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ERIC Number: ED223511
Record Type: Non-Journal
Publication Date: 1975-Sep-10
Pages: 82
Abstractor: N/A
Reference Count: N/A
The Just Community School: The Theory and the Cambridge Cluster School Experiment.
Kohlberg, Lawrence; And Others
The background, evaluation process, theories, and practical aspects of the Just Community High School in Cambridge, Masachusetts, are presented. The document is organized into four sections. Section 1 briefly discusses the components of a Just School: participatory democracy with teachers and students having equal rights, emphasis on conflict resolution through consideration of fairness and morality, and inclusion of developmental moral discussion in the curriculum. Section 2 proposes methods for a 3-year evaluation which would focus on the governance, structure, and curriculum of the school. Section 3, which comprises the major portion of the document, outlines 15 components of Just Community School theory, including justice as a means and end in moral education, as an individual moral stage, and as social atmosphere; justice and community as curriculum; direct and indirect conditions of moral growth; conditions for creating a good moral atmosphere; and group dynamic theory. Section 4 discusses structure and procedures to implement the theory. Topics include the Just Community School's relation to school administrators and to the total high school of which it is a part, the voluntary requirements of students and teachers, consultants' role, community meeting, advisor groups, and the discipline committee. (KC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard Univ., Cambridge, MA. Graduate School of Education.