Documents 

No School is a movement that wants to open up the meaning of learning and fundamentally questions traditional education, through creativity. Curiosity, experimentation, unrestricted thinking, making and developing—by yourself and in collaboration with others—are basic elements of all forms of learning and living together. In the current educational system these values are regularly overshadowed by rules, legislation, bureaucracy, a unitary approach, and little attention to the intrinsic inquisitiveness of both the student and the teacher.

No School is a growing movement that together with the creative field wants to provide space for experiment, flexibility, cooperation, 'wild' thinking, looking ahead; experimenting off the beaten track with different forms of learning, in which creativity is the key concept.

No School Manifesto opens up possibilities for thinking how to go about this, and to start experimenting. It is not an exhaustive analysis of the approach – this would not be possible, as No School is not static, but constantly evolving and continually reassessing its place vis-à-vis standardized educational frameworks. Key concepts, values and attitudes such as ‘Curiosity’, ‘Magnetism’ and ‘Zigzag’ are explored through an A-Z Lexicon, and are complemented by illuminating examples of students’ work. An explanation of the urgency of No School, and an essay on the fundamental value of creativity provide introductory context to the book. The overarching Manifesto summarizes what the No School movement and the book stand for.

L'auteure nous présente ici une étude d'ateliers de cirque contemporain auxquels ont participé des jeunes français et anglais, grâce à des projets européens. La prise de conscience des vies "non visibles" des jeunes conduit à considérer de façon renouvelée les enjeux individuels ou collectifs de la pratique du cirque. Déséquilibre et prise de risque concourent alors à l'expérience d'une école de création de soi avec les autres. Une école du vivre, décrite dans ces pages de manière sensible. [résumé de l'éditeur]

This book aims to define new theoretical, practical, and methodological directions in educational research centered on the role of the body in teaching and learning. Based on our phenomenological experience of the world, it draws on perspectives from arts-education and aesthetics, as well as curriculum theory, cultural anthropology and ethnomusicology. These are arenas with a rich untapped cache of experience and inquiry that can be applied to the notions of schooling, teaching and learning.
The book provides examples of state-of-the-art, empirical research on the body in a variety of educational settings. Diverse art forms, curricular settings, educational levels, and cultural traditions are selected to demonstrate the complexity and richness of embodied knowledge as they are manifested through institutional structures, disciplines, and specific practices.[editor summary]