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The Teenage Liberation Handbook: How to Quit School and Get a Real Life and Education (Anglais) Broché – octobre 1991

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Broché, octobre 1991
EUR 52,93 EUR 25,26

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Book by Llewellyn Grace

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HOW STRANGE AND self-defeating that a supposedly free country should train its young for life in totalitarianism. Lire la première page
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Couverture | Copyright | Table des matières | Extrait | Index | Quatrième de couverture
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Amazon.com: 113 commentaires
156 internautes sur 159 ont trouvé ce commentaire utile 
Ideas that most people just can't bring themselves to think. 17 février 2000
Par Carrie Laben - Publié sur Amazon.com
Format: Broché
Most people were miserable in school. Most people have been convinced that school was good, even necessary for them. The unfortunate result is that many people believe that being miserable was good for them and will be good for their children. This is far from a healthy attitude.
This book presents evidence that even the most ardent defender of the status quo will be hard-pressed to dismiss out of hand; the unschoolers who went to Harvard, the youthful acheivers in every field from theatre to animal science, the testimonials of parents who report that their 'dropout' kids are now happier, more relaxed, less sullen, and brighter.
Though the author's tone is often that of the impassioned hippie lady, it adds to rather than detract from this essentially idealistic and hopeful book.
This book is for all the teenagers, and all the adults who still have the spine to think that just maybe they didn't deserve to be miserable as kids.
113 internautes sur 114 ont trouvé ce commentaire utile 
An important book 24 mars 2005
Par Elizabeth Lund - Publié sur Amazon.com
Format: Broché
Are you thinking about home-schooling or un-schooling but still have some doubts? Then read this book. I wish I had read it in time.

My parents and I talked off and on about homeschooling from the 7th grade on, but always rejected it for one reason or another.
First we feared I would lose all social content, then my mother was scared off by all the work she would have to do to "teach" me, and when I got to high school we dismissed home-schooling altogether, since you "have to" have a high school diploma and do normal high school course work to go to college. After I finally escaped from high school by graduating a year early, I asked my parents if I could take a year off before college. My intention was to do some self-study and just figure out more of what I wanted. They immediately said no. I wonder if, had they read this book, they might have answered differently.

After reading Llewellyn's book, I realize none of our reasons for rejecting homeschooling were valid. I was a smart, self-motivated teenager who hated school. Had I unschooled, I believe my high-school years would have much happier, as well as more intellectually productive.

With all that said, this book is not flawless. Llewellyn has a tendency to descend into some mystical metaphors that aren't really my cup of tea. Skip the first chapter with the "fruit" story on the first read.

I highly recommend this book. It will change the way you think about school, and if you decide to un-school, it is chock-full of great ideas and resources for furthering your intellectual development.
122 internautes sur 128 ont trouvé ce commentaire utile 
The Teenage Liberation Handbook (TLH) 24 octobre 2003
Par "sunshine_bunny" - Publié sur Amazon.com
Format: Broché
This book changed my life.
When I was thirteen, bored with school, I was given this book. It took me one long hard summer to convince my parents to let me unschool, but I did. I haven't looked back since.
When I read this book, my immediate thought is: "I am the luckiest teenager in the world to be given this book." I loved myself, my life, and I was so happy I was leaving. It also made me angry that I hadn't left school earlier, that I'd been tricked by everyone.
I know, I know. You're all wondering about social concerns, right? Well I go to school and have lunch with my friends once a week. I also occasionally stay after school with friends and watch football games or sports. I am involved in the school's after school activities and am considering joining our high school's choir. Just because you're leaving school doesn't mean you leave all of it's benefits! You recieve the best parts of both worlds!
However, unschooling is the hardest thing I've ever done in my life. I love it. I've learned so much more than school ever taught me, as much about life as about academics. If I don't do my "work," I don't just get a bad grade and forget about it. It still needs to be done, and I've learned to just do it.
In response to what another viewer said (It's harder to look in the library for something to give yourself in education--in school everything is laid out) I agree with that. It's true. I've learned how to look through a library and find that. I've learned to ask the librarians, my parents, and former teaches for suggestions. I've learned how to find things on my own. Also, someone mentioned that Grace "glossed over" things, and I'd like to say that I believe the reason she did that was because each state/country is different about how it deals with unschoolers.
I've been unschooling for a year now, and I love it. I've never been happier, and my only regret is that many of my friends go to school and we can't do much together during the day.
Unschooling is hard, but it's the best thing that has ever happened to me. TLH should be required reading.
63 internautes sur 64 ont trouvé ce commentaire utile 
Read For Yourself 5 février 2005
Par B. Andrews - Publié sur Amazon.com
Format: Broché
I have read this book and would like to point out several erroneous ideas of other reviewers:

First, I read the Teenage Liberation Handbook at age 17 and was not in any way convinced or persuaded that this book endorses the idea of experimenting with illegal substances, though it does mention them briefly.

Second, that a more suitable title for this book is "Let's skip college and live on a farm handbook," is highly implausible. That reviewer suggests that the book is useless to any reader who aspires to 1.attend college or 2.NOT live on a farm. Contrary to the cover-photo on one edition of the book, it doesn't cover farm life and DOES get intimate with the process of getting into college (in fact, there's a chapter allocated to just that). I know unschoolers in urban (San Francisco, Cincinnati, New York, Sydney) as well as rural places and who, as young as age 16, attend colleges and universities. Further, this book suggests resources for attending college such as the book Homeschooling for Excellence by David Colfax and Micki Colfax and others such as And What About College?: How Homeschooling Leads to Admissions to the Best Colleges & Universities by Cafi Cohen.

Lastly, to the reviewer who suggested that the author MUST be a high school failure...Llewellyn explains her perfectly ordinary (or should I say, "above average") educational background, from high school through college, and she does so in the first part of the book.


As for myself, I find this book to be a beneficial resource. It discerns a difference between "education" and "school," and poses education as a far greater and broader concept than school. Further, the book illustrates students' struggles within the school system. (Failures of the school system might be more fully explicated in the book The Underground History of American Education: A School Teacher's Intimate Investigation Into the Problem of Modern Schooling by the award winning former teacher John Taylor Gatto).

Llewellyn makes the point that relying purely on the modern compulsory school system as a source for education may mean missing out on a lot of meaningful, real-world experiences and learning opportunities, and she encourages teens not to settle for mediocrity or a one-size-fits-all approach to education. She employs "unschooling" as an alternative means to school, and through the principles of unschooling, Llewellyn encourages teens to excel in education by creating a "tailor-made learning extravaganza:" seeking mentors, taking classes, reading books, going places that inspire (personally meaningful) learning. An overall theme of this book is to not wait until "after high school" to create the life one aspires to, rather to take responsibility for pursuing the life you aspire to live, right now.

Perhaps not all teens need this message, but I did: My parents expected little of me outside of my standard public school academics. I dispassionately attended school and made good grades, but it wasn't until reading the grandiose vision of The Teenage Liberation Handbook that my perspective was broadened. It begged me to think, "Is there more to learning than school? How is school helping me achieve my goals, and so what are my goals? What communities do I participate in, and how do I contribute? What are my interests and passions?"

After reading this book, I recognized that the modern school path could be ordinary and impersonal, and the Teenage Liberation Handbook became my permission slip for a field trip into the great beyond...beyond the system into a world where I could think big, achieve academically or otherwise, and stop selling myself short of my potential.

Indeed, The Teenage Liberation Handbook encouraged me to do the implausible: quit school and participate in the world in new ways, set goals, seek out resources and mentors, value adults for their wisdom and experience and engage in activities that would shape my future...I had a new sense of freedom and personal responsibility. Never again would I be "bored" because Llewellyn raised the stakes: I could actively pursue an education that was highly valuable to me, or passively attend school, taking it for whatever its worth. I no longer wanted a pre-packaged educational experience handed to me with a diploma/receipt. I assumed the role of "lead character" in the story of my own life, dreaming, earning and striving for Llewellyn's type of personally-meaningful, ongoing education. I completed my high school education through correspondence school while continuing to learn and evolve through other learning tactics.

Howard Thurman said "Don't ask what the world needs. Ask what makes you come alive, and go do it. Because what the world needs is people who have come alive." I decided I was a kinesthetic learner and an artist and I took college courses and apprenticed in areas that nurtured those qualities I cherished most in myself. Moreover, I began, at age 17, to shape my life, consciously.

...Yes, the concepts proposed in this book are idealistic and appeal to the emotions; the very nature of this book is philosophical, dealing and concepts like "liberation" and values like "getting a real life." I suggest reading this unorthodox book for what it is, and formulating your own opinion of whether Llewellyn's empathetic approach detracts from or inspires the book's message of liberation. To put the book in context, the author was 26 when she wrote it, and she called it a "wild-card."

George Carlin said, "Some people see things that are and ask, 'Why?' Some people dream of things that never were and ask, 'Why not?' Some people have to go to work and don't have time for all that ..."

If you are satisfied with your overall educational process or simply don't care to ponder the value of your schooling, this book may not be for you. However, if you are a teen falling short of your potential (even if you plan to remain in school or homeschool already), or if you or someone you know is currently frustrated or dissatisfied with your current school experience, you may find this book helpful in helping yourself.
34 internautes sur 34 ont trouvé ce commentaire utile 
let freedom ring 18 octobre 2006
Par M. G. Baggett - Publié sur Amazon.com
Format: Broché
"She had the ambition of Napoleon and the talent of your average high school valedictorian."

This Ernest Hemingway quotation supposedly about his third wife, Martha Gellhorn, somehow fits with the spirit of The Teenage Liberation Handbook. Though I don't agree with Hemingway's assessment of Gellhorn, I couldn't help but think of it when reading this book.

Grace Llewellyn's THL is not just a volume about how to homeschool (though she prefers the term "unschool," with self-directed learning based on ever-expanding interests being the primary occupation of young people). The book is also a direct attack on American schools, particularly high schools, and how they have managed to turn truly fascinating subjects into a series of meaningless assignments, make learning a chore and create lemmings out of otherwise bright and alive individuals. Because of their dictatorship tactics ("Jane, could you please go to the bathroom before class starts?" "Harry, this is not math class, so please put your math book away!"), Llewellyn posits, schools undermine the very basis of American democracy. And you know what? She's right.

At the beginning, Llewellyn recounts her own experience with the epitome of anti-democratic institutions known as the American (and not just public) school. In a telling anecdote, she relates how she and some friends joined forces in junior high school to circulate a petition indicting the school lunchroom for serving food unfit to eat. Several students signed the petition, only for it to be confiscated by a teacher and relayed to the principal. Llewellyn's friends had to report to the principal, who informed them that there would be no more complaints or petitions about lunchroom food or anything else. At that same time, Llewellyn sent a letter to the governor of her state, who responded, gave her a resource to contact about the quality of her school's food, and thanked her and her friends for promoting democracy. Now, is anyone shocked that the school squelched this most basic freedom of expression while an elected politician encouraged it? Hardly.

But not only do schools rob their students of their fundamental rights as Americans, they also make learning a tasteless, dull chore. Think about the people who scored the top grades in your school--were they bright, alive, vibrant individuals who loved learning and had a curiosity about every subject that they turned into excellent grades? Not at my school. Instead, they had "the talent of your average high school valedictorian." They knew how to manipulate the system and come away from it without being the slightest bit improved by their "education." I don't think they were exceptions.

Llewellyn pulls out all the stops in her critique of school. It's an outdated, archaic institution that makes slaves out of people whom it should be liberating. This critique is not too strong. After reading this book, I felt vindicated in all the frustration and resentment I ever felt in middle and high school.

A diatribe against schooling would have been enough for me to like this book, but Llewellyn outdoes herself by showing how to make unschooling all it can be. She warns against reconstructing school at home and instead offers countless resources for teens wanting to take their education into their own hands.

I passed this book along to my cousin, who homeschools her three children but so far has more or less stuck to "school at home." In reading just a few pages, she's already made some changes that have benefited both her and her children. I can't wait to see what happens when she finishes the book.

A note to parents: Llewellyn operates from the assumption that you all love your teens beyond belief and want what's best for them. Therefore, her advice to teens follows the reasoning that they should help you come to see that "rising out" of school is the best for them. Listen closely, and read the book. I know from personal experience that self-directed learning will prepare a student for college better than pretty much any high school could hope to.
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