Educational Techniques

Our current ideas on education (see below for resources that helped shape our beliefs) are flexible and do not reject current teaching strategies, but rather seek to broaden the horizons of education and allow for a more diverse and functional cohort of students to achieve success in a broader range of subjects than traditional educational institutions can allow for.

Integration of positive and developmental psychology

We believe that aspects of developmental psychology could be integral in approaching education, especially where cognitive and emotional development interfere with with a student's ability to engage with certain areas or methods of study (relevant resources will be added to this site in time). Positive psychology is a field that allows us to bring, with a level of certainty, greater well-being to students and staff alike through simple practices of thought and and basic understanding of psycho-biology and the power of positive thought (resources available below and in resources section)

- Focus on student autonomy

We will operate under the belief that, even if students are unsure of what they would like to do later in life, they should be allowed a greater level of individual autonomy over their learning career, as in University structures, as this will give them more responsibility over their own education from an earlier age.

Focus on sustainable patterns of living

Cohorts graduating from an educational community such as the one we propose and advocate will be well equipped to deal with a world on the brink of ecological collapse. They will be resourceful and sustainable, as they will have been educated in these practices throughout their entire school career, and they will therefore be in a stronger position to take on the responsibility of environmental degradation from a younger age than our generation could have hoped.

Cultivation of body awareness

Use of body-awareness practices, such as yoga, qi kung, massage, and martial arts (as examples) can help to stimulate students both  physically and mentally, making them more alert during class, and more aware of their own physical needs (e.g. fitness/nutrition) in general.

Facilitating an environment in which students can discover their ‘element’ (the place at which passion and talent coincide)

Essentially self explanatory. See Sir Ken Robinson's writings for more information (some of his links are listed below).

Developing a space in which life skills can be learned and practically utilised, specifically in terms of sustainable practices, health, cooking, design, etc

We essentially hope to have a site (min 100 acres) large enough to accomodate all the facilities we need to educate in every area that has been mentioned above. This will include general skills such as cooking, building, gardening, and utilising online services to do things such as banking, paying taxes, applying for jobs, networking, etc.

Opening education to ancient knowledge and practices, such as yoga and meditation, in order to cultivate health and cultural sensitivity

Current research suggests that these practices can and will yield measureable physical, mental, and emotional responses in those who practice them regularly. It would be irresponsible to ignore these findings in the structure of an educational system, as they have been for so long.

Working with indigenous communities to raise awareness about Aboriginal culture and practices that are being rapidly lost -

Outreach to indigenous communities is vital as our ideas begin to spread and become more accepted. We would ultimately love to have a strong and well governed indigenous sector that can help young Aboriginal's to reconnect with their traditions and their history, in a safe and constructive environment that honours many long-lost values of Pre-Colonial Australia.

Creating opportunities to study alternative medicines, advanced sciences, survival skills, building skills, farming and permaculture/aquaculture, and home economics pre-tertiary education, and on site with full resources for practical application

Not limited to school education (TAFE-like courses available under blanket organisation). These will be offered as higher-school electives in years 10-12, and will also be offered to the public as TAFE courses, potentially allowing students to mix with a variety of different people attending singular courses for interest's sake. This encourages networking and also encourages a more adult learning environment for later years of education.

Multiple intelligences as a main focus

See Gardener's Multiple Intelligences for more information - we will utilise these theories, along with our own to assist a more individuated approach to learning (playing to student's strengths!)

Archetypal studies

Looking at archetypes in collective human consciousness as templates for personality traits, this helps us to recognise and embrace both light and dark qualities of human nature, within ourselves. (More info coming soon!!)

Cultural Class as a contributor to success

Education has lost its sense of class (in the classical sense), primary schools are more like prisons than institutes of high-standard education. A more 'aristocratic' approach to education may help  promote increased attention and attendence and a greater likelihood of students moving on to post-tertiary education. (More info and documentation to come!)

Education as a birthright of humanity!

Ideas for Structure

Group students by ability rather than purely age (some necessity for age restrictions – possible 3-4 year groups)Allow for freedom of elective subjects at an earlier age. Furthermore, allow students the opportunity to structure their learning in a way that suits their current interests, but maintain strict stipulations for what must be completed by certain stages of their education as this will give them broad deadlines and greater autonomy. Not too complicated. Kids are smarter than you think.

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