"What do we want our children to be like? Think of that child, that teenager, that young adult and describe them. What words do we use? ... What do our children want to be like when they are 25? How would they describe themselves? Are they content with an education system which at times seems more designed to sort, test, and label students than develop, educate, or prepare them?"—"In Support of the Whole Child," The Huffington Post, 2012
We live in a global economy that requires our students to be prepared to think both critically and creatively, evaluate massive amounts of information, solve complex problems, and communicate well. A strong foundation in reading, writing, math, and other core subjects is still as important as ever, yet by itself is insufficient for lifelong success. For too long, we have committed to time structures, coursework, instructional methods, and assessments designed more than a century ago. Our current definition of student success is too narrow. It is time to put students first, align resources to students’ multiple needs, and advocate for a more balanced approach.
If the child were truly at the center of each educational decision, what would that look like? Would we
- Create learning conditions that enable all children to develop their fullest potential?
- Enable children to reconnect to their communities and their own diverse learning resources?
- Deeply engage each child in learning?
- Integrate all the ways children come to know the natural world, themselves, and one another, so that they
4-15-14 The Whole Child Blog — Glowing, Growing, and Getting Back to the Real Basics
The Whole Child Blog — Whole Child Education: THE WHOLE CHILD BLOGGlowing, Growing, and Getting Back to the Real BasicsApril 15, 2014 by Whole Child PodcastDownload Podcast Now [Right-Click to Save]In this era of school reform, turn around, and educational change, it is easy to overlook the basics of why we educate and what we want for our children. These aren't the typical basics—reading, 'riting