In what ways can schools be
considered communities? And what do I mean by calling them, “embryonic?”
We have a diverse set of
readings this week--readings that cover the ground of professional learning
communities for teachers, and small learning communities for students. We
consider green schools and Finnish schools. Yet we also come across that most
classic of texts by John
Dewey, The School and Society. It
is from Dewey that I borrow the phrase, “embryonic communities”--it is embedded
in the quote that I used to launch the course syllabus and my own blog.
I talked in my last blog post
about communities as tools for the management and organization of classroom
life, as means through which we learn, and as desirable ends in their own
right. This week, I’d like to extend that thinking by hi-liting for you some of
the exciting work that is happening across the U.S., and globally, in terms of
transforming schools into “embryonic communities.”
When Dewey talks about
schools as communities, he is talking about making the school a site of
production. Right now, many of our students live a life of consumption: They
consume not only the products they are sold through the media, but the
knowledge that is handed to them in textbooks and other formal curricular
materials.
Consuming is not bad. But
even a basic economics course will show you the need to produce as well--goods,
service, and knowledge. Consumption without the ability to produce leads to
bankruptcy, both financial and spiritual.
Dewey’s insight, developed at
the
University of Chicago Lab School--which he founded and helped run, with his
wife, Alice, as the principal--was that “occupations” are the place where the
needs of society and the talents of individuals come together. As such, they are
important sites of authentic learning.
Now, Dewey was against the
division of technical and liberal learning. He saw the two as intimately
related, and best learned in tandem. So I don’t want you to think just about
shop or home economics (as valuable as those classes are) or other forms of
vocational or life-adjustment education. No, Dewey viewed these courses as sites
for the most rigorous liberal education one could acquire.
The insight comes from the
realization that all knowledge was once an experience had by someone,
somewhere. What inquiry does (both scientific and humanistic) is record the
conditions under which the experience was had, in hopes of making it
understandable, even replicable. If we view knowledge as potential experiences,
ones that are shorn from their context, and given a logical organization, then
it becomes our jobs as teachers to re-integrate that knowledge back into the everyday
contexts of the world. Children can come to see the roots of knowledge in the
everyday world.
Now good teachers have always
done this. But Dewey tried to take this to a wholly other level. Look at this
picture. Even today, this looks quite radical to me. I encourage you to read
up on the Dewey Lab School at some point, or even just to search for
pictures of the classroom on the web.
Dewey thought about the
school as a site of production. Students learned French in the kitchen, biology
in the garden, and mathematics in the shop. They learned history as they
attempted to shear sheep and use the wool to weave clothing (history, for
Dewey, was the study of how people supported themselves and their communities).
This is a quick sketch, and,
of course, not completely accurate. The students in Dewey’s school spent time
on subjects in isolation, and with a practice or drill approach. But the point
was always, as much as possible, to return knowledge to its life roots, and to
put it into an authentic context. It was to have students engage in the
activities of the community, (re)solve the problems that the community
faced--but all in simplified conditions, under the direction of adults. It was
this simplification and guidance that led Dewey to call the school “embryonic.”
There is much exciting work
today that draws upon this heritage. Indeed, the projects
of Emily Pilloton, discussed in cycle 2, fit this mold well. Additionally,
I would like to call attention to the work of garden educators all over the
world, but in particular, to the amazing work of Alice Waters and the Edible
Schoolyard project--where students grow and prepare food for the Berkeley
School District. To my mind, this is a model of what the future of
schooling can and should look like. Such projects enrich the child, the
teacher, the school district, and the Earth. In this time of rising concern
about childhood obesity and food safety, we could not ask for more.
Another project I’d like to
hi-lite, and there are many exciting ones I could point you to, is Youthville Detroit. Unfortunately,
this is not a public school, but is rather a space viewed as “enrichment.”
Perhaps this type of learning space is too radical for some?
In any case, the idea is
simple. Bring talented adults from the community together with kids, and let
them work on socially-valuable projects in a safe and caring space. Consider
this partial list of projects for the kids:
Robotics
& Engineering
Introduces students to real-world engineering challenges by building and programming robots.
Peace Project
Leadership group that engages youth in anti-violence initiatives, community service projects, media projects and events that promote peace and community building.
Broadcast and print journalism
Members learn to write and produce stories that are aired on local TV, radio and YouTube.
Computer technology (graphics, animation, cartooning, game strategy and website design)
Working independently and in small groups, youth develop skills in graphic design, create web sites and personal web pages using Macromedia Dreamweaver and learn how to modify computer games using strategies, game development, and computer gaming skills. In addition, participants learn how to draw anime\manga using Wacom tablets to develop their own comic book series and short animated film for play on DVD and CD-ROM formats.
Digital photography
Participants learn to use Adobe® Photoshop® Elements software for Windows® and Mac to edit, enhance, organize, and share photographic images.
Entertainment production (Video and TV)
Members work in a state-of-the-art production studio learning about writing, producing, interviewing, on-camera talent development, directing, lighting, studio and field camera use, video editing, audio production and more using the same equipment as industry professionals.
Music technology
Youth learn to create music using professional software programs.
Ceramics
Hands-on instruction in a ceramics lab learning ceramic techniques and creating various projects.
Fashion Design and Runway Modeling
Aspiring fashion designers and models explore their talents and creativity, learn about trends in the fashion industry and are introduced to careers in fashion, entrepreneurship, and retail marketing.
Mosaic First Stage Acting
Young artists are introduced to Mosaic Youth Theatre's brand of high-energy, high-standards, empowering and inspiring acting training.
Spoken Word Performance
An in house collective of aspiring poets, storytellers, and song writers.
Archery
Instruction on shooting techniques, safety, points of archery, and information about the history of archery and how to compete in tournament play. Youth have the opportunity to compete on a Junior Olympic Archery Team.
Introduces students to real-world engineering challenges by building and programming robots.
Peace Project
Leadership group that engages youth in anti-violence initiatives, community service projects, media projects and events that promote peace and community building.
Broadcast and print journalism
Members learn to write and produce stories that are aired on local TV, radio and YouTube.
Computer technology (graphics, animation, cartooning, game strategy and website design)
Working independently and in small groups, youth develop skills in graphic design, create web sites and personal web pages using Macromedia Dreamweaver and learn how to modify computer games using strategies, game development, and computer gaming skills. In addition, participants learn how to draw anime\manga using Wacom tablets to develop their own comic book series and short animated film for play on DVD and CD-ROM formats.
Digital photography
Participants learn to use Adobe® Photoshop® Elements software for Windows® and Mac to edit, enhance, organize, and share photographic images.
Entertainment production (Video and TV)
Members work in a state-of-the-art production studio learning about writing, producing, interviewing, on-camera talent development, directing, lighting, studio and field camera use, video editing, audio production and more using the same equipment as industry professionals.
Music technology
Youth learn to create music using professional software programs.
Ceramics
Hands-on instruction in a ceramics lab learning ceramic techniques and creating various projects.
Fashion Design and Runway Modeling
Aspiring fashion designers and models explore their talents and creativity, learn about trends in the fashion industry and are introduced to careers in fashion, entrepreneurship, and retail marketing.
Mosaic First Stage Acting
Young artists are introduced to Mosaic Youth Theatre's brand of high-energy, high-standards, empowering and inspiring acting training.
Spoken Word Performance
An in house collective of aspiring poets, storytellers, and song writers.
Archery
Instruction on shooting techniques, safety, points of archery, and information about the history of archery and how to compete in tournament play. Youth have the opportunity to compete on a Junior Olympic Archery Team.
Our schools do already provide many of these same
opportunities. So the point is not that most elementary or high schools are
doing a bad job. No!! My point is simply that we have the means within our
grasp to make schools into spaces that more resemble true communities, if one
or two teachers can come together, with an inspiring principal, and a few community
members. That’s all it took to start the Edible Garden!
So I hope, when you return to
school in the fall, you will devote some time to thinking about how you can
mine your community as a site for the learning of your students.