|SPRINGHURST QUARTERLY - PAGE 2|
A Publication of Springhurst - The Whole Child School
Volume I - - - - - - - Issue 1 - - - - - - - - Autumn 1996
of the puzzle can be organized by six elements: Demographics, Environment, Patterns of Action, Perceptions of Reality, Systemic Relationships, and Time.
We believe that to provide an equal education for all students, we must not try to make them all equal but provide each individual with an equal opportunity to rise to their own ability. There is no 'ceiling' on learning at Springhurst.
In A Study of Reality, Brady writes, "The purpose of education is to expand understanding of human experience. We experience holistically, seamlessly, every part of it relating in some way to every other part.
"Sadly, because the traditional curriculum 'tears reality apart' into disciplines, courses, and subjects, it fails us and our students in the most fundamental sense possible. We accept the present curriculum because it's all we know. We teach the content of that curriculum unquestioningly because we consider it important, but we consider it important primarily because it's what we were taught."
Mr. Brady has developed a holistic curriculum for adolescents and adults. He will be collaborating with Seth! to continue to develop a curriculum for younger learners.
Under the guise of change and reform, the same old laws, curricula, and systems are reintroduced in new packaging. In Goals 2000 legislation, the United States Congress confirmed that students are to "be prepared for responsible citizenship, further learning, and productive employment in our Nation's modern economy." This does not sound like change, leadership, or even stewardship. Why? Because while on the one hand we want change, on the other hand we are setting our watches from our parents' clocks. In so doing we are leading ourselves down a dangerous path. Can we turn back? Can humankind change course midstream? Thomas Kuhn writes that scientific paradigms are changed only through scientific revolutions. What will it take to change our way of thinking, our way of learning, our way of life? Our best hope is truly innovative education.
However, the present curricula are framed within the dominant ideology. This is an unlikely way to find solutions. As Marion Brady is fond of saying, a fish is the last one to discover water. And as bad as the contemporary general curriculum is for most students, it's even worse for the gifted. The expectations are too low, the disciplines too distinctly isolated, and there aren't any mechanisms in place for change. To us this does not seem like a good way to educate. The goal of Springhurst is twofold; start a school for gifted learners, and devise a new general curriculum _ a curriculum that challenges students to find new perspectives for old problems, new ideas, and future generations.
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