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WelcometothefalleditionoftheHolisticEducator.Theabovephotoisareminderthatasthenewsletterisissuedatthistimeoftheyear,someofyouarestillinfallcolorswhileothersareinwinterwhite.Inthisissuewewouldfirstliketocelebratethesuccessofthe2ndAnnualAshlandHolisticConferenceheldinSeptemberbyprovidingtheinsightsandobservationsofafewofthisyear’sattendees.ThenwehaveJackMillerprovidingashortsummaryofsomeexcitingHolisticEducationresearchheisparticipatinginwiththeAmericanInstituteofResearch(AIR).Wefollowwithtwoarticlesthatexploreholisticeducationfromanon-publicschoolperspective,DebMartin’sInspiredExplorationsLearningCommunity(IELC):TrustingChildrenareUnfoldingatTheirOwnPaceandE.D.Woodford’sCreatingaHolisticHomeschoolingEducationJourney.Ourlasttwopiecesarebothacalltoactionforholisticeducators,EricRosenberg’sTeachinginthe21stCentury:ACalltoOpenArmsandPaulFreedman’sIntroductiontoTheChicagoStatementandEducation2000-AHolisticPerspective.AsusualweendwithAnnouncements,andtherearetwowewouldliketomention:firstwealwayslikereceivingyoursubmissions,sopleasenotethatwehaveselectedathemefortheSpringedition,"CommunityLearning."Pleaseseeafulldescriptionofthisintheannouncementsection.

Second,Susan,LisaTucker,CariSatran,andI,aspartofthe2016HolisticConferenceorganizingcommitteeheldattheUniversityofManitoba,areexcitedtoannouncethatweareinthepreliminaryplanningstagetoholdasecondconferencefromJune6-9,2019.TherewillbemoredetailstofollowintheNewYear.Markyourcalendars.

Finallywesendourwarmestwishestoyouforafestiveandsafeholidayseasonwithfamilyandfriends

MaytheNewYearbringyouheath,prosperity,andpeace.

SusanA.Schiller GaryBabiuk schil1sa@cmich.edu gary.babiuk@umanitoba.ca

THEHOLISTICEDUCATOREditors'Notes

GaryBabiukandSusanA.Schiller InThisIssueFeatureArticles

AshlandHolisticConference-aCongratulatoryReflection Page2

SummaryofInternationalResearchintoHolisticEducationbyJ.Miller Page8

InspiredExplorationsLearningCommunitybyD.Martens Page9

HolisticHomeschoolingEducationJourneybyE.D.Woodford Page12

Teachinginthe21stCentury:ACalltoOpenArmsbyE.Rosenberg Page14

IntroductiontoTheChicagoStatementandEducation2000byP.Freedman Page22

Announcements Page23

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ConferenceReport-HolisticTeachingandLearningUniversityofSouthernOregon,Ashland,Oregon

September14-17,2017ByCariSatran

Itwasaprivilegetobeabletoattendthe2ndInternationalHolisticTeachingandLearningConferenceinAshland,OregonfromSeptember14-17,2017asaparticipantandpresenter.ItwasmyfourthHolisticconference,andIfeelextremelyluckyandverygratefultobepartofthisinternationalcommunityofholisticeducators,whomIjoinedinToronto(2013),Oregon(2014),and

Winnipeg(2016)before,andwasableconnectwithagaininAshlandthisyear.Attendingholisticconferences,andspecificallytheHolisticTeachingandLearningConferenceinOregon,feelslikecominghome.Attheseconferences,Ifindmypeople,reignitemypassionsandspirit,andnourishmysoul.

ThoughIhavedonemuchreflecting,bothduringandsincetheconference,comingupwiththewordstodescribetheeventsandencapsulatethefeelinginabriefreportischallenging.Itisliketryingtobottlelove.IfIcoulddoit,Iwouldn’tneedtogototheconferences,orwritetheconferencereports.ButIwillattempttosumupthefeeling,andsomeofmylearning,andafewnuggetsthatIgleanedfromtheconference.

TheconferencebeganinThursdayafternoonwithawelcomereceptionforthosewhohadarrivedandhadagreatimpactonme.Theeventincludedwelcomesfromtheconferenceorganizers,andintroductionsfromthefivefeaturedleaders.Toopentheconference,theywereallaskedtobrieflyaddressthequestion,“Whatisholisticeducation?”

Eachspokeforsomeminutesfromhis/herownperspectiveandfromtheirfirstwordstheirmessageswereprofoundandinspiring,immediatelyimpactingmeandchangingmyperspective.ElderDavidWestopenedtheconferencewithawelcomingblessingandspokeofholisticeducationbeingbasedinthelandwearelocated,whereverthatmaybe.

Hetoldafewstories,andacknowledgedthepeoplesoftheland,hisland,theTaKilmapeopleandthetribesinthesurroundingareas.ThoughIdon’tremembermanyofthewordshesaid,hismessageresonatedverystrongly.

AshespokeIrealizedhowmuchdeepertheworkIhavebegunneedstogo.ThoughIrecognizeWinnipegasTreaty1TerritoryLandinmyclassroomeveryday,Iunderstoodthatthatisnotenough.Inordertowalkthestepsofreconciliation,I(andeveryone,butIwillstartwithme)needtogodeeperandacknowledgetheconnectioneverysingleday,whereverIamandcarrythemessagewhereverIgo.Iunderstoodthatiswouldbeawkward,andtaketime,butthatithadtostartsomewhereandthiswasasgoodasplaceasany.

Hiswordschangedme.Throughouttheconference,wheneverIintroducedmyselfandspokeofmyhometown,Isaid,“IamfromWinnipeg,onTreaty1TerritoryLand.”ThefirsttimeImetsomeoneIwouldgiveanexplanation,straightfrommyschooldivision,andwhatitmeantandwhyIwassayingit.AfterthatIwouldjustsay,“Winnipeg,onTreaty1TerritoryLand.”Itfeltweirdandstrange,andstilldoes,butthemoreIdoit,themorenaturalitisbecoming.Whichistrueofanynewstateofbeing,orritual,orceremony,andalsowhyitissoimportant.Itwasanewunderstanding,whichcamehardandquick,andwewereonly10minutesintotheconference.

ThatafternoontheotherFeaturedLeadersalsospokefromtheirperspectives,andwhiletheirwordsweren’tquiteaslife-changingasElderDave,theywerepowerfulnonetheless.FourArrows(a.k.aDr.DonaldTrentJacobs)spokeofholisticeducationsurpassingthehumanworldandencompassingthenaturalandanimalworld-aconnectednessinalllivingthingsonEarth.Dr.FredKorthagenconnectedholisticeducationtoourcorequalities,andfosteringthecompassionandspirit.Dr.PrapapatNiyom,theonlywomanleader,spokeofherson,whowouldbediagnosedsomewhereonthespectrumtoday,butinhisschoolyearswastoldhecouldneverlearn,andisnowcompletinghisMastersinEducation.Dr.JackMillersummedupwhatIimaginemostpeoplewerefeeling,emphasizingtheessence

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ofholisticeducation,love,andbringingthatlove,thedivinespiritineachofusintotheclassroom.Itwasabrilliantstarttotheconferenceandthefeelingsofloveandconnectednesslastedthroughout.

Therestoftheweekendwasjam-packedwithplenarieseachmorning,followedbydifferentdiscussions,andthenfulldaysofworkshopsandroundtablediscussions,finallyclosingwithactivities,bringingalltheparticipantsbacktogetheragain.

AttheFridaymorningplenary,Dr.JackMilleropenedthediscussionsandhiswordswereprofound.Hecontinuedtofocusoftheimportanceoflove,ascheesyorhokeyasitmaysoundtosome,astheessenceofourbeing,andthatitisessentialtoembracethewholeofourselves,attheheartofHolisticeducation.Heemphasizedthatlovingthewholeisnotalwayseasy,especiallyashumans,withshadows,butthatitiscriticalforusaseducatorsandforouryouth.Healsostressedtheimportanceofrecognizingthe“whole”being,andtheconnectionbetweenthehands,headandheartoftheindividual.Wecannotcompartmentalizeourselves,ordisconnectourselvesfromourselves,theothersinourlives,orfromnature.Weareallconnected.Hestressedtheever-changingnatureoflife,andHolisticeducation,andtheneedtoadapt,“toyieldlikewater.”

Hiswords,andthoseoftheotherFeaturedLeadersthatfollowedresonatedwithme,andthatmorningIreflected,“Connectivityneedstobeeverpresenttowhatisnow,butitalsoneedstorecognizethepast,whichisstillalive,sowecanhealit.”

Iattendedseveralworkshopsoverthecourseoftheweekend,oneonEarthCharterSchools,anotheronArtLiteracy,aswellas“TheWorldCafe,”whichisagreatwaytofacilitatediscussionsincorporatingmovementanddrawing,buttwoworkshopsstoodout.

“TheConnectionPractice,”byAyakoNozawafromHiroshima,Japanwasafascinatingmethodusingdecksofcards,illustratingfeelings,bothpositiveandnegative,andneeds,intricateanddetailed,tohelpindividualsworkthroughlifeissuesandbuildempathyandcompassionforthemselves,andtheotherswithwhomtheyaredealing.Theworkshopfirstmodelledtheprocess,andthenAyakosharedsomeofthebenefitsshehasfoundusingthemethodanditsconnectiontoPeaceEducation.ItwasanengagingworkshopandIwasgratefulIwasapartofit.

Thefinal,Sundaymorningsessionalsoleftalastingimpact.BaLuvmourpresentedhisresearchinaworkshopcalled,“Children’sPerceptionsofDeath.”Hespokeofhisfindingsregardingchildren’sexperienceswithdeathinrelationtogeneralchilddevelopment.Hisresearchdeterminedthatachild’sexperiencewithdeath,andhowthesubjectisbroached,ornot,willdeterminethatindividual’srelationshipwithdeath,andsubsequently,withlife,throughouthis/herlife.Heemphasizedtheneedtoengageinconversationandgivechildrentheopportunitytodevelophealthyattitudestowarddeath,aspartoflife,aswellasgriefasafeelingandgrievingasaprocess.

Developmentally,childrenprocessdeath,theirmortalityandthoseofothers,whetherweaddressitinschoolornot.Hereisanothermissedopportunitytoengageinlife,spiritandspirituality,andfosterhealthyattitudestowardsdeathandgrieving.Ican’thelpbutwonder,whywecontinuetolettheseopportunitiespassandatwhatcost?Ifwedon’taddressallaspectsoflife,includingdeath,thenhowcanwereallysupportourstudentsgrowth,healthandwell-being?

AsidefromtheworkshopsIattended,Iwasverygratefultopresenttotwomiddleyearsteachers.Ihavebecomeaccustomedtosmallnumbersinworkshops,especiallywhenIamoneof7workshopsatasmallconference,andthreeoftheothersarebignamesinHolisticeducation.Aprofessortoldmeearlyonthatthisishowacademicconferencesgo,andwhatIneedtoknowisthatthepeoplewhoarethere,reallywanttobethere.Iappreciatedherwordsthen,anddidagainthatSaturdayafternoon,aswellasthepresenceofmytwoeagerparticipants.Wemeditated,Isharedmyresearchandexperience,andthensomerichconversation,aswesatonapatiointheOregonsunshine.Icouldn’thaveaskedforabetterhour,shortasitwas.Iamevergratefulfortheexperience.

HolisticTeachingandLearningConferencesarespecial,likenootherIhaveeverattended.Thereisahome-likefeelingoffamilyandconnection,fosteredthroughlotsofdiscussion,sharingcircles,andtheSaturdaynightsArts

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Nights,whereparticipantsperformanddancethenightaway.Iambeyondgratefultohavebeenabletoattendandwouldbehappytosharemyresearch,learningandexperienceinmoredetail.IlookforwardtoreturningtoOregon

in3years,andtobeingpartoftheplanningcommitteeforthenextHolisticConferenceinWinnipeginspringof2019.

CariSatranisaholisticeducationandhasbeenaMiddle-yearsteacherinWinnipegfor15years.ShepursuedherPBDE(2016)andMaster’s(2012)degreesattheUniversityofManitoba,investigatingthebridgesbetweenIndigenous,SocialJustice,HolisticandEducationforSustainabilityPedagogies,whileexploringherpassion,MeditationintheClassroom.***Thefollowingaredescriptionsofsomeofthemanysessionsattendedatthe2017AshlandHolisticConferencebyafewattendees.Formoredetailsontheconferencegotothewebsitehttps://inside.sou.edu/education/holistic/index.html

1.Internationalperspectivesinholisticeducation

The2ndInternationalHolisticTeachingandLearningConferenceinSeptember2017atSouthernOregonUniversity,Ashland,Oregon,offeredparticipantsaplethoraofilluminatingsessions.PresenterscamefromacrosstheUnitedStates,aswellasfromJapan,Thailand,SouthKorea,theNetherlands,Mexico,andvariousprovincesinCanada.Plenarysessions,roundtables,workshops,andexperientialinteractivesessionsrangedfromthespiritualtotheintellectual,fromstorytellingandpracticalexperiencetoquantitativeresearchanalysis.

OneexamplewastheroundtablesessionIattendedbySunisaChuencharoensook,directorofaK-12holisticschoolinBangkok,nowinits20thyear.“Lessonslearned:ReviewingandDevelopingRoongAroon’sBuddhistValue-OrientedPrinciplesofHolisticEducation”inspiredquestionsanddiscussionaboutsuccesses,aswellaschallenges,likefindingteachingstafftofittheschool’swholechildphilosophy,asThaiteacherstendtobeproductsofatraditional,non-holisticpedagogicaltrainingsysteminspiteofthecountry’spredominantBuddhisttradition.AtRoongAroonSchool,childrendeveloptheirinnerselvesthroughcontemplativepractice,whilealsolearningthroughreallifeexperiences.Interestingly,theschoolrequiresthatparentsundergo30hoursoftrainingandclassroomobservation,accompaniedbyreflective,mindfulparent-teacherdialogue.www.roong-aroon.ac.th

SubmittedbyKrystynaHenke***Note-Nophotoorbioavailableattimeofpublishing

2.FourArrowsatthePiano

Thursday’sreceptionopenedwithFourArrowsatthemicrophone.Heplayedasong,thenspokeforafewminutes,leadingwithaprayer,thensharingabitabouthisstory.Hewrappeduphiswelcomewithaquestiontothecrowd.

‘Iwanttoknowwhoherebelievesthey’renotatallmusical.RaiseupyourhandsoIcanseeit.’

BecauseIdon’tplayaninstrument,haven’tevenpickedoneupsincefailinggrade8bandclass,Iraisedmyhand.Sodidanumberofotherpeople.

Hemust’vetakenparticularnoteofme,becauseafterwebrokeintoprivateconversations,FourArrowscameupandsaid,‘Beready.I’mgonnacallonyou.’

Still,Iwassurprisedwhenwereconvenedasagroup,lessthantenminuteslater,andFourArrowscalledmeoutinfrontofeverybody.‘Where’sthatyoungmanwhothinkshecan’tplaymusic?’

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Isteppedforwardtothefrontofthegroup,takingmyplacenexttoFourArrows.Hegavemeapatonthebackandwhisperedencouragementinmyear.‘Justfollowmylead’,hesaid.Hethentoldthecrowdafictionaltaleaboutourlong-timepartnership,andhowwe’dfirstplayedtogetherinNewOrleans,15yearsago.

‘That’sright,’IconfirmedasIfollowedhislead.

Heledmetothepiano,wherewesharedthebench.FourArrowswhisperedagain,‘whenyoufeelmyelbow,playtheblackkeyswithasmuchenergyasyoucan.’

Heturnedbacktothecrowd,sayinghowmuchhelovedtheblues,andstartedabluesriff,Iguess.Idon’treallyknowonetunefromanother,andevenifIdid,myfocuswasentirelyoncatchinghiscue.

Andthencametheelbow.AndIhitthekeys.AndIheardthesoundofbothmeandFourArrows.AndIcouldtellthatitsoundedokay.Soundedevenbetterthanokay.Wehadrhythm.Ihadrhythm.

Except,Istartedtothinkaboutwhatwashappening,andthatIdidn’tknowwhatIwasdoing.EventhoughIgotscared,Ikeptgoing.Onsomelevel,Ididn’twanttoletusdownbecauseIfeltasifFourArrowsandIwereateam.SoIkepthittingthoseblackkeysasbestIcould.

Andthen,itwasover.AsIreturnedtojointhegroup,theresponsewasastounding.Youwereamazing!Wow!Peopledidn’tseemreadytoacceptthatI’dneverplayedbeforeorthatthetaleaboutNewOrleanswasmadeup.

Astheconferencewentalong,IreflectedmoreonhowFourArrowshadmodeledthebestofholisticteachingbycheckinginbeforethrowingmeinthemix,offeringaplatformthatgavemethechancetosucceed,andestablishingcommunitytowhichIfeltconnected.Andformypart,Ididsomegoodholisticlearning;trustingmyteacher,bringingmyselfin,andwillingtodiscovercapacitieslatentwithinmyself

Andthat’showthisyear’sconferencemovedalongfromabitofabluesrifftoframeallthepositiveconnections,tomeaningfulconversationsandworthwhilebreakoutsthatfollowed.

SubmittedbyEricRosenberg-***Note-SeephotoandbioonPage14

3.AvisittotheJohnMuirSchool

OnThursday,September14,justbeforetheHolisticTeachingandLearningConferenceofficiallybeganinAshland,agroupofapproximatelytwentyconferenceattendeesweretreatedtoatourandsitevisittotheJohnMuirMagnetPublicSchool.ThisK-8schoolwithintheAshlandSchoolDistrictorganizesitsstudiesaroundnatureandplace-basedlearningexperiences.Twoyearsago,theHTLCattendeeshadtheopportunitytoseetheuppergradesattheirbeautifuloff-sitefieldstation.Thistimearound,participantsgottowitnesshowtheschool’sMissionisrealizedwithintheschool’swalls.

Participantswereprovidedanopportunitytotalkwithanumberofteachersandspendtimeseeingthemagicinactionaswewereguidedalongachronologicaljourneythroughthegrades.

Aswebegan,itbecameclearthatthephysicalenvironmentwasnotinherentlyalignedwithJohnMuir’svaluesandpedagogy.Thefamiliartrappingsofmainstreameducationfromlinoleumfloorstofluorescentlightswereallinevidence.Despitethisbackdrop,howeverwhatbecameapparentwasthedeterminationandcarethatwasclearlypresentamongstaffandparentstobringtheoutsideworldinandsoftenthisenvironmentwithfoundobjects,organic-themedpaintingsandotherenhancements.Theschoollibrary,createdaspartofastudent’scapstoneprojectwasaparticularlyimpressiveexampleofthis“naturalizing”process.Also,demandingtobenoticedwastheschool’soutsideyard,anareaformedwithcob-stylemudstructuresandcarefullyplantedlandscapingandedibles.Sodifferentfromwhatwewouldexpecttofindinatraditionalindustrializedmainstreampublicschool,thisyardechoedtheorganicandemergentnatureoftheschool’spedagogy.

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Similarly,thecurriculumineachclassspoketotheneedtoblendtheState-mandatedtestsandotherdocumentationrequirementswithintegrated-thematic,project-basedandplace-basedlearning.Themusicteacherexplainedhowherroom,filledwithmanyinstrumentsservedassomewhatofahubfortheschool,asstudentsrotatedthroughherspace.Atthetimeofourvisitthedrumcirclewasthemusicexplorationdujour,andclearlyprovidedallagegroupsanopportunitytojointheartandmathofmusicandrhythm,whileconnectingtoauniversalhumanspiritofcreativityandexpression.

Thehighlightofthevisitcameattheend.Afterliterallywalkingourwaythroughthegrades,wearrivedatthe7thand8thgradeclass.HerewefoundMarciaOsoske,theJohnMuirSchool’svisionaryleaderhardatworkwithherkids.Atthisendoftheeducationaljourneywehadanopportunitytopulloutsomecampchairsandsharesomebi-directionalQ&AtimewithJohnMuir’sremarkableoldeststudents.Theytalkedwithusaboutexpeditionaryandfield-basedlearning.Weheardaboutthemanyfieldtripsincludingaculminatingbackpackadventurethatservesasaremarkablerightofpassagefortheoldeststudents.Theysharedwithusabouttheirschool’spowerfulrestorativejustice-basedapproachtodisciplineandtheroleofstorythroughouttheschool.Inturnthestudentsaskedusaboutwherewehadtraveledfromandwhy.Thiswasabeautiful,informalandrealexchangeofideasandperspectives.Therewaslaughterandsmilesandmutualwonderandrespect.

ThisclassofadolescentsandtheschoolasawholewasanembodimentofJohnMuir’sholisticpedagogy.Herestudentsandteachers“thinktheworldtogether.”(ParkerPalmer)Thelearningisrelevantandmeaningful.Allisembeddedincaringrelationshipsbetweenclassmatesandteachersandallpeopleandplace.HerestudentsaretaughttocareforselfforotherandfortheEarthhomeweallshare.Itwasasincerehonorandprivilegetoglimpsesuchanhonestandrespectfulapproachtoeducatingchildren.Formoreinformationgototheschoolhomepageat

http://www.ashland.k12.or.us/sectionindex.asp?sectionid=64

SubmittedbyPaulFreeman***Note-SeephotoandbioonPage22

4.BaLuvmour’s“Children’sperceptionofDeath,”

OfthemanywonderfulsessionsattheAshlandHTLC,Sundaymorning’sworkshopwithBaLuvmourstoodoutprominently.Thesessionwasentitled,“Children’sPerceptionofDeath,”andasonemightexpect,itopenedadoorwaytointimatepersonalsharingaswellasbroaddiscussionsofuniversalhumantruths.

Luvmour’spremiseisthatchildrenatdifferentdevelopmentalstageshaveuniquewaysoforganizingtheirworld,and,ateachstage,deathisacriticalpieceoftheiremergingconsciousness.Societytendstoromanticizeyouthandtreatsdeathassomethingtobefearedanddeniedatallcosts.Andthesecostsareoftengreatindeed.

Luvmour’sapproach,calledNaturalLearningRelationships,describeseachdevelopmentalstageasbeingcenteredaroundonepredominantwayofexperiencingtheworld,andwithoneparamounthumanneedtoberealizedinorderforthegrowingchildtodevelopoptimallytowardswell-being.Whensocietydepriveschildrenofdirectandhonestexperienceswithdeath,itinterfereswiththeiropportunityfornaturalunfoldingdevelopment,andthiscanhavedetrimentalconsequences.

ThissessionallowedLuvmourtoexplicatesomeofhisthinkingonthesesubjectsoverhismanyyearsasaneducator,parentandprivateconsultant.Thesessionalsoheldspaceforparticipantstosharetheirfirsthandencounterswithdeath,thoseoftheirchildren,andhowdeathishandledintheclassroom.Thediscussionwasintimate,honestandcaring.Severalattendeesweremovedtotears.A12year-oldboysharedhisexperienceofhisinfantbrother’sdeathandthenightmaresthatfollowed.Othershadtheirownstoriesthatneededtellingandhearing.

Luvmourwentontodiscussseveraluniqueaspectsofcommunicationandunderstandingineachdevelopmentalstagefrombirththroughyoungadulthood.Forexample,theyoungchildexperiencestheworldprimarilythroughtouch.This“bodybeing”childisprimarilyconcernedwithrightfulplaceintheworld.Itisappropriateandhealthy,

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forthisyoungchildtotouchthebodyofadeadanimalorpet,andfeelthecoldstiffnessincontrasttothewarmsupplenessoflife,eveniftheycannotyetfullygrasptheimplicationsofmortalityanditspermanenceinanycognitiveway.

Intheend,thosewhoarefamiliarwithLuvmour’sworkwerenotsurprisedthatheofferedthesuggestionthatthroughdeeprelationship,adultscanhelpchildrenexperienceandunderstandtheprofoundsignificanceofdeathwithintheirecology,theirmindsandtheirhearts.Relationshipisthenexusforallhealthydevelopmentandmaturingconceptionsofdeathiscertainlynoexceptiontothis.Manypeopleleftthesessiondeeplymoved.Whatanappropriatewaytowrapupsuchaprofoundconferenceweekend.

SubmittedbyPaulFreeman***Note-SeephotoandbioonPage22

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MajorStudyinHolisticEducation

ByJackMiller

InAprilofthisyearIwascontactedbytheAmericanInstitutesforResearch(AIR)toparticipateinastudyentitledMappingWholeChildEducationinFormalandNonFormalSettingsinWesternEuropeandNorthAmerica.TheprojectisfundedbythePorticusfoundation.

IwasaskedtobethecontactpersoninOntariotohelpidentifysitesforonsitevisitsofexamplesofwholechildeducation.Theseincludedformalandnonformalexamples.InJulyIwasinvitedtomeetwithotherresearchersinvolvedinthestudyinFrance.Wereceivedanearlydraftofthereportwhichwas350pageslongwith50pagesofreferences.Thefinalreportisduetocomeoutattheendofthisyear.BesidesCanadathecountriesinvolvedincludedBelgium,France,Germany,Ireland,Netherlands,Portugal,Spain,theUKandtheUS.Iverymuchenjoyedmeetingpeoplefromthesecountriesandlearnabouttheworktheyaredoing.

Theeightdomainsofwholechilddevelopmentinthereportinclude:-physicalandmentalhealth,-resilience,-artisticandexpressivedevelopment,-spiritualandcharacterdevelopment,-engagementandconnectedness,-positiveyouthdevelopment,-vocationaland21stcenturyskills,-academicchallenge.Qualityindicatorsofeffectivewholechildeducationthatwereusedinclude:-collaborativerelationships,-developmentalperspective,-adaptationtolocalcontext,-learnercenteredteaching,-culturallycompetentandresponsiveeducationalenvironment,-experienceandinquiry-basedlearning.Thisisalandmarkstudyinholisticeducationwhichhasbeenlackingthiskindofcomprehensiveresearch.Itshouldencouragepolicymakersatalllevelstostartengaginginholisticeducationprojects.Ibelievethisreportandprojectswhichcouldfollowthereportwillhelpmoveholisticeducationforwardinasignificantway

***AlsoJackgaveatalkinNorwayonWhole Child Education. It has been posted on Youtube https://www.youtube.com/watch?v=3q4HVnAuQ6w

John(Jack)Millerhasbeenworkinginthefieldofholisticeducationforover35years.Heisauthor/editorof18booksonholisticlearningandcontemplativepracticesineducationwhichincludeWholeChildEducation,TheHolisticCurriculum,TranscendentalLearning:TheEducationalLegacyofAlcott,Emerson,Fuller,PeabodyandThoreau,andmostrecentlyTeachingfromtheThinkingHeart:ThePracticeofHolisticEducation.Hiswritinghasbeentranslatedintoninelanguages.TheHolisticCurriculumhasprovidedtheprogramframeworkfortheEquinoxHolisticAlternativeSchoolinTorontowhereJackhasbeeninvolvedinanadvisoryrole.HeisaProfessorattheOntarioInstituteforStudiesinEducationattheUniversityofToronto.

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InspiredExplorationsLearningCommunity(IELC):TrustingChildrenareUnfoldingatTheirOwnPace

AVignetteofHolisticEducationByDebMartens

Imagineaplacewherechildrenareembracedtogrowtotheirfullestpotential.Thinkofaclassroomthatactuallyisn’taclassroombecauseclassroomsaren’tlargeenoughtoholdthe“all”ofus.Envisionsingingandplayinggamestolearnhowtoread.Fantasizeaboutcreatingartmasterpiecestolearnhowtodo

math.Canyoudreamofsuchamagicalplace?Couldthisenvironmentexistforourchildren?Yes,itdoesexist!InspiredExplorationsLearningCommunitywasbornoutofimagination!

BethanyBeaudrydedicated11yearsofhercareerinteachinginthepublicschoolsystem.ShereturnedtoworkasaK-5Phys.Ed.teacheraftermaternityleave.Thestaffwasgreat,thekidslovedher,andsheenjoyedthatshegottoplayallday.However,intuitively,sheknewsomethingwasmissing.Shenoticedthatkidsweren’tthrivinginalltheirlearningenvironments.Bethanyacknowledgedhowchildrenstruggledastheywerecompelledtolearnincertainways.Sherecognizedtheneedforthemtohavetheopportunitytothrivebasedontheirownlearningstyles,unfoldingintheirownways.Howeverclasssize,experience,andhowthesystemtrainseducatorshinderslearnerdirectedandstrengthbasedlearning.

Withinfivemonthsofreturningtowork,sheknewshewantedtocreateadifferenteducationaloffering.Sheacknowledgeddisconnectbetweenhowshefeltlearningshouldoccurwithlearnersandwhatwasactuallyhappening.ThissituationcreatedsometensionandcausedBethanytoasksomechallengingquestionsabouttheeducationsystemandhowshecouldimplementpositivechange.

Bethanywasintroduced(byafriend)toathrivinganddifferenteducationalphilosophy(encouragingstudentstoleadtheirownlearningandtoauthortheirownlives)thatisembracedintheSelfDesignLearningCommunity.Herfriend,whoworkedforthelearningcommunity,invitedBethanytoinvestigatethemaster’sprogramthroughSelfDesignGraduateInstitute.ShesubsequentlyenrolledandgraduatedwithherMasterofArtsinSelfDesignthispastAugust.Bethanyappreciatedthecommunityfeeloftheprogramandthatshewasempoweredtodesignherdegreetosuitherlearningneedsandinterestsratherthanbemandatedtotakespecificcoursesinhopethattheymightleadtoherpassioninherwork.SDGIcreatedaspaceforhertolearnhowtofollowhervision.

BethanyparticipatedinaUniversalDesignforLearningcoursethatresonatedwithherbecauseoftheprofounddiscussionaroundtrulymeetingtheneedsofeverychild.AmongherexperienceswithherUDLcourse,returningtoteachinginapublicschool,andhermaster’sprogram,Bethanyallowedherselftobegindreamingaboutwhatthelearningcommunitycouldlooklike.Sheenvisioneda“homeawayfromhome”(possiblyevenmeetinginahousewithayardtoplayandlearn).Shewantedtofosteracomfortable,communitysupport.Shedreamedofalowerratiooflearnerstomentors/teacherstoallowfordeeperrelationships,andqualityrelationshipsextendingtotheentirefamily.

IhadtheprivilegeofbeingintroducedtoBethanythroughSelfDesignGraduateInstitute.ConsideringSDGIisbasedatWesternWashingtonUniversity(lowresidency/onlineprograms)andnotmanypeopleinmynetworksknewoftheSelfDesignLearningFoundation,IwasexcitedtoknowthatanotherlearnerlivedinManitoba.Initially,wemetatayoutheventforhomeschoolers.Bethanywasalreadyexploringvariousavenuestofulfillherdreamofcreatingalearningcommunity.Weconnectedatourfirstresidencyandlearnedabitmoreabouteachother.

IhadthejoyofassistingBethanywithhersonggamesworkshopforlocalteachersandprofessionalsacoupleyearsago.Oneofourfaculty(fromB.C.)cameheretofacilitatetheworkshopforBethany.Thefacultymemberstayedatmyhome,IdrovehertotheWinnipeglocationsfortheworkshops,andIhadthehonourtoparticipateinone.ThisexperiencegavemefurtherinsighttoBethany’sdedicationtoprovideaholisticlearningenvironmentforchildren.Iwasdelightedtobeapartofherjourney.

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Werecentlyconnected,again,atourgraduation.IamsogratefultoheartheupdatesaboutInspiredExplorationsLearningCommunity.IlookforwardtomoreopportunitiestojoinBethanyandtheteamtohelppromoteawarenessofIELCwithinourcommunities.IappreciatethetouchstoneconnectionswithBethanyasafellowholisticeducatorandaminspiredbytheengagementofcommunityandgrowththatistakingplacewithIELC.

InspiredExplorationsLearningCommunityisanot-for-profitorganizationwithavibrantandsupportiveboardofdirectors.TheyworkhandsonwithBethany,theExecutiveDirector.TheyareprofessionalsandcommunitymemberswhosupportIELC’svisionandmission.Theyhirestaffandassistwithprogrammingandfieldtrips.Inaddition,theboardmembersassistinadministrativeandhumanresourcetasks.TheyspearheadfundraisinginitiativesandareaconnectingbridgewiththeParentAdvisoryCouncil.Theboardisaninstrumentalpartofmovingthelearningcommunitytothenextlevelinbecominganot-for-profitschoolrecognized(andfunded)bytheprovince.

CurrentlyIELCishousedattheR.L.SteinCommunityCenterinWinnipeg,Manitoba.It’sbeenagifttohaveaplacetobeginthenewlearningcommunity.Althoughtheyarenotyetmeetinginahome,Bethanyreportsthattheessenceofherdreamisalive!Shemakesthetimetobuildrelationshipswithnewlearnersandtheirfamilies.This“school”feelslikefamily.Everyoneisbenefitingfromtheprinciples,beliefsandvaluesofrelationshipsamonglearnersandbetweenmentorsandlearners.Theyareencouragedtohave“bigidea”questions,allowedtonavigatethequestions,andsolvetheproblems.Thissetsthelearnersfreetoexpresstheirlearningintheirownwaysratherthanagroupprocess.

Theeducatorsandstaffhonortheauthenticityofeachchild’slearningprocess.Theydonotdesignateanychildwith“labels.”Rather,thestaffispresenttoprovidesupportforeachlearnerembracingcreativewaystoworkthroughanychallenges.IELCprovidesamulti-ageapproachandthisempowersthelearnerstobefinewithwherevertheyareatalongtheireducationaljourney.Childrenaretrulyrespectedinthiscommunity.Theyaren’tincentivizedwithstickersorothermotivationalrewards,insteadtheyengageinevocativeconversationwiththeirpeersandstaff.

Childrenlearnaboutmindfulness.TheylearntobeintunewiththeirsensesthroughaprogramcalledAwarenessThroughtheBody.Theyareaskedinter-personalquestions(suchas,“howdoyoufeel?”)thatsparkconversation.Thesesocial/emotionalconversationsprovidesupporttothelearning.Theycreateasafespaceforallsensesandtosharehowtheyfeel.Thisenvironmentassistsinkeepingthechildren’sself-esteemintactandhelpsthemthriveintheirindividuallearning.

PeoplearecomingtogethertosupportthevisionofIELC(Tocreateanintergenerationalcommunityoflifelonglearnerswholearntogether,valueeachother,andhonoreachother’sauthenticity.Acommunitythatcreatesaspacetounfoldnaturallyatone’sownpace,evolveconsciouslyandfostersociallycompassionateandemotionallyawarehumanbeings).Theyareexcitedtobepartoftheblossomingofthevision!Thiscommunitydesirestogrowandsharetheirexperienceswithothers.

WhenaskedabouthowsheperceivesgrowthinIELC,Bethanyofferedabalancedperspectiveofsharingnumbersforgrowthandthequalityofthelearningcommunity.Theinauguralyear(2016-17)included12studentsinthecommunity.Thisyear,thereare15-17learnersonadailybasis.It’scrucialforIELCtobefinanciallyindependent(throughstudentfeesandfundraising)untilthey’vebeenestablishedforthreeyears(whentheyqualifytoapplyforprovincialfunding).RightnowsomechildrensplittheirtimebetweenpublicschoolandIELC.Bethanyhopestocontinuetogrowasolidfoundationoffulltimelearners.Sheacknowledgesthatpositivestudentandfamilyexperiencesthatleadtothemsharingtheirstorieswiththegreatercommunity,isthebestmarketingpossible.

Bethanyrealizesthatherdreamforavibrantlearningcommunityiscomingtofruitionbutthejourneyhasreallyjustbegun.Shehopesthatmanymorecatchtheirvisionandjoinalongtheway.BethanysumsupthemostpowerfulkeytotheessenceofInspiredExplorationsLearningCommunity,

“Trustingchildrenareunfoldingattheirownpace.”Thisis,indeed,amagicallearningplace!

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DebMartensisaformerSocialWorker.SheisaFreelanceWriterandEditor,andaHolisticEducator.Shehashermaster’sdegreefromSelfDesignGraduateInstitute(WesternWashingtonUniversity).HercurrentendeavorsincludeservingasPresidentforSTEPSResourcesCommunitySupportServices(anotforprofitorganizationservingtheneedsofintellectuallydisabledindividuals),applyingforaPhDprogram,andspendingtimewithherfamilyontheprairiesofManitoba.Sheisco-creatorofWildflowerWritingWorkshops.

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CreatingaHolisticHomeschoolingEducationJourney

ByE.D.Woodford

Aseducatorsweoftenthinkaboutpublicschooleducationinreferencetoourstrategiesandaspirationsforholisticeducation.Withopenminds,wecanlookbeyondpubliceducationandfindholisticeducationpresentincharter,independentorprivateeducation,dependingonwhatitiscalledwhereyoulive.Inmyowncareer,asaneducator,mypathofholisticeducationtookacurveinthepastfewyearsandIhavediscoveredthewonderandgratitudeofholisticeducationin

homeschooling

HowdidIbecomeaholisticeducatoronapathofhomeschoolingwithmyson?Notwithoutchallenges.Sixyearsago,wereceivedthenewsthatourlocalschoolwouldbeclosing.Asinglemomofakindergartenlearner,IrealizedIneededtomakesomelifechangesinordertoensuremysonwouldreceiveaqualityeducationandIwouldcontinuewithmycareerineducation.Takingadrasticstep,weuprootedandmovedtoSaskatchewan.After3yearsthere,wefoundourselvesbackinthemountainsinasmall,ruralsoutheastcornerofBCwherethereisnoschool.Thus,therealhomeschoolingjourneybeganformyson.

EnrollinginDistributedLearning(homeschooling)withSelfDesignseemedlikeagreatfitwhereachild’slearningcanevolveinanaturalwaywithplayfulnessandpersonalizedlearning.Theholisticbasisofthisstyleresonatedwithusasafamilyandourrural,mountainlifestyle.Throughengagementwithourenvironment,asenseofwonderwasreborn.Andthissenseofwonderrebornbecameafamilyendeavourengaginginplace-basedlearning.Manychangeshappenedtousasafamilywhenwedecidedtochooseaslowerpathoflifeandfollowthewondersoflearningtoseewherethiswouldleadus.Nolongerwerewerushingtobeatsoccerorbaseball,theswimmingpooloryouthgroup.Weweren’ttryingtogetintothecityover100kmawayontheweekends.Byengaginginourrurallife,wediscoveredwehadmoretimeandenergyandwereabletorefocuswhatisimportantinourlives.

Theenvironment,whetheritistheprairies,thearcticoroceanside,canbeinspirationalandrewardingintheholisticeducationjourney.Thereisanawarenessthatbecomespresentofseasons,aconsciousnessofgrowthofplants,animalsandoneself.Timebecomesbothpreciousandexquisite.Ourdailyrhythmbecomesrelaxedandguidedbycuriosityandwonder,passionandpurpose.Inourmagicallearningenvironmentwelivealongariver’sedgeinaforest.Wewatchthewaterlevelsriseanddecline,noticetheanimalsorsometimesjusttheevidenceoftheirpresence,andfollowthechangesinseason.Wecollectleavesthroughouttheseasons,pineconeswhenleavesarenolongerpresent,buriedundersnow.Theforestprovidesanoutdoorplaygroundofdiscoveryforyoungandoldandmanyopportunitiesforlearning.

RonMillerdescribesholisticeducationasbeing“basedonthepremisesthateachpersonfindsidentity,meaning,andpurposeinlifethroughconnectionstocommunity,tothenaturalworld,andtospiritualvaluessuchascompassionandpeace”(206).Withthisinmind,Ireflectonhowmyson’sidentity,meaningandpurposeinhislifearechangingthroughhomeschoolingandlearningoutsideoftextbooks.First,hedescribeshimselfasaleadertohislearningconsultantandotherswhichisfarfromthenegativeviewhehadbeforethisjourney.Heisabletotakeinitiativeanddecideonwhathewantstolearnwhichofteninvolvesconnectingwithotherhomeschoolersinthecommunity.Finally,compassionhasbecomeprofoundinhislifeashehastakenontheideaofraisingroosters,pursuinghispassionforanimals.Butit’swithalltheseelementsinthehomeschoolingjourneythathaveshownevidenceofpeaceinhimselfandinourfamilylife,theresultofengagementinourenvironment,thewonderandgratitudeinaslow,rurallife,andcreatingaholistichomeschoolingeducationjourney.

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ReferenceMiller,Ron."WhatisHolisticEducation."R.Miller,Ed.CreatingLearningCommunities:Models,Resources,andNewWaysofThinkingaboutTeachingandLearning.Brandon,VT:TheFoundationforEducationalRenewal,Inc.206-207.Print.E.D.WoodfordgraduatedwithaBaccalauréatenÉducationfromtheFacultéSaint-JeancampusoftheUniversityofAlbertaandaMastersofArtsfromTheSelfDesignGraduateInstitute.ShecurrentlyspendstimebetweenBC,SaskatchewanandthePacificNorthwestwritingpoetryandcontemplatingwhatherPhDquestionmaybe.Sheisahomeschoolmom,researcher,homeeconomist,educator,andwriter.AformerPrincipal,currentlyanInstructorinAnthropologyandFirstNationsStudiesatTheCollegeoftheRockies,sheisalsoaSessionalInstructorfortheUniversityofPrinceEdwardIslandandTheUniversityofRegina.Sheispassionateaboutmakinglearningmeaningfulandrelevant.Enthusiasticaboutholisticandstudent-centeredlearningalongwiththeprofessionaldevelopmentandlifelonglearningofeducationalprofessionals,sheisanambitious,sustainableleadermotivatedaboutpositivelyinfluencingthelivesofstudentsandcolleagues.

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Teachinginthe21stCentury:ACalltoOpenArms

byEricRosenberg

Wehaveaproblem.Teaching,oratleastthecommonwayswetendtopractice,isonthevergeofextinction.Thatisn'tsomuchaproblem,asisthefactthatthoseofuswhoteachmaybeamongthelasttolearnofourimpendingdoom.Unlesswelearntoengageinamorerelationalapproachtoeducation,we'llbetheonessippingcocktailsontheship’sdeckasthesternsinksdowntothedepths.

Iseethreeindicationsthatdoingitthesameasalwaysisasurepathtoobsolescence.First,teachingisexhausting.Exhaustionandtiredarenotthesamething;tiredsuggestswe’vespentwhatwehave,andwithsomerest,will

berejuvenatedandreadytoreturntoaction.Exhaustionsuggestsatypeofdepletion,drainedbyoureffortinsomefundamentalway.Exhaustionisaclearindicationthatwe’repushingagainsttheflow,tryingtoforcesomethingthatlikelyisn’tthere.Despiteallsortsofdedicatedteachersinvolvedinprofessionaldevelopmentandperformancefeedback,it’stakingmoreandmoreefforttopromptstudentsthroughourprograms,tomakesurethey’vehitmandatedtargetsandtoremindthemofappropriateconduct.Whereonceuponatime‘becauseIsaidso’workedatgettingstudentstofallinline,teachersnowspendmoreandmoreenergyinreturnforlessandlesscompliance.Soon,noamountofteacherdedicationwillprovesufficientinmaintainingcontrolofourclassrooms.

Second,thetraditionalroleofteachers,asclassroommanagersandcontentexperts,isbeingdisplacedbydigitaltechnology.Planninglessons,deliveringcontent,evaluatingperformance,andprovidingreportsareallavailablethroughonlineplatforms.Ifafifteenyear-oldwantstoearnhermathcredit,sheneedonlyuseawebsitetopracticequestions,completetests,andevenreceiveaccreditation.Ifteacherscontinuewithmoreofthesame,there'severyreasontobelievewe'llsoonbedisplacedbylessexpensive,morepliablealternatives.

Finally,thecustodialmodelofeducation,goodgradestogoodschooltogoodjobtogoodlife,preparesstudentsforanindustrialagethat’squicklypassingusby.Whilemanyteachersarecomfortableinourcustodialrole,andstudentsaresimilarlycomfortableintheirroleaswardsofthesystem,continuingtomanagestudentsisasurepathtoobsolescence.Evenmyhigh-achievingstudentsseemdependentontheguardianteat,lookingtomefordirectionandaffirmationandassurancethateverything’sgoingtobeokay.Gettingthe'right'answerofferslittleindicationofastudent’scapacitytosynthesizeinformation,navigatecomplexity,andcooperatewithothers,allskillsfarmorerelevantinthetwenty-firstcenturymarketplacethanbeingabletofollowdirection.

Doingitthewaywe'vealwaysdoneithasbecomeincreasinglyexhausting,issubjecttodisruption,andisobsoleteinmoderncontexts.Ourclassroomsmaylookthesame,butthedayswherewecanshowupandrollouttheestablishedprogramarenumbered.It'stimetoreconsiderhowelsewemightdowhatwedo,andfindmorerelevantwaystooffervaluetostudents,theirfamilies,ouradministratorsandthebroadercommunitiesinwhichweliveandwork.

I’vebeenteachinginpublichighschoolsformorethantenyears.Myjob,oratleasttheaspectthatschooladministratorstendtoprioritize,istoaddressmandatedcurriculum,evaluatestudents,makesurenoonegetshurt,andbewhereI’msupposedtobewhenI’msupposedtobethere.Giventhisperspective,there’severyreasontousetextbooksandtestsasawaytodomyjob.

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Considerthatinsteadoftextbookandtests,Idesignandimplementdynamicprogramming,likescavengerhuntsandresearchprojectsandonlinelearninggames.Whiletheseprogramsmaybefunforsomeofmystudents,Ibelieveit’sjustmoreofwhatwealreadyhave.Becauseit’sstillteacher-poweredlearning,wheretheenergyofteachersiswhatmovesthelearningexperience.Inteacher-poweredclassrooms,actionbeginswithteacherstellingstudentswhattodowiththemselves.Iftheteacherdon'tshow,thenthelearningdon'tgo.It’sasymptomofthecustodialmodelofeducationinwhichwe’veentrenchedourselves,whereteachersserveasstewardstothewardsinourclassrooms,directingandenticingandcajolingstudentstodeveloprequisiteskills,hopingthat,atsomepoint,they’llseethelightandassumeresponsibility.

Inteacher-poweredclassrooms,bridgingthegapbetweenthevalueofcontentandthewillingnessofstudentstoengagewiththatcontentcantakearemarkableamountofenergy.Throughsheerwillanddetermination,teachersaretaskedwithensuringthattheclasskeepsmoving,tryingtoavoidthefactthatwewantitmorethantheydo.‘Onedayyou’llthankme’ishowwetendtoassureourselvesit’saworthwhileuseofourtime.

Teacher-poweredclassroomsaretypicalofotherindustrial-ageorganizations,whereprioritiesaregiventocontrol,predictabilityandcapacitytoscale.Theytendtobeorganizedashierarchicalstructures,withthebossontop,andtheirVPsbelow,andsoonandsoforth,downtothefrontlineworkersonthebottomrungoftheladder.They’recompliance-basedandoutcome-oriented,wherethemanagementmindsetpermeateshumaninteractions.Theseorganizationstypifyclosed-systemperspectives,andarehighlyeffectiveatmeetingminimumstandards.

Givenenoughtime,closedsystemsarechallengedbyoutsidecontexts.Likeairthroughahermeticseal,itcanonlystayclosedforsolong.Industrialsystemsseektoeliminatedisruptionsandrestorepreviousorder.Butsealsinevitablyweaken,anddisruptionsincrease,requiringincreasinglevelsofupkeeptoholdstatusquotogether.Thisexplainswhytoday’steachersfeelexhaustedwherethepreviousgenerationfeltmerelydrained.

Relyingonteacherenergytomobilizelearningisconsistentwiththebroaderindustrialtendencytowardsfossilfuels,tappingthefinitestoreofteachers’capacitytomanagewilfulstudentsandmakelearninghappen.Similartothewaywe’veallowedpetroleumtomovetheindustrialtransportsystem,it’stimetofindanalternativesource.Likethesun,theproductiveinclinationsofstudentsareanever-presentenergy,whereoncetapped,andharnessed,canfundamentallyshiftwhatitlooksliketobeinaclassroom.

Similartoattitudesonsolarpower,detractorssuggestit'saniceidea,butthedispositionofstudentstowardsapathyandinstitutionalizationmakescustodialapproachesanecessaryaspectofeducation.Ifkidsweren'tkids,thenitmightwork,butsincetheyare,weneedamanagementpresencetellingthemwhattodo.

Exceptapathyandinstitutionalizationarequalitiesofindustrialorganizations,nottheinherentdispositionsofstudents.Whenweexistwithinadministrative,outcome-basedhierarchies,wesoondiscoverthatontheothersideofthisuninteresting,straightforwardtaskisanotheroneprettymuchlikeit.Wehavelittlechoicebuttofallinlineorelsecheckoutcompletely.

Ifwebelievehumannatureincludesadispositionforproductiveeffort,andwededicateourselvestowardsdiscoveryandexplorationofourinherentinteresttocreate,weengageinanapproachtolearningdistinct

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fromwhathappensinmostofourclassrooms.Let'scallthisstudent-poweredlearning,wherethestudentandtheirrelationshipsbecometheenginethatmovesthelearningexperience.

Thisisdistinctfromstudent-directedlearning,whichtendstosuggeststudentsareinchargeoftheirlearningdecisions.Certainlystudentshaveampleopportunitytodeveloppersonalagencyinstudent-poweredcontexts.Thedistinctionisthatfocusisplacedonrelationships,andthoserelationshipsmovethelearning.Allpartieshavevoice,andthatincludestheadultsintheroom.Teachersremainactiveparticipants,abletoinfluencepriorities,includingourtraditionalinterestasclassroomguardian.Itisn’tnecessarythatstudentshavecompleteautonomy.Therearetimeswhenit’sappropriateforadultstodirectlearning,thoughit’sgenerallypreferabletoassumeastanceaslearningpartner,sostudentsmay,tosomedegree,contributetheirvoice.

Incontrasttotheclosed-systemhierarchytypicalofindustrial-ageorganizations,student-poweredlearninglooksmorelikeanemergentnetwork,likeamapofFacebookfriends,orneuralpathwaysofthehumanbrain.

Fromadistanceitreadslikeatangledweb,abunchofdotsandlines,representingthevariousnodesandchannelsthatconnectthem.Thisisanopensystem,capableofincrediblecomplexity,distinctfromthesimplehierarchyofconventionalschooling.

Whenwezoominononeparticularnode,wemayfindastudent.SayhisnameisZahib.Zahibcomestoclasswithabunchofestablishedrelationships:toparents,tosiblings,tofriendsandteammates.AndZahibissimilarlyconnectedtohishobbiesandinterests,topopcultureaswellasissuesinhisimmediatecommunity.Zahibisalreadyinvestedintheserelationships.

WhenZahibspendstimeinclass,healsodevelopsnewrelationships,tohisteacher,hisclassmates,theschool,andaspectsoflearningthatproveinterestingtohim.

Insuchcontexts,ateacher'sgreatestcapacitytoengagewiththisstudentisthroughourinfluence.RatherthanconventionaldispositionsthatrequireZahibtofollowourpromptstoperformandachieve,student-poweredlearningasksteacherstorecognizethat,whilewecontrolverylittle,wehaveenormousinfluenceinthelivesoftheyoungpeoplewithwhomwe'reinvolved.Byengaginginourownrelationships,withstudentsandwithlearning,wemodelwhatitlooksliketobeinrelationship,fromaplaceofconfidenceandoptimismandperseverance.Whenweshowup,willingtostandinfrontofclassandtry,weencouragestudentstodosomethingsimilar,especiallywhenwealsomodelwhatitlooksliketofalldown.Humilityasteachersisamongthefinestgiftswecanoffer.

Onerecentmorning,Idecidedtobiketoschool.ItwasthefirsttimeinawhileI’dbeenonmybike,andtheuphillprovedarealeffort.Allthesame,itfeltgoodtobeactive,tobedoingsomethingformyself.

NearingtheschoolwhereIteach,Inoticedanotherriderinfrontofme,movingmuchmoreslowlythanIwas.Thisriderlingeredatastopsign,andprovedanobstacleonmyforwardpath.Ifeltfrustratedbythischangeinpace,andbythisrider’sapparentambivalencetothespaceheoccupiedontheroad.IhadtowaitforafewcarstopassbeforeIfoundmyopening,andwhenIgotmychance,Ispedpastandcontinuedintotheschoolparkinglot.

Lockingupmybike,Irealizedthatthisslowmovingriderwasastudentatmyschool,someoneIdidn’tyetknow.Iwaitedasherodeintowardsthebikerack,thencalledout,sayingsomethinglike‘hey,Ihadahardtimepassingyou.’OnlythendidIrealizehewaswearingearbuds,unabletohearwhatI’dsaid.

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OncehesawIwasspeakingtohim,hepulledouthisearbuds.‘What?’heasked.

Idecidedtoexaggerate,tobettermakemypoint.‘Icalledtoyoubefore,butyoucouldn’thearme.’

Helookedatmewithablankface.

‘There’sthingshappeningontheroad,yououghttopayattention.’ItwasthenInoticedthepaternalisticwronginginmytone.Idecidedtotryanotherapproach,somethingmorehonest,alittlemorevulnerable.

‘ItscaresmethatIhavetosharetheroadwithyou,thatyoucan’thearwhenIcalltoyou.’

Thisstudent,ayoungmannomorethansixteen,noddedhisheadinacknowledgement.‘Iknow’hesaid,‘Ioughttopaymoreattention.’

Ithennoticedhewasalsoridingwithoutahelmet,soIadded,‘andridingwithoutahelmetseemsplaincrazytome.Really,somanythingscanhappen.’

HeseemedtogetthatIwasspeakingtruthtohim,andwithoutanythingmoretosay,hejustshruggedhisshoulders.Iwasn’tsurewhatmoreImightdo,andsoIwalkedaway,hopingthatsomehowhe’dcometomakeanotherchoice.

Ifeltassuredthatherespondedwithopennessandhonesty.Icouldn’ttellwhathemightdothenexttimehegotonhisbike,butI’mprettysuremycondemnationwould’vebeendismissedthesecondIstoppedtalking.Thisinteractionseemedtoopenachannel,achannelthatwemightreturntoinsubsequentinteractions,arelationshipmorelikelytoinfluencearealandlastingdevelopmentinthelifeofthisparticularyoungman.

Thatsaid,ifIsawhimridingwithoutahelmet,Imightstillcallout.I’djustbesuretoask,ratherthandemand.

Ispendalotoftimethinkingaboutthedynamicsbetweenopenandclosedsystems,andwhatitmeansformeandmystudentsandthespaceswesharewitheachother.IwonderhowImightusetheclosedcontextoftraditionalschoolingtokeepkidssafeandensurebasicskillsdevelopment,andsimultaneouslyfosteranopennessthatwelcomesthedynamiccomplexityoftheseparticularstudents.Iwantclassroomlearningtobecomelessreliantonmyadministration,andinturn,placemeinbetterpositiontosharemygiftswithmystudents.

I’vecometobelievethechangethat’srequiredstemsfromthecultureofourclassrooms,fromsomethingoutcome-basedandcompliance-orientedtowardssomethingrelationship-basedandprocess-oriented.Thewonderfulthingaboutstudent-poweredlearningisthatit’sabletoexistwithinthestatusquo-hierarchicalstructureofmostcontemporaryschools.

Infact,itseemswisethatwecontinuetouseourin-placeeducationalinfrastructure.Forone,todismantleonesystemistoinviteanotherinitsplace,thisonesimilarlyfraughtwithpotentialshortcomings.Instead,itseemsprudenttousewhatwealreadyhave,likeworkingonamarriageinsteadofdiscoveringmanyofthesamechallengesinasubsequentrelationship.Industrialschoolinghasmanyusefulqualities,foremostamongthemourcapacitytoraisetheflooronfailure,wheregraduatingwithadiplomameansayoungpersonhasdevelopedafoundationoftechnicalskills,andiswaymorelikelytoavoidmanyoflife’spitfalls,likepovertyandprisonandpoorhealth.

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Additionally,mostpeoplestillbelieveit’sagoodideatogotoschool.Parentstrustteacherswiththewellbeingoftheirchildren,aninvaluableassetthatoughttobeleveraged,ratherthandismissed.

Considerthatsuccessfulfinancialpracticeincludesbothsavingsandinvestment.Savingsfocusesonlesslousyoutcomes,soinanunfortunateevent,thingswillstillbeokay.Thisiswhatourschoolsdelivertoday.Weraisetheflooronfailure,hopingthatallcitizensgainaccesstobasicamenitieslikefood,shelter,income,andopportunity.Thesepursuitsmatter,andwe’vegottenverygoodatkeepingkidssafeandaddressingthebottomrungsofMaslow’shierarchy.

Bydistinction,investmentisaboutpushingtheceilingonsuccess,steppingintotheunknowninpursuitofpossibility,learningtonegotiaterisksalongtheway.Traditionalteachingpracticeabhorsuncertainty,andseekstominimiseriskateveryturn.However,thesearetheaspectsofdevelopmentmostrelevantforanincreasingnumberofourstudents,thepartofourpracticethatrequiresdeeperconsideration.

Whiletheinterestsofraisingtheflooronfailureandpushingtheceilingonsuccessaredistinct,they’renotmutuallyexclusive.Ourchallengeistocontinueholdingsafespacewhilesimultaneouslylearningtopromptstudentinvestment.

Fromthisview,thelifeofteachersmakessense.Yearafteryear,werolloutthesameoldprogram,becausewe'retryingtomeetthesameoldmandates.Werewardstudentswithgoodgradesandpunishthemwithbadreports,becauseclosedsystemsencourageustoseekcompliantbehaviours.Andwe'reincreasinglyexhaustedbecauseclosedsystemscanonlyremainclosedforsolong,beforeoutsideelementsstarttobreakdownbarriers,andnewinterestsgaininfluence.It'swhySuzywon'tputherphoneaway.Notbecauseshe'sdefiant,butbecauseourmandateholdslittlerelevanceinthecontextofherlife.Whyshouldsheputdownherphone?Asidefromhearingshe’sagoodgirl,schoolofferslittlemotivationforhertointerruptwhatshe'sdoing.

Suzyoperatesintheopencontextof21stcenturysociety.Ifshe’severgoingtoactuallyputherphoneaway,it'llhappenofherownvolition.Andshe'llchoosetointerruptherselfasshediscoverspursuitsmorerelevantandconnectedtothecontextofherlife.

Someeducatorsadvocateformoreedu-tainment,withspecificreferencetodigitaltechnologiesandtheircapacitytoholdstudentattention,anattempttousebellsandwhistlestoholdtheattentionofourstudents,tosneakthelearninginwhenthey’renotlooking.It’sthesamewaysomeofustrytogetourkidstoeattheirvegetables.Weturnitintoagame,wheretheastronautcarrotfliesaroundandaroundand(amazingly!)windsupintheirmouth.Butwe'restillsellingvegetables.Andwe’resellingvegetablesbecauseweknowit’simportant.Thisisn’ttosayeatingvegetablesisn’tworthwhile,onlythattherelationshipofthiskidtothatcarrotisthey’redoingitbecausewesaidsoorbecausethey’vebeentrickedintoit.Inopencontext,studentshaveaccesstoallsortsofotheroptions,notjustthefoodweputontheirplates.Whenwechooseentertainmentasapathintolearning,we'recompetingwithYouTubeandNintendoandSnapChatfortheattentionofourstudents.Andthey’renottryingtogetanyonetoeattheirvegetables.

TheplacewhereYouTubeandNintendoandSnapChatcan’tcompeteisbyengagingandmobilisingproductiveinclinations.Asstudentsbecomemoreinvestedinmeaningfulenterpriseandconsequentlymorewillingtodelaygratification,theygaincapacitytoremaininthelearningspace.Thisexperiencecannotbemandatedorcoerced,andinsteademergesfromauthenticcontext,wherestudentsofferitoftheirownaccord.

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Teachersareinpositiontoinfluencethisshift,andwehaveathandanopportunitytoreconsiderthewayswedowhatwedo,withlessemphasisontop-down,management-mindedinteractions,towardssomethingthat’smorerelationship-basedandprocess-oriented.Becausewehavedailyface-to-faceinteractionswithourstudents,wesetthetoneforthecultureofourclassrooms.Curriculumpolicyandeducationalfundingaremorelikelytofollowthischange,ratherthanshowtheway.

Insomeschools,there’salreadyfocusonbecomingmorerelationship-oriented,withconsiderationforwordslikeempathy,cooperation,andperseverance.Forthemostpart,schoolleadersare‘managingrelationships’,ratherthan‘beingrelational’.Thisdistinctionissignificant,asbeing‘inrelationship’requiresafundamentalshiftinhowwerelateinthemoment-to-momentexperienceofourday.Itrequiresatypeofvulnerabilityandhonestythatcanproveratherscary.Itasksadultstosetasideourinstitutionalauthorityandmeetstudentsonahumanlevel.

Thisdoesn’tdismissthevalueofcustodialapproachesandourroleasclassroommanagers,butinsteadsaysthere’sanotherwaytoshowupwithstudents,onethatprioritizesrelationships,andextendsanopenhand,trustingthatstudentswanttodiscoverandlearnandpursuesuccessmeaningfultothecontextoftheirlives.

Whenrelationshipsdrivelearning,thekeychallengeisshiftingfromacultureofcompliancetowardsacultureoftrust.Thisismostlikelytohappenwhenstudentsfeelreleasedfromhavingtogettheanswer‘right’,andsafetosharetheir‘honest’responses.Asteachers,ourchallengeistoputdownourshort-termagendasforcompletedassignmentsandgoodgrades,towardslonger-termprioritiesofinvestedstudentsandresponsibledecision-making.Attentionfortechnicalskilldevelopmentremains,butfocusshiftstowardsbrokeringconnectionsbetweenstudentrelationshipsandmandatedoutcomes,ratherthanmandatingactivityandhopingstudentsdiscoverrelevance.

Asadults,whenwethinkbacktoourtimeinschool,oftenwetalkaboutthatone‘specialteacher’,someonewhomadeanimpactonus,becauseofthepassiontheyheldforthesubject,orthewaytheyrelatedtous,ortheenergywithwhichtheycarriedthemselves.It'ssomethingintherelationshiptheydevelopedwithus,andheldforthelearning,thatcapturedourimaginationandmadeanimpressiononus.

Thepeoplewedescribeas‘specialteachers’areabletobothmanageadministrativeresponsibilitiesandalsodevelopmeaningfulrelationshipswiththeirstudents.Whyaretheseteacherssorare?Thefactthatmanyofuswentthroughtwelveyearsofformaleducationandmetonlyoneortwo‘specialteachers’seemstoindicatesomething’swrong.Ifteacherswerebetterabletoengagetheirstudents,andexperiencedinemergentprocess,andfeltmoresupportedbyadministratorsandparents,wemightdiscoverthat'specialteachers’aremorecommonthanwethought.

Theprimaryreasonnottodothisworkisthatweare,asasociety,terribleatrelationships.Thefactthatsomanyofusarefamiliarwithdivorce,lowself-esteem,actingoutourinsecurities,andageneraldispositionforjudgementandblame,meanswetrytoavoidthevulnerabilityrequiredforthrivingrelationships.Instead,we’veentrenchedvariouscopingmechanismstokeepuscomfortableinourstatusquodispositions,andavoidperiodicgrowingpains.I’vehearditsaidthatnoalcoholicconfrontstheirdrinkinguntilthey’vehitrockbottom.Howmuchlongerwillwechoosetowaitbeforeweembracethatsuckingatrelationshipsmaybetheopportunityweneedtomodelthelearningwemosthopeforourstudents;withopenness,andhumility,anddeterminationtokeepgoing.

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Inthetwentiethcenturyclassroom,teacherslookedtoavoidtellingstudents‘Idon’tknow,’forfearitwoulddiminishourauthority.Inthetwenty-firstcentury,teachersservestudentsbylookingtosay‘Idon’tknow’asoftenaspossible,modellingwhatitlooksliketotryandfalldownandgetbackupanddoitagain.

Atitscore,thisisacallforamoreloving,compassionate,acceptingclassroom,whereadultslearntoofferacalm,consistentpresence,engagingstudentsfromaplaceofoptimism,enthusiasm,andnon-attachment.Thegreatnewsisthatloveforlearningandcaringaboutkidsaretwotraitscommoninmostpeoplewhoteach.Asfrontlineworkers,wehaveanopportunitytoshape,influenceandleadthecultureofthespaceswe’rein.

Relationshipsofferspacetodevelop‘howto’skillsrequiredinthe21stcentury,aswellasprovidingopportunitiestodevelopmoretraditionaltechnicalskills.Butwearebadatrelationships,insecureinourattachments,andlikelytomakeamessofthewholedamnthing.Weneedtofindresolvetogoforwardallthesame.

BUSINESSSTUDIESASATROJANHORSE

Inthecurrentcontextofhighschool,mostofourattentionistowardstechnicalskilldevelopment.Scienceteachersandmathteacherslookatsomethinglikestudent-poweredlearningandseeitasaniceideathatcouldneverworkintheirclassrooms.Whenfocusisonoutcomes,it’sverydifficulttoadvocateforamorerelationship-basedpractice.

Inmyexperience,businesseducationisanidealmomentinthelifeofastudenttoengagetheminstudent-poweredlearning.Commonwisdomsaysthatbusinessisdifferentfromschool,thatdoingwellinschoolhaslittletodowithsuccessinbusiness.WhenIaskstudentswhattheyknowaboutbusiness,theytellmeithassomethingtodowithmoney.Thiscontext,thatbusinessisdifferentfromschool,offersapremisetoengagestudentsinadifferentapproachtohowwedowhatwedo.

Ichallengestudentstoconsiderthatbusinessisaboutcreatingvalueandmakingtrades.Fromthisplace,Ipromptstudentstoexploretheirproductiveinterests,howtheymightactivatetheseintereststocreatevalueforothersintheircommunities,andthentodeveloprelationshipskillsthatwillbetterenablethemtoengagethesepeopleinmeaningfulandlastinginteractions.It’samoreemergentapproachtoproductionandmarketing,twofundamentalactivitiesinthelifeofmostbusinesses.

Throughthiscontext,Iattempttoengagemystudentsasclassroompartners,whereweco-createalearningexperienceintendedtouseourtimeintheclassroomtobetterengageintheirlivesbeyondtheclassroom.I’vedevelopedavarietyoflearningplatforms,ratherthanlearningprograms,thatstudentsusetocapturetheiractivity,andthentogetherwemakeconnectionsbetweenwhatthey’velearnedandthemandatedcurriculumrequiredbythecourse.

FromSystemsThinkersFredEmeryandEricTrist;"thechoiceisbetweenwhetherapopulationseekstoenhanceitschanceforsurvivalbystrengtheningandelaboratingspecialsocialmechanismofcontrol,orbyincreasingtheadaptivenessofitsindividualmembers."Businesseducationoffersanamazingopportunitytoputdownourcustodialprioritiesandmentorstudentsastheytakeactionandparticipate.

Adeepintegritybeginstoemerge,wherethelearningexperienceisfundamentallyopen,andtheinherentinclinationofstudentstodiscoveryandmakeandsucceedmovestheclassroom.Teachersarebetterabletomeetstudentswheretheyare,ratherthanaskingthemtocometowherewe’dpreferthemtobe.Thatstillhappenssometimes,whenteachersgivestudentsjobstodo,butitislesscommon,andbecause

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studentstrustthatontheothersideofthismandatedtaskisanopportunityforthemtoreturntomoremeaningfulactivity,theygettotaskwithoutmuchneedforcarrotsandsticks.

Studentsdevelopcapacitybothforsavingsandinvestment,andbecomebetterabletoengagefromaplaceofpersonalautonomyandcommunityparticipation.

CALLTOACTION

Doingthingsaswe’vealwaysdonethemisarecipeforobsolescence.Weneedlooknofurtherthanthehotelandtaxiindustriestoseethatcredentialsandlegaciesofferlittleguaranteeofongoingrelevance.Asteachers,we’remostlikelytoremainrelevantinthelivesoflearnerswhenweoffervalueunlikelytobereplicated.Asourtraditionalrolesofclassroommanagementandcontentexpertiseareofferedbyalternative,lessexpensivetechnologies,ourcapacitytoengagelearnersinmeaningful,dynamicrelationshipsoffersanopportunityforward.Whilemanyteachersofferthiscapacityalready,it’softenadjuncttoouradministrativerole.Thesuggestionhereistomakerelationshipsamorefundamental,primarybasisforengagement,andtoseekopportunitiestodeveloptraditional,technicalskillsthroughtheserelationships.

Myhopeistodiscoveropportunitiestocollaborate,develop,andadvocateaprofessionalpracticerootedintheprinciplesandvaluesdescribedinthispaper.Iwonderifyouasareaderhaveabroaderviewfrommyown,whereyouseeopportunitiesofwhichIremainunaware.Ifyou’reinterested,itwillbemypleasuretohearfromyouandlearnmoreaboutwhatitlookslikefromwhereyoustand.

Eachofushasanopportunitytoinfluenceournetworks.Asteachersandadultsinvolvedinthelivesofyoungpeople,thetimehascomeforustoconsiderhowtobetterbalanceourcustodialresponsibilitieswiththeopportunitytomentorandpartnerandwelcometheyoungpeoplewithwhomwe’reconnected.Notjustasanadjuncttoourjobasteachers,butasafundamentaldynamicwithinthewayswedowhatwedo.

Eric Rosenberg is a teacher, facilitator, and curriculum designer. With training in finance, fine art, and education – Eric strives to marry the practices of effective financial management with the principles of positive psychology. He recognizes the simultaneous roles teachers play as both classroom custodians and learning mentors, designing and implementing innovative approaches that meet traditional school standards while also encouraging and supporting students to become more invested as learning partners. While Eric is available to work with anyone, he has a particular interest in helping teenage boys succeed, as he draws upon his own experiences within the education system.

To learn more about Eric and his work, please visit www.lifewellspent.ca

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Editors’Note:ThefollowingistheIntroductionwrittenbyPaulFreemantothereissueofthefollowingdocumentsTheChicagoStatementandEducation2000:AHolisticPerspective.Wearepleasedtoassistinthereintroductionoftheseimportantdocuments.BothdocumentswillbesenttothereadersasaseparatedocumentwiththeNewsletteremail.

INTRODUCTIONTheChicagoStatementandEducation2000:AHolisticPerspective

ByPaulFreedmanCo-Founder

HolisticEducationInitiative

Foundingdocumentshavethepowertocoalescethoughtandorganizeaction.Theycanarticulate,clarifyandcrystallizeamorphousideas,andprovideaguidingbeaconforpeopletofollow.In1989and1990twosuchdocumentswerewritten,bytwooverlappinggroupsofvisionariesandscholars.“TheChicagoStatement”writtencollaborativelyby80peopleataneducationconferencein1989and“Education

2000:AHolisticPerspective”writtenayearlaterfollowingaconferenceinColorado,aretheclearest,mostsuccinctandperhapsmostprofoundarticulationstodateofwhatwecall“HolisticEducation.”Inthelate1980’sauthorsincludingDouglasSloan,DavidPurpel,EdClark,RonMiller,PhilGang,JackMiller,ParkerPalmerandothersweredrawingfromawiderangeofantecedentstodescribeavisionofeducationbuiltonvaluesofecologicalawareness,spirituality,relationshipsandconnectedness.Animageofholismwasemerginginstarkcontrasttotheexistingreductionisteducationalparadigm.Theseeducatorswroteabouttransformationallearning,“insightandimagination,”postmodern,ecological,cosmicandspiritualeducationandtheneedtofindanantidotefor“themoralandspiritualcrisisineducation.”Thediscoursewasbubblingintoarichsoup,pregnantwithpotentialbutrequiringsomecommonlanguageandacleararticulationofsharedbeliefs.1988witnessedthepublicationofJackMiller’sTheHolisticCurriculumandthefoundingofRonMiller’sjournal,TheHolisticEducationReview.In1989,“TheChicagoStatement”wasdrafted,andtheconferencesteeringcommitteewentontoformTheGlobalAllianceforTransformingEducation(GATE.)Dr.PhilipSnowGangwashiredastheFoundingExecutiveDirector.Thefollowingyeargavebirthtothestunningdocument,“Education2000:AHolisticPerspective.”Dr.Gangproceededtotourcolleges,universitiesandconferencesaroundtheworldpromotingthisdocumentandthebeliefs,valuesandprinciplesitespoused.A“new”fieldofstudy,HolisticEducationwasborn.Weareeducators,parents,andcitizensfromdiversebackgroundsandeducationalmovementswhoshareacommonconcernforthefutureofhumanityandalllifeonEarth.Beginningwiththesewords,“Education2000:AHolisticPerspective”unfoldstoarticulatetencoreprinciplesoftheemergingfieldofHolisticEducation.There-printingofthesetwodocumentsnow,everybitasprofound,inspirationalandtimelyastheywerein1990,providesuswithauniqueopportunitytoreconnectwiththepowerfulvisionproposedbyafearlessgroupofvisionariesandscholarswhodaredtoimagineandarticulateaformofeducationforthenextstageofourevolvinghumanconsciousness.PaulFreedman,MAGoddardCollege.Paulhastaughtelementarygradesfor24years.HeistheFoundingHeadofSalmonberrySchoolinEastsound,WA.Paulco-DirectsTheHolisticEducationInitiative:www.holisticedinitiative.orgHealsoservesonthefacultyoftheSelfDesignGraduateInstitute.HeservedasContributingEditorforEncounter:EducationforMeaningandSocialJustice.HisTEDxTalkisentitled:“DeepEducation:Re-visioningTeachingandLearningforToday.”HealsoservesonthefacultyoftheSelfDesignGraduateInstitute.E-mail:dancingmonkey@rockisland.com

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1.RecentlyPublishedBooks

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TheConsciousClassroom

AMYEDELSTEIN

TheConsciousClassroom:theInnerStrengthSystem(TM)fortransformingtheteenagemindshowseducators,parents,andeveryoneconcernedaboutouryouthasound,illuminating,andupliftingwaytoeducateourkidstodayfortheirwell-beingintheworldoftomorrow.TheInnerStrengthSystemiscurrentlybeingusedbyoveradozenhighschoolsintheinnercityofPhiladelphiatosupportthousandsofteenstorealizetheirhigherpotentials.Inthisevidence-basedprogram,sheuniquelypairsthebestofher35yearsexperiencewithmindfulnesstoolswiththeartofsystemicanddevelopmentalthinking.Givenhowrapidlyourworldischanging,ourteensurgentlyneed

skillsthathelpthemriseaboveemotionalaswellaspracticalupheaval.Theguidanceofferedinthisbookgiveseducatorsboththeunderstandingandthetoolstoworkwithchallengingclassroomstoday.Itempowersteacherstotrainouradolescentswitheducationthatwillpreparethembothinwardlyandoutwardlytobewiseandcompassionatestewardsofoursharedfuture.

Fromhttps://press.emergenceeducation.com

2.CallforChapterSubmission

DearColleaguesandStudents,

Weareinvitingcurrentandrecentlygraduatedstudentstocontributetoanexcitingnewbookproject.

Contemplativeandmindfulnesspracticesarehavinganimpactonalllevelsofeducationandareincreasinglybeingtaughtastoolswhichcanbeusedtoaddressissuesinawiderangeofdisciplinaryareas.Consequently,asourstudentspursuetheircareerstheywillhaveanimpactonthemanypressingcriseswhichfaceustodayandseemprimedtorapidlyescalate.Thisanthologyaimstobringtheexcellentworkbeingdonebymanygraduatestudentsintheseareastoawideraudience.Inthiswaytheycanbegintocontributetoandshape

thefuturewhichistheirs.Pleasecirculatethiscalltoyourstudentsaswellascolleaguesandstudentswhowouldhaveaninterestinparticipating.

Theworksubmittedforconsiderationinthisanthologycouldbearevisedpaperforacourseyouhavetakenoranentirelynewpieceofwork.Pleasesubmitanabstractof500wordsnolaterthanJanuary1,2018.AddressittoSLCFanthology@gmail.com

Sincerely,

DeborahOrr,DepartmentofHumanities,YorkUniversityandMustaphaSafadieh,SLCFEditor***Note:Wecouldnotincludethefulldescriptionofthecallasitwastolongforthenewsletter.Pleaseusetheemailabovetorequestthefullinvitationtosubmit.

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3.ConferenceofInterest:

CALLFORPAPERSforthe16THINTERNATIONALCONFERENCEONCHILDREN’SSPIRITUALITYLavalUniversity,Quebec–CanadaonTuesday24July–Friday27July2018

QUESTIONINGTHERELATIONSHIPBETWEENCHILDREN’SSPIRITUALITYANDTRADITIONS

The InternationalAssociation forChildren’sSpiritualityand the facultyof theologyandreligioussciencesofLavalUniversity are pleased to welcome proposals for papers, workshops and short symposium from academics andpractitionersfromvariousdisciplines,whichengagewithchildrenandyoungpeoplefrombirthtoagetwenty,andaddresschildren’sspiritualityandtraditions.Theseinclude,butarenotlimitedto,thoseinvolvedinresearchandpracticeineducation,socialwork,healthcare,counselling,psychology,chaplaincy,religiouseducation,practicaltheology,theartsandhumanities.The conference will explore the ways in which children’s spirituality is conceived in and across cultures, howcultures influencespiritualities,andhowspiritualitymayaffectchildren’scultures.Theconferencewillprovideaninternational, inter-disciplinary and multi-cultural forum for those involved in research and development ofchildren’sandyoungpeople’sspirituality.Keyquestionsoftheconferenceinclude:

• Whatinfluenceschildren’sspiritualityandhowisthatinfluenceexerted?• Whyandundertheinfluenceofwhomdochildrendeveloptheirownsetofspecificvalues?• Inaworldinwhichchangesoccurataneverincreasingpace,wheredochildrenfindthe“markerbeacons”

onwhichtorefertoinordertobuildtheir(spiritual)identity?(Orcantheydevelopspirituallywithoutthosemarkers?

• Whichfoundationsareavailabletothem?• Howdoestransmissiontakeplace?• Whatisactuallytransmittedtochildren?

Pleaseconsultthecompleteversionoftheproblematic(below)forfurtherdiscussionofthetheme.Wealsowelcomeproposalsonwidertopicsrelatedtochildren’s,adolescents’andyoungadults’spirituality.Thetypesofpresentationsavailableare:

• Paper–25minutestalkwith20minutesfordiscussion;• Workshop–45or90minutepracticalworkshopwithaninteractiveprocess;• Panel–10-15minutebriefsbyeachofthethreetofivepanelistsdiscussingandansweringquestionsona

specifiedtopicforatotaldurationof90minutes;• Symposium–90minutepre-organisedsymposiumtypicallytwotothreepresentationssharingacommon

theme;• PosterPaper–atheoryorresearchpapertobepostedonaboardwithpresenter(s)availablefordiscussion

atspecifiedtimes•

Tosubmitanabstract,pleasecontactchaire.spiritualite@gmail.comforanapplicationformandreturntothesameemailaddress.Closingdateforabstracts:15February2018.Requestsforadditionalinformationmayalsobeaddressedtochaire.spiritualite@gmail.com

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4.ProgramAnnouncements

A. Investigations and Expressions ProfessionalLearning workshops offer educators an opportunity toexplore inquiry-based and Reggio-inspired learning forGradesK-6incollaborative,hands-onsessions.Tour the spectacular BSS Junior School and experienceReggio-inspired learning in action.Discuss strategies andscaffolds to make thinking visible and create richenvironmentsforlearning.Be inspired by classroom projects presented by BSSteacherswhoimplementinquiry-basedlearningwiththeirstudents.Joinusforoneorallthreesessions!

Where:TheBishopStrachanSchool,298LonsdaleRoad,TorontoWhen:October27,2017|February9,2018|April20,2018Time:10:00amto4:00pm(registrationfrom10:00to10:15am)Cost:$150foreducators,$100forstudentsforeachsession

Registeronlinenowatwww.bss.on.ca/news-and-events/investigations-expressions/FormoreinformationcontactNoreenLukatnluk@bss.on.ca

B.ExperienceGroove

WelcometoExperienceGroove.YoumayhaveheardtheexcitingnewsthatI'mnolongerwithTheGrooveEDGEucation!Ihavereturnedtomyroots,offeringTheGrooveExperiencecombiningmovement,creativity,playfulself-expressionandmostimportantly,humanconnectionwithafocusonwellness.Afterover10yearsasaneducationalleadergroovingclosetoamillionparticipantsacrossNorthAmerica,Iamthrilledtonowbeinspiringpeopleacrossmultiplesectors.

Investigations and Expressions Professional Learning workshops offer educators an opportunity to explore inquiry-based and Reggio-inspired learning for Grades K-6 in collaborative, hands-on sessions.

Tour the spectacular BSS Junior School and experience Reggio-inspired learning in action. Discuss strategies and scaffolds to make thinking visible and create rich environments for learning.

Be inspired by classroom projects presented by BSS teachers who implement inquiry-based learning with their students.

Join us for one or all three sessions!

Register online now at bss.on.ca/ieFor more information contact Noreen Luk at nluk@bss.on.ca

INVESTIGATIONS & EXPRESSIONSThinking, creating, learning together

Where: The Bishop Strachan School, 298 Lonsdale Road, TorontoWhen: October 27, 2017 | February 9, 2018 | April 20, 2018Time: 10:00 am to 4:00 pm (registration from 10:00 to 10:15 am)Cost: $150 for educators, $100 for students for each session

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GrooveExperiencesarecreatedfor:• Education:oursignatureepicGroovesessionsforK-12students,mindfulnesspractices,well-being,

staffprofessionaldevelopment,consulting• Recreation&SocialServices:customizableprogramsandtrainings• Workplace:teambuildingandwellnessexperiencesusingTheGroove• Presentations&SpecialEvents:keynotes,presentations,activations• Community:pop-upclasses,kidsbirthdaypartiesandadultcelebrations

Contact-https://www.experiencegroove.com

5.InterestingOnlineResourcesandWebsites

A.JapaneseHolisticEducationWebsiteThisJulywereceivedarequestfromanewlyestablishedJapaneseSocietyforHolisticEducation/CaretoincludeourNewsletterontheyweb-page.WearedelightedthatwehavereachedacrossthePacific.Unfortunately,thereisnoEnglishpageatthispresentmoment. Hereisthewebsite:JapaneseSocietyforHolisticEducation/Carehttps://www.holistic-edu-care.org

B.HolisticEducationInitiative

HereisthewebsiteofanewinitiativeleadbyPaulFreeman.TheHolisticEducationInitiativeisanon-profitorganizationthatworkstospreadandintegratethepracticeofholisticeducationbycreatingopportunitiesforpeopleandschoolstoconnectwithoneanother,tolearnmoreaboutholisticeducation,andtodeepenthepracticeofholisticeducationvisittheirwebsiteathttp://www.holisticedinitiative.org

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6.CallforSubmissions

A.SpecialEditionoftheHolisiticEducatorSpring2018Newsletter

CallforPapers

FortheSpring2018Newsletter,wewouldliketofeatureCommunityLearningthatgoesbeyondhomeschooling,andprivateorpublicschools.Manyofusparticipateinourcommunitythroughgroupsthathaveformedaroundspecifiedactivities.Forinstance,someofyoumightplayinacommunityband,orplayinaukulelegroup,orhavejoinedaknittingoraquilter'sgroup.Maybeyouarepartofasportsteamoravolunteergroup.Ifyouparticipateinsuchagroup,wewouldappreciateashortdescription(250-500words)thatreflectsonthegroup'sinteraction,itsvaluetoyouasalife-longlearner,anditspowertosustainyourhappinessandwell-being.Pleaseidentifyyourcommunityandthenameofyourgroup,ifithasone.PleasesendthesetousbyearlyMarch2018.

B.OurRegularCallforPapers

TheHolisticEducatoristhenewsletterfortheHolisticLearningandSpiritualityinEducationCommunityofEducators.Itispublishedbi-annuallyinanelectronicformatandaddressesissuesofinteresttoourcommunitymembers.Wewelcomescholarlycontributions,bookreviews,andprofessionalannouncementsfromourmembersonanyaspectofholisticeducation.Ifyouwouldliketosubmitanessayorarticleofabout3000wordsorlesstobeconsideredforpublicationinthenewsletter,oranyannouncementssuchascallforpapersorpromotionalmaterialforprograms,pleasesendanelectroniccopytoGaryBabiuk,gary.babiuk@umanitoba.caORtoSusanA.Schiller,Schil1sa@cmich.edu.Forscholarlywork,pleasefollowMLAorAPAstyleandincludeaworkscitedpage.Besuretogiveyourinstitutionalaffiliationandallcontactinformation.

7.InfluentialReads

Wearestillacceptingsubmissions.ThiscolumnintheNewsletteroffersareviewofbooksthathavesignificantlyinfluencedthecontributor’sthinkingoveraperiodoftime.WehopetomakethisapermanentfeatureoftheNewsletterandinviteyoutosenduptofivetitlesofbooksthathaveimpactedyourlife.Pleaseprovideanannotationoftwoorthreesentencesthatwillinformourreadershipofthebook’scontents.Youarenotlimitedtobooksabouteducation.Wesimplyaskthatyourchoiceshavebeenimportantinshapingyourlife.PleasesendyourreadinglisttoSusanA.SchilleratSchil1sa@cmich.edu.

8.GrowingourCommunity

Wecurrentlyhaveapproximately150memberswhoreceivethenewsletter.Wewouldliketodoublethisnumberoreventripleitifpossible.Thisgoalmaybeeasilyachievedifeachofyourecruitsoneortwopeoplewhoshareourinterests.Pleasesendusemailaddressesoffriendsorcolleagueswhohaveagreedtoreceiveournewsletter.Wewilladdthemtoourmailinglist.Let’sgrowourcommunity!

SpecialNote

TheeditorswouldliketothankTrudyBais,TechnologyAdministratorintheFacultyofEducationattheUniversityofManitoba,forherassistanceinformattingtheHolisticEducatorNewsletter.ThanksTrudy,thisbouquetisforyou.