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| Foreword | |
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| Foreword | |
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| Acknowledgments | |
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| Introduction | |
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| Big Changes in the Educational Landscape | |
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| My Own Children Start School | |
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| Going Deeper | |
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| So Who Is This Book For? | |
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| Broken | |
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| What Are School Wounds? | |
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| "I Felt Sick in School" | |
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| "I Take It Offensive" | |
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| "I'm in the Middle" | |
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| The Wounded Parent: "I Feel Helpless About Saving My Son" | |
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| The Wounded Adult: "School Is Not a Distant Mirror" | |
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| These Stories Are Emblematic | |
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| But Aren't Schools Better Than They Were Before? | |
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| Kinds of Wounds | |
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| Learning as Pleasure | |
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| "Completely Filled with the Joy of Learning" | |
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| "But Please Don't Tell People It Should Be Easy" | |
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| Wounds of Creativity | |
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| Wounds of Compliance | |
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| Wounds of Rebelliousness | |
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| Wounds That Numb | |
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| Wounds of Underestimation | |
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| Wounds of Perfectionism | |
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| Wounds of the Average | |
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| Commonalities | |
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| Why Do Schools Lacerate? | |
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| Outmoded Institutions: The Legacy of Rip Van Winkle | |
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| Old-Fashioned Ideas About Knowledge | |
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| New Skills and Attributes Demanded | |
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| Outmoded Ideas of Human Ability | |
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| From Teaching to Learning: We Aren't Good Diagnosticians | |
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| Schools Are Deliberately Designed to Sort and Track | |
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| Inculcating the "Hidden Curriculum" | |
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| New Ideas About Schools | |
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| Healing | |
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| How Do People Heal? | |
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| "I Needed a String of Successes" | |
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| School Wounds Are Often Invisible | |
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| Cultural Denial | |
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| "My Creativity Is a Large Part of My Intelligence" | |
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| "I Felt I Was Bad, Almost Morally Defective" | |
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| "You See What They Think About You When You Act a Fool" | |
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| A Break in the Clouds | |
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| Stages of Healing | |
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| Profound Gifts Nearly Lost | |
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| The Blame Trap | |
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| Commonalities of the Healing Process | |
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| Exercises to Foster Healing | |
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| Wounded Schools | |
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| Schools Are Wounded | |
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| Learning to Change/Changing to Learn | |
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| Teaching Is a Complex Technical Job | |
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| A Teacher Prepares | |
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| New Research on Brains | |
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| Implications for Productive Learning Environments | |
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| Vital Variety of Learners | |
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| Schools of the Future: From Teaching to Learning | |
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| Parents Who Heal | |
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| School Is Difficult Terrain: It Was "Educational Malpractice" | |
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| Parents' Own Ghosts | |
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| No Bake Sale: Schools Are Designed to Keep Parents Out | |
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| Parental Involvement Influenced by Class and Culture | |
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| Effort Versus Ability: "Look Smart, Don't Look Dumb" | |
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| Demystifying Learning | |
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| Unmasking the Myths of Schooling | |
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| Supporting Critical Inquiry | |
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| "Drawing a Fuller Portrait": Advocating for and Supporting Your Child | |
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| Reframing Positively | |
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| "It's Just School" | |
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| Teachers Who Heal | |
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| "A Teacher Accepts Children as They Are, Not as He or She Would Like Them to Be": Two Recollections | |
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| The New Professional | |
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| Students Healing One Another | |
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| A Nonconformist's Educational Journey | |
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| Critical Inquiry About School: Starting a Consciousness-Raising Group | |
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| Becoming Metacognitive About Learning | |
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| Students Becoming Active to Change Schools | |
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| Opting Out of the System: Homeschooling | |
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| Changes in Thinking About the Nature of Education | |
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| Notes | |
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| Index | |
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| About the Author | |