| Summary: | There is an absence of literature outlining the concepts which apply to alternative education. This study attempted to present a conceptual framework that is appropriate in developing alternative programs. It emphasized the process of personal relationships among the participants. A specific theory of personal processes was used to develop the conceptual framework. This study was descriptive in nature and limited to literature spanning the past twenty-five years. The contention of this study was that America needs to perpetuate the ideal of democracy through the educational system. Schools must create a democratic setting where people have choices and responsibility for all important aspects of their lives. Warm, productive, and personal relationships within the learning atmosphere were also considered crucial in this effort. It was suggested that a "Theory of Personal Processes" devised by Barnes could be used as a referent in attempting to behave democratically. This theory was used to develop a conceptual framework for alternative programming. The process of developing the democratic relationships which could form the behavioral framework for alternative schools consists of five categories: (1) Contact, (2) Consult, (3) Find, (4) Share, and (5) Accompany. Each category is broken into separate and distinct subcategories. For Contact they are Observe, Inform, Accept, and Choice. Consult includes Question, Listen, Concern, and Choice. Find incorporates Discover and Identify Interest. Share uses Clarify Desired Outcome, Consider Choices, Plan of Action, Ownership, Accept, and Observe. Accompany utilizes Doing It, Question, Observe, Reflect, and Accept. Initially, a separate chapter on the review of the literature is presented. This is followed by an exploration of each category and its subcategories in separate chapters. The philosophy and literature supporting each category and its subcategories are discussed extensively within each chapter. A final chapter summarizes the information presented. It was suggested that democratic processes can be productive if incorporated into the behavioral framework of alternative education. Such processes tend to produce warm and accepting relationships which foster productive learning.
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