THE CHALLENGE
The way we define education is too small for what we are capable of. The current Western educational model privileges linearity, preservation, and uniformity and perpetuates unsustainable values that are now globally pervasive. From this design, practices emerge like standardized testing that promotes norming, a lack of creativity and adaptability, and uninspired learning environments that drain educators and learners. Further consequences exist like a disconnect between learners and their communities, very few practices that foster healthy identity formation, and teaching methodologies that further a disrespect for the individuality of each learner and educator.
The current model can be slow to change, with innovations addressing the symptoms of a faulty foundation, rather than the stifling principles at the center of the design. We must redefine the purpose and practices of education and have the courage to go straight into the center of the design and reorient ourselves.
Education is not a stagnant thing. It is an intergenerational community where we determine what knowledge, skills, and ways of being are important enough for us to embody and pass down. What we have determined is most important to pass down to our youth through what we are calling education is alarming. For things to be radically different in this world, we must do something radically different. Placing vitality, the source of Life at the center of design is unfortunately, radically different; and if vitality does not have a culture to sustain it, it won't thrive.
The photo on this webpage was created by Springhouse learners and the Beehive Design Collective. Several years ago we collaborated on a project exploring how teens nationwide felt about their educational experiences. From that data, this mural was created.
The way we define education is too small for what we are capable of. The current Western educational model privileges linearity, preservation, and uniformity and perpetuates unsustainable values that are now globally pervasive. From this design, practices emerge like standardized testing that promotes norming, a lack of creativity and adaptability, and uninspired learning environments that drain educators and learners. Further consequences exist like a disconnect between learners and their communities, very few practices that foster healthy identity formation, and teaching methodologies that further a disrespect for the individuality of each learner and educator.
The current model can be slow to change, with innovations addressing the symptoms of a faulty foundation, rather than the stifling principles at the center of the design. We must redefine the purpose and practices of education and have the courage to go straight into the center of the design and reorient ourselves.
Education is not a stagnant thing. It is an intergenerational community where we determine what knowledge, skills, and ways of being are important enough for us to embody and pass down. What we have determined is most important to pass down to our youth through what we are calling education is alarming. For things to be radically different in this world, we must do something radically different. Placing vitality, the source of Life at the center of design is unfortunately, radically different; and if vitality does not have a culture to sustain it, it won't thrive.
The photo on this webpage was created by Springhouse learners and the Beehive Design Collective. Several years ago we collaborated on a project exploring how teens nationwide felt about their educational experiences. From that data, this mural was created.