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==Overview== |
==Overview== |
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T.C.S began in 1994 as an online mailing-list created by [[libertarian]] Sarah Fitz-Claridge and [[David Deutsch]], a theoretical [[physicist]] at [[Oxford University]].<ref>"[ |
T.C.S began in 1994 as an online mailing-list created by [[libertarian]] Sarah Fitz-Claridge and [[David Deutsch]], a theoretical [[physicist]] at [[Oxford University]].<ref>"[https://web.archive.org/web/20120205030830/https://www.takingchildrenseriously.com/node/136 Origins of TCS.]"</ref> |
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T.C.S. begins with the observation that most traditional interactions between adults and youth are based on [[coercion]]. The T.C.S. model of [[parenting]] and [[education]] rejects this coercion as infringing on the will of the child, and also rejects parental or educator "self-sacrifice" as infringing on the will of the adult. T.C.S. advocates that parents and children work to find a common preference, a solution all parties genuinely prefer to all other candidate solutions they can think of.<ref>"[ |
T.C.S. begins with the observation that most traditional interactions between adults and youth are based on [[coercion]]. The T.C.S. model of [[parenting]] and [[education]] rejects this coercion as infringing on the will of the child, and also rejects parental or educator "self-sacrifice" as infringing on the will of the adult. T.C.S. advocates that parents and children work to find a common preference, a solution all parties genuinely prefer to all other candidate solutions they can think of.<ref>"[https://web.archive.org/web/20120407023619/https://www.takingchildrenseriously.com/common_preferences_and_non_coercion]"</ref> |
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The T.C.S. philosophy was inspired by the [[epistemology]] of [[Karl Popper]]. Popper was a professional educator himself before he started work in philosophy. In fact, philosophy was only a second option for him at that time, to be able to emigrate to escape the imminent [[Anschluss]]. He was active in the ''Wiener Schulreform'' (Vienna school reform) movement,<ref>[[Karl R. Popper]] (1925)『Über die Stellung des Lehrers zu Schule und Schüler,』''Schulreform'' '''4'''(4): 204–208.</ref><ref>Popper, K. R. (1927) "Zur Philosophie des Heimatgedankens," ''Die Quelle'' '''77'''(10): 899–908.</ref> and there are connections between the [[psychology of learning]], on which he did his doctoral thesis,<ref>Popper, K. R. (1928) ''Zur Methodenfrage der Denkpsychologie''. Wien (unpublished dissertation).</ref> and his philosophy.<ref>[[William W. Bartley]] (1970)『Die österreichische Schulreform als die Wiege der modernen Philosophie』in Gerhard Szcesny, ed., ''Club Voltaire IV''. Hamburg: 360. {{ISBN|3-499-65086-X}}.</ref> However, as a philosopher, he did not advocate any concrete [[pedagogy]], although he had some general views on the issue.<ref>Champion, Rafe (1987) "[http://www.the-rathouse.com/RC_PopperEdu.html Popper on Education.]"</ref> T.C.S. views Popper's epistemology, as did Popper, as a universal theory of how [[knowledge]] grows, and tries to work out its profound implications for [[Philosophy of education|educational theory]]. |
The T.C.S. philosophy was inspired by the [[epistemology]] of [[Karl Popper]]. Popper was a professional educator himself before he started work in philosophy. In fact, philosophy was only a second option for him at that time, to be able to emigrate to escape the imminent [[Anschluss]]. He was active in the ''Wiener Schulreform'' (Vienna school reform) movement,<ref>[[Karl R. Popper]] (1925)『Über die Stellung des Lehrers zu Schule und Schüler,』''Schulreform'' '''4'''(4): 204–208.</ref><ref>Popper, K. R. (1927) "Zur Philosophie des Heimatgedankens," ''Die Quelle'' '''77'''(10): 899–908.</ref> and there are connections between the [[psychology of learning]], on which he did his doctoral thesis,<ref>Popper, K. R. (1928) ''Zur Methodenfrage der Denkpsychologie''. Wien (unpublished dissertation).</ref> and his philosophy.<ref>[[William W. Bartley]] (1970)『Die österreichische Schulreform als die Wiege der modernen Philosophie』in Gerhard Szcesny, ed., ''Club Voltaire IV''. Hamburg: 360. {{ISBN|3-499-65086-X}}.</ref> However, as a philosopher, he did not advocate any concrete [[pedagogy]], although he had some general views on the issue.<ref>Champion, Rafe (1987) "[http://www.the-rathouse.com/RC_PopperEdu.html Popper on Education.]"</ref> T.C.S. views Popper's epistemology, as did Popper, as a universal theory of how [[knowledge]] grows, and tries to work out its profound implications for [[Philosophy of education|educational theory]]. |
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* [http://fallibleliving.com/essays/on-taking-children-seriously/ Fallible Living TCS Essays] |
* [http://fallibleliving.com/essays/on-taking-children-seriously/ Fallible Living TCS Essays] |
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* {{cite journal |title= Brain Child Mag Homepage|journal=Brain, Child Magazine |volume= 4 |issue= 1 |pages= Winter 2003 |url=http://www.brainchildmag.com/ |access-date=2008-11-11 }} [http://www.utne.com/2003-11-01/Free-to-Be-Me.aspx Reprinted] in the ''[[Utne Reader]]'' |
* {{cite journal |title= Brain Child Mag Homepage|journal=Brain, Child Magazine |volume= 4 |issue= 1 |pages= Winter 2003 |url=http://www.brainchildmag.com/ |access-date=2008-11-11 }} [http://www.utne.com/2003-11-01/Free-to-Be-Me.aspx Reprinted] in the ''[[Utne Reader]]'' |
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* [https://web.archive.org/web/20060627231855/http://www.greenanarchy.info/etc/tcs.htm ''Taking Children Seriously (TCS) and Anarchy''] by (I)An-ok in ''Green Anarchy'' #10 pp. 20–1. Fall 2002. Internet archive |
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* {{cite web |url=http://www.k12academics.com/taking_children_seriously.htm |title= Pedagogy > Taking Children Seriously |access-date=11 November 2008 |publisher=K12 Academics |date=2008-11-11 }} |
* {{cite web |url=http://www.k12academics.com/taking_children_seriously.htm |title= Pedagogy > Taking Children Seriously |access-date=11 November 2008 |publisher=K12 Academics |date=2008-11-11 }} |
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Taking Children Seriously (T.C.S.) is a parenting movement and educational philosophy whose central idea is that it is possible and desirable to raise and educate children without either doing anything to them against their will or making them do anything against their will.
T.C.S began in 1994 as an online mailing-list created by libertarian Sarah Fitz-Claridge and David Deutsch, a theoretical physicistatOxford University.[1]
T.C.S. begins with the observation that most traditional interactions between adults and youth are based on coercion. The T.C.S. model of parenting and education rejects this coercion as infringing on the will of the child, and also rejects parental or educator "self-sacrifice" as infringing on the will of the adult. T.C.S. advocates that parents and children work to find a common preference, a solution all parties genuinely prefer to all other candidate solutions they can think of.[2]
The T.C.S. philosophy was inspired by the epistemologyofKarl Popper. Popper was a professional educator himself before he started work in philosophy. In fact, philosophy was only a second option for him at that time, to be able to emigrate to escape the imminent Anschluss. He was active in the Wiener Schulreform (Vienna school reform) movement,[3][4] and there are connections between the psychology of learning, on which he did his doctoral thesis,[5] and his philosophy.[6] However, as a philosopher, he did not advocate any concrete pedagogy, although he had some general views on the issue.[7] T.C.S. views Popper's epistemology, as did Popper, as a universal theory of how knowledge grows, and tries to work out its profound implications for educational theory.
