Friday, April 4, 2014

An Evolving Vision for Bioregional Education

[Updated slightly on April 4th, 2014. Lots has changed since I initially posted this on January 20th, 2013, and some of what's below hasn't been updated yet to accommodate new ideas or alterations.]

Sometimes, about once a month at least (and usually more frequently), I find myself super excited about the idea of starting a K-12 school that integrates regenerative farming and agroforestry practices, and which weaves aspects of regenerative enterprise into place-based, hands-on curriculum and student-initiated, mentor-supported projects.

It gets me buzzed for awhile, mapping out all the ways this idea could work. But sooner or later some nagging/discouraging voice within chimes in: Really, Greg? Would that really be the most scalable, replicable means of addressing our interconnected social/environmental/economic crises and empowering today’s youth to thrive in the world they’re inheriting? Does it involve doing things that bring you joy? Does it ACTUALLY leverage your strengths and incorporate your passions?

These are the questions that swirl through my mind quite often. They deserve consideration. In the meantime, I’ve been laying out a vision and I’m finally going to share it with you. For the record, my current answer to the above questions is "YEAH. Yeah, this excites me like you'd never understand." But if I'm being fully honest I also have my moments of self-doubt – a concern that it's not really "what I should be doing with my life".

Anyway. What follows is a “work in progress”, an evolving “drawing board” onto which I’m painting a vision of the kind of school I’d like to see in the world. Incomplete and at times messy as some of the following writing is, I hope you'll give it a read and share your feedback. I may not have much time (or an internet connection) for the next 10.5 months — during which time I’ll be living/working at an educational farm — and I want to get this out there. Furthermore, there’s no telling whether or not I’ll get hit by a car and die tomorrow, morbid as that may sound, and recognizing that such omnipresent possibilities are ultimately real, I’d like to share this with the world now... not tomorrow! Not the next day! The time of perfectionism and holding things in has passed! I need to practice putting things out there even if they're not perfect, so... here's an idea.

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Part of what I most feel called to do with this amazing, precious life I have is to channel my strengths and passions toward empowering the next generations of our youth with the skills, knowledge, and motivation to become actively engaged citizens who — wherever they go — see it as their responsibility to ensure that the systems within their line of work are healthy, just, humane, and socially/environmentally regenerative. I envision a school in which this mission comes to life.

The mission statement might read something like this...

Providing a generation of youth with the skills, knowledge and motivation to become actively engaged citizens whose professions merge their unique strengths and passions with the world’s greatest needs.

Ideally those "greatest needs" will be met first and foremost within the local, bioregionally-specific place in which the students are growing up.

Here're some quotes that inform the overall attitude and philosophy guiding the school:

“We stand at the threshold of a singular passage in the human experience: to reimagine how to live on the earth in ways that honor the web of life, each other, and future generations. To move from breakdown to breakthrough, the coming years will be the most important years in the history of civilization.”
– Kenny Ausubel

"The planet does not need more 'successful' people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every shape and form." - David Orr

Kids come alive when they understand that their work has a public purpose.” - David Sobel


...and, to give credit where it’s due, we are REALLY heavily inspired by this TED talk from Zoe Weil!


“What Is Education For?”

What is education for? A very foundational question. I’ve reinterpreted/rephrased it (and thrown some suggestions out) below with the following prompt: “I envision a future in which education encourages...”

– LISTENING TO (AND FOLLOWING) ONE'S HEART & INTUITION, EVEN WHEN IT LEADS OFF THE WELL-WORN PATH
– NOT BEING AFRAID TO FAIL
– RISK-TAKING
– QUICKLY REBOUNDING (AND LEARNING) FROM ONE'S MISTAKES
– HAVING THE COURAGE TO PURSUE BOLD INNOVATION
– 'REAL-LIFE' EXPERIENCES (RATHER THAN CLASSROOM EXERCISES)
– STARTING "TRIPLE-P" BUSINESSES, DOING WHAT ONE LOVES ... AND BEING SUPPORTED THROUGH MENTORING/APPRENTICESHIPS, ALONG THE WAY
– INTERGENERATIONAL LEARNING
– VALUING DIVERSITY
– THE "THREE C's": CURIOSITY, CREATIVITY, & CRITICAL THINKING
– THE "THREE R's": REVERENCE, RESPECT, & RESPONSIBILITY
– PURSUING ONE OR MORE "ARTS/CRAFTS"; BEING PROVIDED THE RESOURCES/SUPPORT TO DO SO
– SEEING ONE'S OWN STRENGTHS/TALENTS AS PRECIOUS GIFTS TO BE SHARED, NOT SQUANDERED IN THE NAME OF "PLAYING SMALL"!
– SELF-DIRECTED LEARNING
– SYSTEMS THINKING

– THINKING WAY BEYOND 'DISCIPLINES'
– "AUTHENTIC LEADERSHIP" SKILLS (SUCH AS THESE)
– MASTERY OF NONVIOLENT COMMUNICATION
– DEVELOPING A SUPPORT NETWORK (INCLUDING ONE OR MORE FORMAL/INFORMAL 'COACHING' RELATIONSHIPS)
– BEING VULNERABLE; SEEING VULNERABILITY AS AN ESSENTIAL INGREDIENT FOR SUCCESS IN LIFE
– EMPATHY/CONNECTION TO THE MORE-THAN-HUMAN WORLD (AKA “NATURE”)
– A RECOGNITION THAT THEY (CHILDREN) HAVE THE CAPACITY, AND THE RESPONSIBILITY (ALONGSIDE THEIR ELDERS), TO CONTRIBUTE TO A BETTER WORLD



Curriculum

All curriculum is rooted in experiential, place- and project- based learning. The school encourages student ownership of learning, demands documented or demonstrated competency of Graduation Expectations (requirements), and allows for a highly individualized path towards graduation. <-- drawn from JCOS as a placeholder that really resonates; this will be refined/clarified further.

Although “the basics” (e.g. verbal, mathematical, scientific literacy) are covered en route to graduation, all courses are interdisciplinary — explicitly and implicitly blending “disciplines” so students can see that everything exists through connections and relationships. Emphasis is placed on community stewardship (designing innovative solutions that improve the  
social, environmental and economic health of their school/neighborhood/city/region) and social entrepreneurship.

The school is connected to local businesses, many of which act as “extended classrooms”, offering practical mentorships/apprenticeships that provide real-world learning to students. At all age levels there are a variety of opportunities for service learning.

Self-directed learning is an integral component of the student’s path at our school. To this end, the approach to “curriculum” may veer toward a model more akin Sudbury Schools or Summerhill. This is still being hashed out.

The school is both ungraded and nongraded. It is “ungraded”, in that students do not receive letter grades but rather self-guide evaluations with support from advisors/mentors. It is “nongraded” in that students are not segregated by the year they were born, but by age groups. [again, this is drawn from from JCOS].



Travel & Global Citizenship

While all aspects of the school will aim to instill a sense of place that is specific to the particular bioregion in which the school is located, there may be a component that enables students to
travel beyond that locale. This could take the form of weeklong (or longer) apprenticeships/work-trades, “study abroad” partnerships, and/or volunteer projects in other parts of the world. There will be opportunities for group trips, as well as self-directed trips that a student designs in partnership with their advisor(s). Each student's trip will – through journal entries, blog posts, written reflections/evaluations, projects, art/music/poetry and/or presentations – be used as a vehicle for fostering a tangible sense of global connectedness and for furthering their social, emotional, ecological, and academic development.


Regenerative Food Systems

Comprehension of, and experience maintaining, regenerative food systems (RFS) is an integral part of the school. This practice incorporates aspects of agroecology, permaculture, biodynamics, regenerative design, natural process farming, etc. There is at least one diversified, beyond-organic farming operation connected to the school (producing both annual and perennial fruits/vegetables in addition to herbs and flowers),
produce from which goes toward school lunches, nearby restaurants, cooking classes/cook-offs (creations from which get served at school lunches)

Alongside the farming operation will be a "food forest" (aka an "edible forest garden") that students will help design and install. Over the long term, this system — a dense planting of perennial polycultures incorporating numerous fruit and nut trees — will increasingly yield food, fuel, building materials, medicine, and more. Multifunctional farm animals such as sheep, goats, pigs, cows, and chickens will ultimately (and ideally as soon as possible) be integrated into this operation to increase on-site fertility while simultaneously providing diverse, healthy forage to the animals grazing below.

Beyond the farm and forest garden, further out in the well-established woodlot adjacent to the school will be a forest farming operation that focuses on the cultivation of edible/medicinal plants and fungi within an already existing forest. These include American ginseng, goldenseal, blue/black cohosh, ramps, shiitake mushrooms, and more) — and all will be processed/preserved and used in school lunches, sold at the school farm stand (and if appropriate/worthwhile, farmer’s markets). By the way, much of this area will also serve as the "classroom" for early childhood education – drawing heavily on the newly-named yet age-old concept known today as "Forest Kindergarten"

Students will participate in the establishment of a riparian buffer zone near any streams/rivers that runs near campus, as a means of addressing runoff and decreasing water turbidity (in addition to yielding yet another source of food/medicine and building materials via water-loving plants such as elderberry and willow).

Additional food for lunch is sourced from nearby farms, a number of whom will offer apprenticeships to interested students. All food is cooked on site (or in partnerships with local businesses), with ample opportunities student involvement throughout the whole process.

A variety of outputs from the farm (
worm poop tea or worm castings [from the vermicompost bins that’re fueled by the school’s food scraps], student-designed seed packets, edible and medicinal mushrooms, honey from the bees adjacent to the food forest, fruits and vegetables, dried herbs, etc.) are sold at a school farm stand, farmer’s markets, and nearby stores.  With guidance from mentors (if necessary), interested students are helping run these businesses (and earning money through them) and are encouraged to start their own micro-enterprises (e.g. hand-woven scarves and hats from plant fibers grown on-site [jute, hemp, bamboo]) that earn them money and course credit at the same time, while providing a real-world opportunity learn what it takes to start and maintain their own business(es).



School Democracy

School governance is democratic, with students having a real voice in all matters related to the school. This will be an evolving process. It will likely involve [‘authentic’] consensus processes (such as those laid out by Tom Atlee).

Youth leadership is encouraged through sub-councils (e.g. a farm team, school zero-waste team, etc.), and by providing older youth plentiful opportunities to teach what they know to younger children (through workshops, lessons, and in some cases as paid classroom assistants). The farm will be managed by the students, likely with guidance from highly experienced mentors.

Homeschooling

The school also aims to align itself with nearby homeschooling families / resource centers (offering them opportunities for homeschooled children to participate in the school's activities, such as working on the farm, wetlands restoration projects, riparian buffer zone plantings, etc.).


Ecological Design Literacy

“Ecoliteracy” (or ecological design literacy) is built in a variety of ways.

Among other things, this means students will...

  • Perceive systems and patterns

  • Have a basic comprehension of...
    • The laws of thermodynamics
    • The principles of ecology
    • Carrying capacity
    • Energetics
    • Least-cost, end-use analysis
    • Appropriate technology
    • Appropriate scale
    • Sustainable agriculture and forestry
    • Steady-state economics
    • Environmental ethics
  • Practical experience with
    • Growing food
    • Building shelter
    • Using renewable energy
    • Knowledge of local soils, flora and fauna
    • Knowledge of the local watershed
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The above section draws heavily upon part of David Orr’s essay, “What is Education For?”.

In the earlier years, this is brought out through activities which encourage (mostly unstructured) play and adventure outdoors (probably in the forest), schoolyard forts & fairy houses, fantasy and imagination, empathizing with animals, maps and paths, “special places” (nooks/crannies for students to find and/or construct, and retreat to), creating “small worlds” (building miniature towns/villages from gathered natural materials), and “hunting & gathering” activities (collecting/gathering materials, going on treasure hunts). Yes, I am drawing heavily upon on the writing of David Sobel yet again. What can I say, I love the guy.

In addition to the surrounding farm / forest garden and the surrounding forest / rivers/streams, the schoolgrounds and buildings themselves serve as a natural landscape of imaginative possibility. Filled with nature-infused nooks and crannies, willow / bamboo structures, etc., they incorporate numerous design ideas from Asphalt to Ecosystems.



Social & Emotional Learning

Social & Emotional Learning (SEL) and Mindfulness are integral components of the school. TBC... this component is super important!

Circle council is held in a variety of settings — for parents, for school staff, and in classrooms. Through this, a safe space is created wherein participants can practice communicating authentically and listening deeply to one another.

Conflicts are resolved using nonviolent communication, restorative justice, and other means resolving conflict in which all parties feel heard.


Funding

Diverse revenue streams support the school, including but not limited to:

  • fundraising events (auctions, galas)
  • online crowdsourced fundraising campaigns (e.g. indiegogo, kickstarter) for specific projects
  • grants and foundations (e.g. SARE)
  • state/federal funding (e.g. USDA)
  • “innovation-in-education” consulting firm (from a partner non-profit wing?)
  • workshops & classes open to the public
  • food/materials from the farm, forest garden, and forest farm...
    • unique varieties of plants (sold in seed packets, seedlings, and full-grown/harvested)
    • edible mushrooms, cultivated from food scrap waste (e.g. coffee grounds)
    • compost and compost tea from our vermicomposting operation
    • building materals (e.g. bamboo) grown on-site
    • value-added food products (e.g. pickles from excess veggies, preserved/fermented foods)
    • dried herbs
    • beekeeping & honey harvesting
  • savings generated by energy/resource efficiency measures, such as...
    • energy efficient buildings
    • renewable energy (PV, biomass)
    • rainwater harvesting
    • greywater systems
    • solar hot water heating
    • composting toilets
    • closed-loop geothermal heating/cooling

hot water made through solar power and wood burning stoves

if sufficient food ‘waste’ is generated, this organic matter can be sent to a methane digester for a renewable source of energy


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This section is sooooo unfinished...


Grades & Grading Rubric

Students are not segregated into “grades” by the single year they were born. Rather, the school consists of different “stages”. For instance, it might be: Pre-K, K-3, 4-5, 6-8, 9-10, 11-12.

At other times – for certain classes, for instance – students are merged into groups by interest in a particular topic.

Intergenerational learning is a CORE part of the program.  Providing older students the opportunity to pass down their knowledge/experiences to younger children.  Providing them opportunities to teach (perhaps at other schools).



Rites of Passage

From Jefferson County Open School (JCOS). 
The integration of Rites of Passage into the school structure is critical. Drawing upon the models employed by other schools (e.g. JCOS), our school will have an innovative sequence of processes for 'initiating' students into adulthood.

TBC.

Misc.

Somewhere, someday (hopefully soon!), there will be a strawbale-built music recording studio and classroom w. ample musical instruments (many created from on-site materials, by students).


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So, there you have it. A messy outline, certainly... but it's there. And I will sleep better tonight because of that. Expect this post to evolve over time, and – as I said earlier on – please DO share your feedback (either here as a comment, via e-mail, or in person)!

Inspired to action,
Greg