Discussions of Part 1 of Book 4 School Development and Lifelong Learning collaborate on how the principles of open system may assist create strategies for developing a new type of educational organization such as the Democratic School to serve multicultural education. To develop the new education organization, developers have to take on a leadership role to establish the mission, vision, purpose, and functional goals of the school. "The shaping, enhancement, and maintenance of a school's culture are primary responsibilities of the school's leaders" (Short & Greer, 2002). Democratic education has its core ideals of inquiry, discourse, equity, authenticity, shared leadership, and service. Educators should remember that democracy and democratic education are not conditions that have been achieved, but ideals that everyone (students, parents, teachers, administrators, and the community) must stand for. Discussions of Part 2 of Book 4 collaborate on life-learning principles, concepts, and strategies. Although differences between life' cycles have existed, it is essential to know how these differences impact learning of a variety age groups. Caroll model for Mastery learning (p. 254) is one of the practical applications that may help those who create learning programs for different age students. This part includes an exploration of Book Illustration course, which was prepared for teaching a variety of age groups of students since birth to the final stage of the life cycles. This course included seven educational programs, prepared for implementation on practice. Discussions of Part 3 of Book 4 collaborate on learning theories used by teachers according to students' age group with the focus on teenage group. Taking into account that Adolescence period is the most complicated and important period of life cycle, educators have to improve learning environment in a form of instructions, interactions, and encouraging students to do self-assessment. According to Erikson, students should decide one of the most important problems of their lives during the Adolescence. They have to identify their roles (Erikson, 2004). That is why; educators have to investigate how students abilities and characteristics can assist both educators and students with setting goals, modeling behavior, finding areas of interest, career and personal development, and self-assessment.
Dr. Jane Goretskaya is President of Lifelong Approaches Consulting firm, Organizational and Educational Consultant, and Certified Advanced Faculty/Facilitator in University of Phoenix. She is the author of many articles and books, including Influence of Alternative Methods of Instruction on English Learners Achievement in Northern California School Districts (2007). Anatomy of the World of Education (2012), Anatomy of the World of Business (2013), Anatomy of Teaching English Learners (2013) and its series. Dr. Jane Goretskaya is the author of philosophical/romance trilogy, included three novels: (1) Dance Me when Witnesses are Gone, (2) Dance Me & Land Me your Ear, and (3) Dance Me & Edit my Life. Dr. Goretskaya holds two Master Degrees in Mechanical Engineering and Arts from the National University of Construction and Architecture and from Syracuse University, Syracuse, NY, and Doctoral Degree in Educational Leadership from Phoenix University, Phoenix, AZ. Dr. Jane Goretskaya has been a honored member of Cambridge Who is Who Association, American Publication Association, American Educational Research Association, CATESOL, Portrait Society of America, and Society of Illustrators.
