Includes bibliographical references and index.

Preliminary Material / Hilton Smith and J. Cynthia McDermott -- No Inert Learning Accepted at Foxfire! / J. Cynthia McDermott and Hilton Smith -- The Foxfire Museum and Heritage Center / Barry Stiles -- Sound Reasoning / George Reynolds -- Nurturing Civic Involvement / Gregory A. Smith -- Experiential Education / Clifford E. Knapp -- Looking Home to Find My Way Forward / Lacy Hunter Nix -- We Are Foxfire / Joy Phillips -- Core Practices in Use / Sara Alice Tucker -- Foxfire and the Community / Katie Lunsford -- From Rabun County to Yonji County / Sara G. Lam -- Foxfire Goes to University / Jan Buley -- Administrative Support for the Foxfire Approach to Teaching and Learning / Edd Diden -- The Foxfire Course for Teachers / Kiel Harell -- From Active Learning to Activist Learning / Janet E. Rechtman -- Project Based Learning, a Center for Design Class and Foxfire / Keith Phillips -- Foxfire as a Need-Satisfying, Non-Coercive Process / J. Cynthia McDermott -- Eliot Wigginton’s Relational Pragmatism / Frank Margonis -- Research / Steven R. Williams and Wilma Hutcheson-Williams -- Some Concluding Thoughts / George Wood -- Contributors / Hilton Smith and J. Cynthia McDermott.

Available to subscribing member institutions only.

This collection of essays by Foxfire practitioners represents the wide range of adaptations by educators of the pedagogical orientation of the Foxfire Magazine and Foxfire Programs for Teachers. Former students in the magazine class at Rabun County High School share the continuing impact of that experience on their lives, including a former student who is pioneering the magazine project with her sixth grade class. An early childhood teacher make a passionate, articulate case for instruction guided by the Foxfire Core Practices. And a former school administrator shares his experiences as guidance to current school administrators in enabling then supporting teachers to implement instruction guided by Foxfire’s Core Practices. Participants in Foxfire’s Program for Teachers, from early childhood teachers to college professors, describe their adaptations of the Foxfire Approach for instruction at all grade levels, all subjects and all demographics—including how they coped with the challenges they faced. One practitioner describes how she used the Core Practices to design instruction in rural China. We have an engaging essay focused on our summer courses for teachers, based on extensive observations and interview of participants attending those courses. Several essays explore the pedagogical roots of the Foxfire Approach, as well as its value in providing instruction today which engages the students in the content and results in durable learning. Readers can read straight through the book, beginning with a short historical introductory essay, or skip around to topics of interest to assemble an informed assessment of the potential of the Foxfire Approach.