The school I attended when I was on primary school is in Granollers.

The Mestres Montaña

school was a very innovative public school, it was committed to the creativity of the students
and we did many activities of which gave us the right to vote when we had to choose an activity
or the theme of festivals. Here you can see that there was a certain democracy, since we also
chose our student council and certain activities or agenda in addition to the assemblies, we did
every Friday. “We also noted how democratic mechanisms within the school offered a visibility
of practices that was far more ‘effective’ than any conceivable transparency of procedures”
(Piper,2009,p.13). An example of this is when we were given the freedom to create a magazine
made and completely reviewed by students, that is because children “needs space to create their
pursue a passion” (Summerhill.UAB, 7:34). "Children have rights, that are not owned by adults
or teachers" (Class Notes /17/11/20. CThP).
With the example above we can see how we were given enough freedom, as we were given the
opportunity to express ourselves in the way we wanted in many different areas. Another
example could be the football tournament we created to compete among the other courses
because on normal schools “there are weak boundaries between different pupil age groups”
(Piper,2009,p.6). They left everything in our hands and here we had to show that we were
mature enough and respected each other so that everything went the right way we had to prove
that we were able to carry the co-responsibility. We had "respect towards the others, away from
adult authority" (Class Notes /17/11/20. CThP). Also, if there was a conflict through self-
management, we had to give a solution to the conflict. “Learning does not only take place at
the classroom” (Summerhill.UAB, 2:34)
From my point of view, they were very aware of the mental state of the children, there was
always some case in which there was a student further away from the group than the others. But
we used to do group cohesion activities, not only with our class but also with students from
other groups and even schools. Children’s happiness was on the school agenda. In addition to
teachers to deal with conflicts, the concept of ombudsman/woman would have been fine for
children to have more sense of justice.
Finally, from my opinion, my school cared a lot about the students and that they developed
social skills and learned to be independent with their own judgment. It also cared a lot about
cultural activities of all kinds, in short, I can see similarities with the libertarian education.
Bibliography
Piper, H. (2009). The touching example of Summerhill School. Retrieved from:
https://www.researchgate.net/publication/304692756_The_Touching_Example_of_Summerhill
_School
Class Notes /17/11/20. CThp course 2020-21
Britelden, W. (producer) and Britelden, W. (dir). (2003). Summerhill [Vídeo]. England: àce
News Lid. Retrieved from: https://videosdigitals.uab.cat/video/30/playVideo.html?
serial=477&file=6011.mp4