. Agricultural societies newsletter. Agriculture. The public has been oriented toward school as the place of education, individual learning as an isolate, the teacher as the ultimate educator and the principal as the head master. As correnunity school advocates, our focus has been on developing our role as a part of a community education process, however, the community has not developed along with us equally in the community education process. It is perhaps inconceivable to the staff in community schools who work so hard to develop all the characteristics of a community school, that is remains
. Agricultural societies newsletter. Agriculture. The public has been oriented toward school as the place of education, individual learning as an isolate, the teacher as the ultimate educator and the principal as the head master. As correnunity school advocates, our focus has been on developing our role as a part of a community education process, however, the community has not developed along with us equally in the community education process. It is perhaps inconceivable to the staff in community schools who work so hard to develop all the characteristics of a community school, that is remains difficult for people outside of the school to approach them to offer assistance. They need to be met on their own turf, become aware of curriculum objectives, and to discuss how the community can assist in providing every aspect of learning Life related curriculum does not only see people from the community as a resource in the classroom/school, it uses the community as a classroom extension and people as partners in an education process, in the school and out in the community. People in the commumty" Eecome better educators because they have learned effectively through sharing with professional educators and through the experience they have had as farmers, business people, craftspeople, parents, group leaders, and in life. Together we can help individuals see the relevance of their lives through what we are attempting to teach them. We can provide learning environments which offer opportunities to share experiences, information, to think, to participate. Together we can encourage, a community education process for the individual and towards community development. Agricultural societies can provide related curriculum activities through their treasure chest of member resources: third generation families, pioneer parents, homesteaders, family members who have moved to Alberta farms from other countries, people familiar with farm machinery past and present, poets,
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Keywords: ., bookcentury1900, bookdecade1980, bookleaf, booksubjectagriculture
