The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
Section XI: Alternative Education, Urban Youth, and Interventions
f_ch 40 thru 50_EdPsychReader_2013 11/9/2013 3:34 PM Page 546 it is relationships with caring teachers that usually helped turn alternative students around. Specifically, caring teachers role modeled respect, allowed students to be creative, boosted their self-esteem, and gave them hope. In many cases, there were no other adults in students’ lives to help motivate them, certainly not immediate family members, many of whom experienced depression, domestic abuse, addiction, and/or incarceration. Peachtree Alternative students were teenagers who had to survive on their own, beginning at young ages, and they did not have the time or resources to develop hopes and dreams, not when they were struggling to take care of themselves. They did not even have much energy left for academic learning, but their trusted teachers gave them hope for the future and reasons to want to learn. In the absence of caring adults at home, it fell upon teachers to help at-risk adoles- cents achieve sublimation. Kramer also identifies the need to possess as a basic instinct, while the desire to preserve is a more mature response. She equates a boy’s desire to devour his mother (reflected in some raw student art- work, complete with huge teeth) with primitive headhunting and cannibalism. Interestingly, she cau- tions that we don’t want student artists to be too sublimated or too rigorous, for relying on instinct while painting, sculpting, drawing, or using other media is an integral part of creating art. Master artists learn to channel their instincts. The...
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