Insight and inspiration in turbulent times.
Despite the fact that I am recommending shorter school days and fewer subjects, I am convinced that reading aloud should be a big part of every class plan.
Reading and writing are a fundamental part of the curriculum, and have been for many centuries, we know that; but we forget how unnatural they are.
I outlined earlier the essential elements of human beings: we’re physical, cultural, social, linguistic, spiritual, and mortal. If an education system were designed to educate real human children, with all of those capacities, it would look different from our current one.
We have to undo our whole way of thinking about education. The process may be unsettling, but the results will be worth it. Join me for the next few weeks as I pick apart the things many people take for granted in our schools.
What I’ve learned is in these band hunter gatherer cultures, children play. They are free to play all day long. There’s no such thing as anything like school. There’s no sense that it’s the adults job to educate children. Children learn on their own and they learn in play. They learn by watching, observing, and incorporating what they see in to their play. That’s how children are designed to grow up.
We need a form of civilization that co-exists with the nine million other species of life on this planet. We need a form of civilization that is socially just and does not equate human happiness and well-being with the endless consumption of material goods. The modern university, as it is currently configured, stands in the way of creating this form of civilization. Rethinking civilization requires rethinking higher education.
The Children in Permaculture Manual has been written by people who not only see the world through the permaculture lens, but also know exactly how, through thoughtful pedagogy, children can be engaged to see through this lens too.
The classical university was based on the unity of research and teaching; the modern university has been based on the unity of research, teaching, and practical application. I believe that the current historical moment, with one civilization ending and dying, and another being born, invites us to reconceive the 21st-century university as a unity of research, teaching, and the praxis of transforming society and self.
If we are moving away from this old form of political education – filling empty containers with the ‘right’ knowledge or ideology and policing those ‘right answers’ – what then are we actually trying to do?
Rather than the neoliberal image of the school as business and ‘exam factory’, the image of the common public school is as a public space and public resource, a place of encounter for citizens of all ages where they participate together in projects of environmental, social, cultural, political and economic significance.
At the very least, critical pedagogy proposes that education is a form of political intervention in the world and that it is capable of creating the possibilities for social transformation.
No textbook for the new foundation course exists – which is probably just as well. The course is better thought of as a journey, than as a body of knowledge.
To me one of the most important things is mental sovereignty, is that you really think for yourself rather than be made small, be made constrained, by the narrowness of the dominant culture.
