NCJ Number
130785
Journal
Journal of Correctional Education Volume: 42 Issue: 2 Dated: (June 1991) Pages: 80-85
Date Published
1991
Length
6 pages
Annotation
Collective learning that places knowledge in a prosocial environment by encouraging sharing, mutual respect, and tolerance can significantly reduce the impact of former negative life patterns on students. Individual empowerment and prosocial awareness are strong arguments for implementing collective learning in the correctional education curriculum.
Abstract
Collective learning can be implemented in stages beginning with group discussions of daily topics. Groups should be arranged to prevent one person from taking control; in one format, group members volunteer for the leadership roles on a rotating basis. A good group experience is predicated on a warm and nonthreatening atmosphere, enjoyable discussions, satisfactory coverage of the material, and a spirit of cooperation and mutual learning. The group format can also be used for written assignments and testing. Among the benefits of collective learning are reduction of stress for the students, improved decision making, the enhanced value of academic achievement, the socialization process inherent in collaboration, and practice in conflict resolution and delegation of responsibility. A lack of individual accountability and the problems caused by freeloaders as well as overachievers are the main drawbacks to this approach. 25 references