersonal skills but the total enhancement of the individual. The shift in emphasis is most clearly signalled by an influential article(21) written in 1962, which introduced the paradigm of the T-group as "group therapy for normals." Juxtapose the concept of "group therapy for normals" with the blurred, often arbitrary definitions of normality and the subsequent course of events becomes evident. Some additional social factors which contribute to the present form and structure of encounter groups are the revolt against the establishment, the decrying of the need for training, the focus on the "now", the "doing of your own thing", and the emphasis on authenticity, meditation and total transparency. (A detailed description of the development of the new groups and their relationship to therapy groups is presented in a recent text.(22))[/list][/size]
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From the above excerpt (http://http://www.fornits.com/phpbb/viewtopic.php?f=43&t=22009&p=399053#p398965) from the APA's Task Force Report No. 1 - Encounter Groups and Psychiatry:
"Human relations education became not only the acquisition of interpersonal skills but the total enhancement of the individual."[/list]
"Education for Life?" :rofl: