How to Value Individuality and Create an Enstatic School
Chapter 12: Conclusion: Valuing Aloneness in Schools: From Inclusion to Enstasy
Conclusion: Valuing Aloneness in Schools:From Inclusion to Enstasy
I have felt lonely many times. I just lurnt to stop.— PAIGE (aged 15)
Introduction: Inclusion Without Exclusion
How did we get here? During the ‘spirit of the school’ project, and increasingly after it was published (Stern 2009a), I became concerned that this theory of schools as learning communities, defined in terms of personal relationships and dialogue of particular kinds, might be thought to be too ‘cosy’ or oppressive, or even collectivist. Internal disagreement and conflict was central to the theory of community that was used, as membership is about how you treat people, not whether you agree with each other. This may avoid the collectivism of uniformity, yet cosiness still seemed possible. The spirited school might be like a soap opera or sitcom family, a family where the members argue with and occasionally fight with each other, but basically are close and loving – like the Waltons or the Simpsons, perhaps. At one point, I illustrated the theory with a gospel song of Mosie Lister, No One Stands Alone. The song has been popular since the 1960s (sung by Elvis Presley,
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