Democratic Practices in the Secondary School
Identifieur interne : 000307 ( Istex/Corpus ); précédent : 000306; suivant : 000308Democratic Practices in the Secondary School
Auteurs : Matthew P. GaffneySource :
- NASSP Bulletin [ 0192-6365 ] ; 1951-03.
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DOI: 10.1177/019263655103517738
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CA: Thousand Oaks, CA</pubPlace><availability><p>SAGE</p></availability><date>1951</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">Democratic Practices in the Secondary School</title><author xml:id="author-1"><persName><forename type="first">Matthew P.</forename><surname>Gaffney</surname></persName><affiliation>New Trier Township High School, Winnetka, Illinois</affiliation></author></analytic><monogr><title level="j">NASSP Bulletin</title><idno type="pISSN">0192-6365</idno><idno type="eISSN">1930-1405</idno><imprint><publisher>Sage Publications</publisher><pubPlace>Sage CA: Thousand Oaks, CA</pubPlace><date type="published" when="1951-03"></date><biblScope unit="volume">35</biblScope><biblScope unit="issue">177</biblScope><biblScope unit="page" from="203">203</biblScope><biblScope unit="page" to="204">204</biblScope></imprint></monogr><idno type="istex">4F5CC107B92603708142FB557D34DE46D64A77E1</idno><idno 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journal-id-type="hwp">spbul</journal-id><journal-id journal-id-type="publisher-id">BUL</journal-id><journal-title>NASSP Bulletin</journal-title><issn pub-type="ppub">0192-6365</issn><publisher><publisher-name>Sage Publications</publisher-name><publisher-loc>Sage CA: Thousand Oaks, CA</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/019263655103517738</article-id><article-id pub-id-type="publisher-id">10.1177_019263655103517738</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>Democratic Practices in the Secondary School</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Gaffney</surname><given-names>Matthew P.</given-names></name><aff>New Trier Township High School, Winnetka, Illinois</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>03</month><year>1951</year></pub-date><volume>35</volume><issue>177</issue><fpage>203</fpage><lpage>204</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>203 Discussion Group ProceedingsDemocratic Practices in the Secondary School SAGE Publications, Inc.1951DOI: 10.1177/019263655103517738 Matthew P. Gaffney New Trier Township High School, Winnetka, Illinois Group IV—Parlor A CHAIRMAN: Frederic T. Shipp, Professor of Education, San Francisco State College, San Francisco, California INTERROGATORS AND CONSULTANTS: Samuel D. Moskowitz, Principal, Eastern District High School, Brooklyn, New York R. B. Norman, Principal, Amarillo Senior High School, Amarillo, Texas James H. Johnson, Principal, Minot Junior-Senior High School, Minot, North Dakota DEMOCRATIC practices in a school can grow only where the accepted *~ philosophy of the school is conducive to their growth. This philosophy must make clear the principle that young people learn to be good citizens by having the opportunity to practice good citizenship "here and now." Two aspects of the problem need consideration. First, activities must be provided that will afford opportunities for accepting responsibilities and carrying out the resulting procedures; and second, young people must be given an intellectual background of why they carry out such activities. This latter principle seems to me a most important phase of the democratic procedure in that it raises the activities out of the "busy-work" status into that of intelligent planning. Years ago our faculty drew up a statement of our educational philosophy. Later, this came to the attention of our student council, which in turn worked for a year developing the philosophy of our Student Council. Our boys' Tri-ship Club, of which every boy in school is automatically a member, worked for a year also on its basic philosophy. The whole school, under the leadership of the Council, later worked out a code of ethics. This year, committees of the Council, aided by discussions in schoolwide forums, have worked on the whole question of awards and honors. Because of this thinking process, the activities of the students grow and have meaning to them, and they are willing to accept responsibilities and take their share in planning and carrying out the steps necessary. In our particular school, these democratic situations find expression first in the large organizations - the Student Council, the New Trier Girls' Club, the Boys' Tri-ship Club - then to more limited extent in the Girls' Athletic Association, the Boys' "N" Club, and all the special interest and hobby clubs. From these situations spring student-supervised study halls, student-controlled lunch rooms, recreation committees, an information desk corps, door guards, trafhc squads, an usher corps, library monitors, a girls' service club 204204 aiding the nurses, senior helpers in freshman. adviser rooms, class planning committees, clubroom committees, dance committees, philanthropy and scholarship committees, and all money-raising activities such as student talent shows, bazaars, and sales at athletic events. A democratic procedure with students presupposes a democratic school situation in which the faculty council plays an important part and in which a well organized parents' association shares the responsibilities that rightfully belong to the parents. The attempt to make New Trier a democratic school is based on these three groups - the students, the faculty, and the parents - working in co-operation with the administration and the school board.</meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Democratic Practices in the Secondary School</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Democratic Practices in the Secondary School</title></titleInfo><name type="personal"><namePart type="given">Matthew P.</namePart><namePart type="family">Gaffney</namePart><affiliation>New Trier Township High School, Winnetka, Illinois</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="other"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1951-03</dateIssued><copyrightDate encoding="w3cdtf">1951</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><relatedItem type="host"><titleInfo><title>NASSP Bulletin</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1951</date><detail type="volume"><caption>vol.</caption><number>35</number></detail><detail type="issue"><caption>no.</caption><number>177</number></detail><extent unit="pages"><start>203</start><end>204</end></extent></part></relatedItem><identifier type="istex">4F5CC107B92603708142FB557D34DE46D64A77E1</identifier><identifier type="DOI">10.1177/019263655103517738</identifier><identifier type="ArticleID">10.1177_019263655103517738</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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