THE PROPOSAL

 A HOME OF LEARNING

FOR OUR CHILDREN

Natural curiosity and thirst for knowledge - A sense of wonder and beauty in nature, these are gifts that all children are born with, unfortunately it soon becomes submerged beneath the influence of television, computers, consumerism and hours spent in a classroom being taught and lectured on topics that hold little interest for them.

Education has very little to do with knowledge, it has to do with the gaining of wisdom through experience.  We need to stop teaching children what to think and instead teach them how. How to find things out for themselves and to trust in their own judgement and answers. As we begin a new Century, humanities' survival will rely upon our knowledge and development of living by ourselves and living together, an enterprise that raises us all above the differences of race, class and culture since Earth is our shared home. There is an urgent need to create a sustainable world for not just our own children but future generations. It is our responsibility and duty to set this wisdom in motion and it must begin now in the classroom with the blinkers being removed and kept off the eyes of our children.

Young minds need to be opened to the systems that connect them to the principals of ecology in nature and in their communities, and it also needs to be taught out in the 'field' rather than purely confined to a classroom. Through agriculture, gardening, wildlife and community projects, children can enhance their inherent sense of wonder and place, which is the grounding they need to become compassionate, responsible members of the community and respectful caretakers of this planet - to want to protect something, to love and respect it. They need to be given the tools and skills to achieve their goals, to learn how to communicate, investigate, organise, research, understand financial structures of the world, and release the limiting fear that one person can do nothing to change existing conditions within the environment, business, industry and technology.

Think about this; knowledge is easily lost - wisdom is never forgotten. Rather than provoke childrens resistance against their natural inclination to learn new things, teachers can bring out naturally what is within every child, instead of forcing that which is unnatural. Passionate and caring teachers are needed who can nurture this innate desire for the children to learn on their own terms and encourage the fascination with the magic of nature, its trees, water, animals and landscapes. This love can then be turned into an ecological literacy and a desire to improve earth's present condition.

If such teaching is to be successful, it needs to be integrated on an equal level with an existing conventional curriculum - and be much more than a token acknowledgement for planetry awareness. However, proof of a workable alternative is required before this will happen and it will need to be convincing enough to the various educational bodies in authority at present. A solution would be a high profile prototype school - a blueprint for others to follow.

Four concepts are vital as a base from which all other subjects will lead. They are;

• Awareness

• Responsibility

• Common Sense

• Honesty

These concepts can easily be integrated into every subject from science to art. Listed below are new variations on more traditional subjects. Obviously traditional subjects will also be taught.

SCIENCE, MATHS & TECHNOLOGY. The study of all related subjects within the context of finding practical, sustainable and non-damaging ways to improve quality of life for all social groups global-wide. The importance of using todays knowledge of the energies governing the planet and of our universe to help make societies' industries safer, cleaner and healthier for the planet and every living species on it. Pupils will conduct relevant experiments, and undertake useful projects where learning and experience are combined for a successful result.  Mathematics and metaphysics are exciting subjects, full of the mystery and magic of life itself, this can easily be passed on to an eager child by an enthusiastic and knowledgeable facilitator.

ENGLISH & LANGUAGES. The prime language will be taught as soon as the pupil is ready to recieve it, preferably from day one, but it does't always work that way. Some crave it later on in a few years time and as such then superseed their peers twofold. Teachers will be available for all ages and will facilitate those languages as reqiured.

COMMON SENSING.  The ability to 'suss' the answer/solution, to know the truth of a situation or how to do something. We usually are born with this skill and yet it quickly atrophies if unused, often because adults unwittingly insist on answering for children which creates dependence on others.  Common sensing excersises are great fun, important, and self-validating - they form one of the cornerstones of our school's overall philosophy. Self trust - faith in Self.     

MAINTENANCE & LIVING SKILLS. These lessons will encompass learning the practical skills of food preparation, cooking and housekeeping, budget management, the care and respect for property in the form of simple repair works, woodworking, metal work, plumbing, electrical appliances and household wiring and heating systems. These are things that we all have to deal with on a day to day basis, whether we do them ourselves or pay someone else to do them for us. These things need to be addressed so that the pupils go out feeling confident either in their own abilities to cope with them themselves, or at least in thier ability to assess the quality of the work that they will have to pay to be done for them.

HISTORY. Emphasis in these classes will focus on critical thinking of the relevance of past civilisations and evolutions, for people and societies in the present. By looking back closely to the times of ourselves and the great ancient cultures like the Sumerians, Mayans, Anunnaki and Egyptians, and the nomadic, hunter-gatherer tribes past and present, pupils will gain valuable insights of a useful nature relating to socio-economic, technological, political, spiritual and philosophical arena's. What mistakes were made that we could avoid now?  What is the larger story of evolution, the big picture and the possible futures that may be created by mankind as it evolves further? They will look at the causes & instigators of conflicts both past and present in terms of wars and strife, to try to understand how to prevent them happening again through learning conflict resolution techniques.  Releasing historical limitations holds the key to preparing the future. 

ECOLOGICAL STUDIES. Gardening, new and old sustainable agricultural techniques - the till-free organic growth, management and harvesting of produce, storage and preserving - from seed to table. The preservation of the land in balance with cultivation and industry. The protection of woodlands, coastlines, marshes and the species of wildlife who share these habitats.  Plenty of hands-on grounding outdoor activities including creating beautiful gardens. Children need to know the bigger picture, they need to learn for the sake of their descendants how to keep the planet they live on and the air they breathe functioning efficiently using all the harm free methods available, as well as being encouraged to develop new ones.

GEOLOGICAL AND ATMOSPHERICAL HISTORY is a new subject worth studying if we are to gain the upper hand on future natural disasters. Searching ancient scrolls and translations for relevant information regarding weather patterns, astronomical records, earthquakes and so on and comparing them with modern day data will give comparisons to help in this. Looking at practical ways to survive uncomfortable physical situations in the modern world may help in the future.  Finding out how our ancestors dealt with catastrophe gives history a real purpose.

BOTANY, HERBOLOGY and HEALING ARTS. The study and practical use of plants grown by themselves from a healing, health and nutritional perspective. The subject would also involve learning about, researching and also the practice of the myriad of holistic methods.PHYSICAL EDUCATION. We intend to include as many out-door pursuits as possible, team games, ball games, riding, swimming, gymnastics, dancing, sailing, martial arts, yoga, cross country chases, and any other fun, physical activity that we can come up with.

SOCIAL SKILLS & CLASS PROJECTS. These will play a very important role in the development of the pupil's sense of community and group co-operation when working towards a common goal, particularly if it is a project they feel is worthwhile and captures their young imaginations. Diplomacy, leadership, delegation, financial organisation and good communication skills, a child will learn all these qualities and more when given responsibility to undertake an important mission. The shared pride in the success of a venture through team-work, particularly one in which children are able to take the majority of credit for, is a powerful lesson to learn in terms of self-confidence. The pupils come away with the real knowledge that if something needs changing for the good -  IT CAN  BE DONE.

ALL MEDIUM ARTS, DRAMA & MUSIC.  Artistic Creativity is essential in any school curriculum, we intend promoting both creative and academic skills. We will be using traditional materials, watercolour, oil, pastel, etc., together with those produced on site ( wood, earth pigments,hemp paper, cloth etc.)  Acting, playwriting, mime, improvised theatre, dance and movement skills, in fact any and all expressions through the body that promote wellness and happiness.  

Artisic creativity in whatever form creates essential balance and grounding when addressing the holistic care of a child. Even those children passionate about an academic, scientific or computeristic field need the personal balance gained from artistic creativity of some form, be it creating a garden, dramatics or dance.  Music particularly works on many levels, the listening and playing of instruments being only one.  Exploration of the inter-relationships between the science of music with nature, human biology, colour and mathematics helps others.    

SPIRITUALITY.  Mostly for the elder children but on a simpler scale for the younger ones,, this subject would encompass trying to learn about the essential truths, the common denominators of all religions and belief systems of humanity, past and present. Following the teachings of the many masters, the Universal Laws etc, pupils will understand the purpose and realities of such teachings in their daily living.

MIND POWER & EXTRA-SENSORY FACULTY DEVELOPMENT. These abilities are within the capabilities of every human being. Developing them is a serious responsibility both for the tutor and the student. Those children who are particularly gifted in this area will find themselves in an environment where their skills are understood, carefully developed from a love-based intent, and accepted within the joyful Earthlight School atmosphere.

A School that is thriving and for the past thirty years been successfully helping children to want to continue learning, is the Sudbury Valley School in Massachusetts, America. www.sudval.org/svs/books.html.