Inspiring: Reimagining Education News Articles
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Students who are misbehaving are usually taken out of class and sent to the principal, who punishes the child by revoking privileges, calling home or sometimes suspending them. But students in some Baltimore schools are sent somewhere different when they are acting out: a designated meditation room where they can calm down and decompress. The Mindful Moment room is equipped with bean bags and dim lighting, and students go through calming exercises with trained staff. At Robert W. Coleman Elementary School, teachers and staff can refer students to the room for an emotional “reset” when they are worked up. The student is led through breathing exercises and is encouraged to discuss the emotions that led to an outburst. They work with the adult to come up with a plan to use mindfulness in a similar situation in the future, to prevent an outburst. After about 20 minutes in the room, they rejoin classmates. Students usually show “visible signs of relaxation and emotional de-escalation after guided practices” in the room. The program also includes a “Mindful Moment” twice a day, which leads students in breathing exercises for 15 minutes over the PA system. Students can also participate in yoga classes. It has drastically reduced suspensions, with zero reported in the 2013-14 school year. The program has also been implemented with older students, including those at Patterson High School, [which] has also seen a decrease in suspensions both in the hallways and in class.
Note: For more, see this webpage.
When Sean Tevlin discovered The Group School (TGS) in the 1970s, he found “a much needed safe space.” A struggling teen who had dropped out of public school and battled math anxiety, he arrived at the converted industrial garage on Franklin Street in Cambridge, MA with little self-confidence after a learning disability diagnosis. But at TGS, teachers engaged with him, patiently tutored him and rekindled his love of reading. “It opened me up mentally and emotionally,” Tevlin reflects decades later. TGS, known simply as “The Group” to its students, was unlike any public or private school. Between 1971 and 1982, more than 600 students like Tevlin graduated from this freewheeling schooling experiment, which combined radical democracy, intensive arts programming and a philosophy that embraced students' working-class background. The students embraced it: A school free of tuition, grading systems and hierarchy, driven instead by community meetings and collective governance. The Math Survival Skills pamphlet, designed for students who believed they “couldn't do math,” ... lays out the central principle that embodies the school spirit: “The essential thrust of The Group School approach is the empowerment of the learners. We attempt to begin with and build on the strengths and skills of the students, to help them learn new skills and develop competency in areas in which they feel inadequate or insecure, to counteract the traditional ideology that leads them to turn their anger and despair inward and to blame themselves.” Special ed teacher Rosalie Fay Barnes recently showed the website and parts of the 1971 documentary to her students at Berkeley High in Berkeley, California. She was surprised at the enthusiastic reactions. “Numerous students said, 'Let's do this!' i.e., let's start our own school.” When she asked what students needed, she was startled to hear their responses. “Some students wanted more work, more writing, more reading. Many of my students asked me for more.” Since showing the video, “the main thing that shifted is our relationship. I no longer feel like the enforcer of the rules, but the facilitator of a learning journey.”
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Kolle 37 is not your usual kind of kids’ recreation space. This 4,000-square-meter, anarchic adventure playground in the heart of Berlin’s central Prenzlauer Berg neighborhood is like the love child of a Wes Anderson set designer and a steampunk doorman at the city’s infamous Berghain nightclub. Also known as the Adventurous Construction Playground Kolle 37, this unconventional educational space allows children to build — or, indeed, destroy — structures as they see fit. (Parents can enter only one day a week, on Saturdays.) Kolle 37, which started in 1990, is open to children between the ages of six and 16, and offers a rare space for unaccompanied play and so-called “free-range parenting” — moms and dads are asked to give a cell phone number and leave the site promptly. The playground, which receives funding from Berlin government authorities, also offers practical courses such as pottery, blacksmithery, archery and handicrafts, and has a space for music practice. Weekly meetings are held among the kids to discuss rules and problems, with a system of cards used for behavioral issues. Yellows serve as warnings and reds mean a child must leave for the day, for example if they hurt someone or stole something. “They run everything,” says [social workert Marcus] Schmidt. “If the government or officials visit, the kids give the tour. There’s an equal relationship between children and adults here. This is a really, really special place.”
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A violent week of fistfights at a Louisiana high school led to the arrests of at least 22 students last month. So a group of concerned fathers decided enough was enough. They formed a volunteer group, Dads on Duty, and began roaming the halls of Southwood High School in Shreveport to calm students, spread positivity and keep the peace. So far it's working. The group of about 40 fathers, wearing Dads on Duty T-shirts, patrol the campus every weekday on different shifts, working as community leaders and liaisons. Since they started the initiative, there's been no fighting at the school. "I immediately knew that [this violence] ... isn't the community that we're raising our babies in," said Michael LaFitte, [one] of the dads. The dads showed up at the school at 7:40 a.m., balancing their work schedules to patrol the campus in the morning, during lunch and after school. Shreveport has seen an uptick in violence and crime in recent months [as a consequence of] socioeconomic issues made worse by the lingering pandemic. The city's mayor, Adrian Perkins, credits the fathers with helping to combat violence involving local youth. He turned up at the school for a Dads on Duty shift when the fathers first started, and said he was impressed by their commitment. Dads on Duty has been working closely with the Caddo Parish School Board and local law enforcement, LaFitte said. The dads say their focus is not criminal justice - they let sheriff's deputies handle that - but an additional layer of parenting. "We are armed with love," LaFitte said.
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"Before the Appleton
Wisconsin high school replaced their cafeteria's processed foods with wholesome,
nutritious food, the school was described as out-of-control. There were weapons
violations, student disruptions, and a cop on duty full-time. After the change
in school meals, the students were calm, focused, and orderly. There were
no more weapons violations, and no suicides, expulsions, dropouts, or drug
violations. The new diet and improved behavior has lasted for seven years,
and now other schools are changing their meal programs with similar results."
~~
Jeffrey M. Smith, Author of Seeds
of Deception
The informative article below clearly demonstrates the importance of a healthy school diet for our children. Diet is being shown to clearly influence both behavior and mood. A healthy diet fosters calmer, healthier, more focused behavior. Studies like the one below demonstrate that excessive amounts of fast food can lead to severe behavior changes, and suggest that avoiding genetically modified foods may be a very healthy option. Links at the bottom of the article provide lots more information on this topic for those interested.
Two excellent, humorous videos also reveal important health-related information. First, "Store Wars" is hilarious! This incredibly well done, five-minute spoof on the movie Star Wars is available here. Have fun watching Cuke Skywalker battle Darth Tater and lots more. A second fun one is a spoof on the Matrix called "The Meatrix," available here. A little humor goes a long way in delivering a great message. Spread the humor and spread the news by forwarding this great information to your friends and family. Have a great day, and may the force be with you!
Why Schools Should Remove GE-Tainted Foods from Their Cafeterias
Institute
for Responsible Technology
Newsletter on GM Foods, Spilling the Beans
By Jeffrey M. Smith, author of Seeds of Deception
Before the Appleton Wisconsin high school replaced their cafeteria's processed foods with wholesome, nutritious food, the school was described as out-of-control. There were weapons violations, student disruptions, and a cop on duty full-time. After the change in school meals, the students were calm, focused, and orderly. There were no more weapons violations, and no suicides, expulsions, dropouts, or drug violations. The new diet and improved behavior has lasted for seven years, and now other schools are changing their meal programs with similar results.
Years ago, a science class at Appleton found support for their new diet by conducting a cruel and unusual experiment with three mice. They fed them the junk food that kids in other high schools eat everyday. The mice freaked out. Their behavior was totally different than the three mice in the neighboring cage. The neighboring mice had good karma; they were fed nutritious whole foods and behaved like mice. They slept during the day inside their cardboard tube, played with each other, and acted very mouse-like.
The junk food mice, on the other hand, destroyed their cardboard tube, were no longer nocturnal, stopped playing with each other, fought often, and two mice eventually killed the third and ate it. After the three month experiment, the students rehabilitated the two surviving junk food mice with a diet of whole foods. After about three weeks, the mice came around.
Sister Luigi Frigo repeats this experiment every year in her second grade class in Cudahy, Wisconsin, but mercifully, for only four days. Even on the first day of junk food, the mice's behavior "changes drastically." They become lazy, antisocial, and nervous. And it still takes the mice about two to three weeks on unprocessed foods to return to normal. One year, the second graders tried to do the experiment again a few months later with the same mice, but this time the animals refused to eat the junk food.
Across the ocean in Holland, a student fed one group of mice genetically modified (GM) corn and soy, and another group the non-GM variety. The GM mice stopped playing with each other and withdrew into their own parts of the cage. When the student tried to pick them up, unlike their well-behaved neighbors, the GM mice scampered around in apparent fear and tried to climb the walls. One mouse in the GM group was found dead at the end of the experiment.
It's interesting to note that the junk food fed to the mice in the Wisconsin experiments also contained genetically modified ingredients. And although the Appleton school lunch program did not specifically attempt to remove GM foods, it happened anyway. That's because GM foods such as soy and corn and their derivatives are largely found in processed foods. So when the school switched to unprocessed alternatives, almost all ingredients derived from GM crops were taken out automatically.
Does this mean that GM foods negatively affect the behavior of humans or animals? It would certainly be irresponsible to say so on the basis of a single student mice experiment and the results at Appleton. On the other hand, it is equally irresponsible to say that it doesn't.
We are just beginning to understand the influence of food on behavior. A study in Science in December 2002 concluded that "food molecules act like hormones, regulating body functioning and triggering cell division. The molecules can cause mental imbalances ranging from attention-deficit and hyperactivity disorder to serious mental illness." The problem is we do not know which food molecules have what effect.
The bigger problem is that the composition of GM foods can change radically without our knowledge. Genetically modified foods have genes inserted into their DNA. But genes are not Legos; they don't just snap into place. Gene insertion creates unpredicted, irreversible changes. In one study, for example, a gene chip monitored the DNA before and after a single foreign gene was inserted. As much as 5 percent of the DNA's genes changed the amount of protein they were producing. Not only is that huge in itself, but these changes can multiply through complex interactions down the line.
In spite of the potential for dramatic changes in the composition of GM foods, they are typically measured for only a small number of known nutrient levels. But even if we could identify all the changed compounds, at this point we wouldn¹t know which might be responsible for the antisocial nature of mice or humans. Likewise, we are only beginning to identify the medicinal compounds in food. We now know, for example, that the pigment in blueberries may revive the brain¹s neural communication system, and the antioxidant found in grape skins may fight cancer and reduce heart disease. But what about other valuable compounds we don¹t know about that might change or disappear in GM varieties?
Consider GM soy. In July 1999, years after it was on the market, independent researchers published a study showing that it contains 12-14 percent less cancer-fighting phytoestrogens. What else has changed that we don¹t know about? [Monsanto responded with its own study, which concluded that soy¹s phytoestrogen levels vary too much to even carry out a statistical analysis. They failed to disclose, however, that the laboratory that conducted Monsanto¹s experiment had been instructed to use an obsolete method to detect phytoestrogens results.]
In 1996, Monsanto published a paper in the Journal of Nutrition that concluded in the title, "The composition of glyphosate-tolerant soybean seeds is equivalent to that of conventional soybeans." The study only compared a small number of nutrients and a close look at their charts revealed significant differences in the fat, ash, and carbohydrate content. In addition, GM soy meal contained 27 percent more trypsin inhibitor, a well-known soy allergen. The study also used questionable methods. Nutrient comparisons are routinely conducted on plants grown in identical conditions so that variables such as weather and soil can be ruled out. Otherwise, differences in plant composition could be easily missed. In Monsanto's study, soybeans were planted in widely varying climates and geography.
Although one of their trials was a side-by-side comparison between GM and non-GM soy, for some reason the results were left out of the paper altogether. Years later, a medical writer found the missing data in the archives of the Journal of Nutrition and made them public. No wonder the scientists left them out. The GM soy showed significantly lower levels of protein, a fatty acid, and phenylalanine, an essential amino acid. Also, toasted GM soy meal contained nearly twice the amount of a lectin that may block the body's ability to assimilate other nutrients. Furthermore, the toasted GM soy contained as much as seven times the amount of trypsin inhibitor, indicating that the allergen may survive cooking more in the GM variety. (This might explain the 50 percent jump in soy allergies in the UK, just after GM soy was introduced.)
We don't know all the changes that occur with genetic engineering, but certainly GM crops are not the same. Ask the animals. Eyewitness reports from all over North America describe how several types of animals, when given a choice, avoided eating GM food. These included cows, pigs, elk, deer, raccoons, squirrels, rats, and mice. In fact, the Dutch student mentioned above first determined that his mice had a two-to-one preference for non-GM before forcing half of them to eat only the engineered variety.
Differences in GM food will likely have a much larger impact on children. They are three to four times more susceptible to allergies. Also, they convert more of the food into body-building material. Altered nutrients or added toxins can result in developmental problems. For this reason, animal nutrition studies are typically conducted on young, developing animals. After the feeding trial, organs are weighed and often studied under magnification. If scientists used mature animals instead of young ones, even severe nutritional problems might not be detected. The Monsanto study used mature animals instead of young ones.
They also diluted their GM soy with non-GM protein ten- or twelve-fold before feeding the animals. And they never weighed the organs or examined them under a microscope. The study, which is the only major animal feeding study on GM soy ever published, is dismissed by critics as rigged to avoid finding problems.
Unfortunately, there is a much bigger experiment going on one which we are all a part of. We're being fed GM foods daily, without knowing the impact of these foods on our health, our behavior, or our children. Thousands of schools around the world, particularly in Europe, have decided not to let their kids be used as guinea pigs. They have banned GM foods.
The impact of changes in the composition of GM foods is only one of several reasons why these foods may be dangerous. Other reasons may be far worse (see http://www.seedsofdeception.com).
With the epidemic of obesity and diabetes and with the results in Appleton, parents and schools are waking up to the critical role that diet plays. When making changes in what kids eat, removing GM foods should be a priority.
Note: For an inspiring video showing the dramatic results from a change in school diet, click here.
The above article about genetically modified foods was written by Jeffrey Smith. Individuals may subscribing to his excellent, free newsletter. For a powerful, engaging, ten-page summary of Jeffrey's book
on GM foods, Seeds of Deception, click
here. For more, see our information-packed Health
Information Center.
A high school class in Hightstown, New Jersey, has found an impressive way to shed light on unsolved civil rights crimes from the 1950s and '60s. The AP class, studying US government, drafted a bill that would create a board to review, declassify, and release documents related to such cases. The students ... went to Washington, walked the halls of Senate office buildings and passed out folders with policy research and information about their bill, said former student Joshua Fayer. Their efforts caught the attention of Rep. Bobby Rush of Illinois, who introduced the bill - modeled after the JFK Assassination Records Act - in March 2017. Later Sens. Doug Jones of Alabama and Ted Cruz of Texas signed on. The House and Senate versions ... passed late last year, and President Trump signed the bill into law on January 8. Former student Jay Vainganker said the class was initially trying to solve unresolved hate crimes from the [civil rights] era. They filed public records requests for information from the FBI and Department of Justice, and they got back redacted responses from the government. In some cases, entire pages were redacted. That's when their focus changed, Vaingankar said. They decided to draft a bill that would make the government "a little bit more transparent." The Civil Rights Cold Case Records Collection Act creates "a board that would be authorized to look at these documents and see what should be redacted, what isn't relevant, what should be released," he said.
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Pasi Sahlberg, a Finnish educator and author, [said that in] his country, ... teachers typically spend about four hours a day in the classroom, and are paid to spend two hours a week on professional development. At the University of Helsinki, where he teaches, 2,400 people competed last year for 120 slots in the (fully subsidized) masters program for schoolteachers. Its more difficult getting into teacher education than law or medicine, he said. Dr. Sahlberg puts high-quality teachers at the heart of Finlands education success story. Ever since Finland, a nation of about 5.5 million that does not start formal education until age 7 and scorns homework and testing until well into the teenage years, scored at the top of a well-respected international test in 2001 in math, science and reading, it has been an object of fascination among American educators and policy makers. Finlandophilia only picked up when the nation placed close to the top again in 2009, while the United States ranked 15th in reading, 19th in math and 27th in science. In Helsinki, the Education Ministry has had 100 official delegations from 40 to 45 countries visit each year since 2005. Dr. Sahlberg said a turning point was a government decision in the 1970s to require all teachers to have masters degrees and to pay for their acquisition. Finland scorns almost all standardized testing before age 16 and discourages homework, and it is seen as a violation of childrens right to be children for them to start school any sooner than 7, Dr. Sahlberg said.
Note: The US continues to push for more testing, while Finland shows that less testing and homework gives better results. For an excellent article on this in the Washington Post, click here. For more astounding facts on Finland's education success, click here.
Laura Talmus felt helpless when her then-11-year-old daughter Lili kept calling her from school in tears. After her daughter passed away from medical complications in her sleep at age 15 in 2009, Talmus put together a video celebrating her life. When she showed the video, Lili’s classmates were shocked to realize how isolated Lili had felt. The next year, Talmus ... and her husband channeled their grief into forming Beyond Differences, a nonprofit that focuses on raising awareness about social isolation in youth and providing solutions. Talmus believes the social isolation her daughter experienced is affecting students all over the country and contributing to serious health issues, mental health problems, suicide and school violence. Beyond Differences ... has now grown to reach over one million students in all 50 states. On February 16, 2,500 schools [participated] in No One Eats Alone Day, a day of action ... that encourages fifth through eighth graders to mingle, make new friends and become more aware and proactive about social isolation, especially at lunch. “No One Eats Alone is completely rooted in the experience Lili had,” Talmus explains. “For many children, the lunch break or recess are the worst parts, so we started with that.” Beyond Differences sends backpacks or “Belonging Boxes” with a lesson plan, games, toys, art projects, stickers and conversation starters to participating educators, at no cost to the schools.
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Derek Black was the heir apparent to Americas white nationalist movement. He was the son of Don Black, the founder of the hate site Stormfront and the godson of David Duke, a former grand wizard of the KKK. The kingdom was Derek Blacks for the taking. One day, seemingly out of nowhere, he walked away from it all. In the new book Rising Out of Hatred by Washington Post investigative reporter Eli Saslow, the story of how Black came to leave it all behind is told. Saslow dives deep into Blacks transformation, which took place at a small liberal arts college. When members of the student body discovered a white nationalist living in their midst, many of them publicly shamed him. But a handful of students did the opposite, practicing a form of extreme acceptance. "When I first found [Derek Black], he was unequivocal that he did not want to be written about," [said Saslow]. "He naively thought he could leave it all behind. Meanwhile, white nationalism was seeing a rise in the political space. There were ... phrases he had helped popularize becoming mainstream. Derek felt increasingly culpable. He was haunted by it. Thats when he decided he needed to start talking about it more openly." Derek was on a campus that was ... social justice minded. Students were smart enough to be able to explain concepts like systematic oppression and privilege. But coming from people he respected, those ideas suddenly had real merit to him. He took time to engage and really think about it."
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There was a time at Lincoln, a school once known as a last resort for those who were expelled from the areas other high schools, when fights often ended in out-of-school suspensions or arrests. But Principal Jim Sporleder ... created an environment built on empathy and redemption through a framework called trauma-informed care, which acknowledges the presence of childhood trauma in addressing behavioral issues. The practices ... begin with the understanding that childhood trauma can cause adulthood struggles like lack of focus, alcoholism, drug abuse, depression, and suicide. At Lincoln ... the graduation rate increased by about 30 percent and suspensions decreased by almost 85 percent a year after implementing the framework. Sporleder first arrived at the school in April 2007. The building was in a constant state of chaos. Sporleder took a hard line by handing out ... three-day out-of-school suspensions. Then, in the spring of 2010, he attended a workshop ... on the impacts of stressful childhood experiences. Keynote speaker John Medina, a developmental molecular biologist, explained how toxic stress overfills the brain with cortisol, also known as the stress hormone. Sporleder suddenly understood that his students behavior wasnt completely in their control; their brains were affected by toxic stress. It just hit me like a bolt of lightning that my discipline was punitive and it was not teaching kids, he said. So he set out on a mission to bring trauma-informed care to his students.
Note: In the article above, students and educators share many personal success stories made possible by Lincoln's adoption of trauma-informed care. Explore a treasure trove of concise summaries of incredibly inspiring news articles which will inspire you to make a difference.
In Finland, kindergartens are exposing children to more mud, wild plants and moss - and finding changes to their health that show how crucial biodiversity is to wellbeing. At Humpula daycare centre in Lahti, north of Helsinki, children are encouraged to get muddy. Across Finland, 43 daycare centres have been awarded a total of €1m (£830,000) to rewild yards and to increase children’s exposure to the microscopic biodiversity – such as bacteria and fungi – that lives in nature. We already know that access to the outdoors is important for children and their development. But this study goes one step further. It is part of a growing body of research linking two layers of biodiversity. There is the outer layer – the more familiar vision of biodiversity, made up of soil, water, plants, animals and microbial life, that lives in the forest, playground (or any other environment). And then there is the inner layer: the biodiversity that lives within and upon the human body, including the gut, skin and airways. Increasingly, scientists are learning that our health is intimately linked to our surroundings, and to the ecological health of the world around us. The plants, dead wood and soil in the daycare centre have all been specially selected for their rich micro-biodiversity. They have also dug up and imported a giant live carpet of forest floor, 20-40cm deep and 10 metres square. It has blueberries, lingonberries and moss growing on it, to encourage the children to forage, find bugs and learn about nature.
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Walking into Brightworks could be a shock for helicopter parents. The K-12 school is alive with invention, autonomy and what founder Gever Tulley calls “the energy of a big multi-generational family household.” Therefore there are no traditional grades or classes at Brightworks. Students are grouped into “bands” by interest and maturity, not by age. There are no teachers — just “collaborators,” and parents are invited to visit and join as they please. Agency is woven into every part of Brightworks’ ecosystem. Students move freely through the buildings. “The first instinct can’t be, ‘Where are you supposed to be?’” Tulley explains. “You have to assume they’re on a mission — maybe to grab a wrench from the shop or to take a walk. That’s part of the culture here.” Students can’t hide behind textbooks or screens; each semester, they must propose, plan and find collaborators for their own project — and eventually present it to the entire school, known as the “Brightworks family.” Tulley believes this kind of learning — driven by curiosity — pays off for life: “We see students as heroes on their own journey.” His aim is also to prepare kids for the future. “Twenty years from now, every industry will need small teams of highly specialized people solving complex problems,” he says — people who can also communicate and collaborate well. Brightworks graduates have been accepted at top-tier universities, including Harvard.
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Since the Israel-Hamas war, relationships between some students have been nowhere near brotherly, let alone collegial. Some students just aren’t accustomed to contrary or controversial ideas and believe that even hearing them is harmful. What hasn’t made headline news is the spike in civil discourse initiatives at campuses. Here’s one gauge. At the Institute for Citizens & Scholars, a coalition of College Presidents for Civic Preparedness went from a handful of participants prior to Oct. 7, 2023, to well over 100 afterward. The likes of Harvard, Yale, the Massachusetts Institute of Technology, and the University of Michigan in Ann Arbor have launched civil discourse initiatives since the deadly Hamas attack that sparked the Israeli invasion of Gaza. One success story is the Dialogue, Inclusion, and Democracy (DID) Lab at Providence College in Rhode Island, run by Dr. Bevely and Professor Nick Longo. “With Mutual Respect” events feature two people on opposing sides of an issue. Panelists don’t so much debate as endeavor to foster mutual understanding. In December 2020, Vanderbilt [University's] women’s basketball team elected to protest for racial justice by staying inside the locker room during the national anthem. Vanderbilt ... facilitated structured dialogue between the basketball players and military veterans on the Nashville, Tennessee, campus. Some athletes shared experiences of racism and discrimination. Young men and women, some of whom had combat experience, explained why they felt so strongly about serving their country. The culture of civil discourse needs to be rooted in a relationship of trust. “If as a student, I’m challenging something, or I say something controversial, I’m going to have to trust you that you’re not excluding me,” says [Chancellor] Dr. Diermeier.
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Just type a keyword into a search engine, and you'll get thousands of answers in the blink of an eye, with little sense of who is behind them or what their intentions are. The challenge of modern life, then, is to navigate through these choices while filtering out misleading information, which has risen exponentially. A new Finnish curriculum was launched in 2016 with an element called “multiliteracy,” which involved making sure children could competently navigate online media and social platforms. We realized quite quickly that fact-checking concepts and methods could be adapted to the school environment to support the new curriculum. The teachers building the curriculum boiled down complex fact-checking methods into three fundamental questions: Who's behind the information? What's the evidence? What do other sources say? These questions are folded throughout the curriculum, across subjects, and there is continuity from year to year. In addition, Finland's education system reflects deep cultural values. In early childhood education, pupils spend nearly half of the day outdoors, in the school yard or in the nearby forest, exploring and having fun. According to the Finnish national curriculum for early childhood education, children have the right to play, to learn through play, to enjoy what they learn, and to build a sense of themselves, their identity, and the world according to their own starting points.
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Don’t you remember having an imaginary friend? That friend was not imaginary—you were talking to Spirit,” said Patricia Bell. Bell, seventy years old with sinewy arms, aqua eyes, and straw-colored hair, is the director of Children’s Week at the Lily Dale Assembly, a hamlet in upstate New York that serves as the headquarters of Spiritualism, an American religion based on communication with the dead. Approximately twenty-two thousand pilgrims pass through Lily Dale’s guarded gate each summer. In July, when many American children go to soccer camp, or horse-riding camp, or coding camp, the Spiritualists of Lily Dale welcome kids for a week of animal communication, dream interpretation, body tapping, qigong, and contact with deceased ancestors. Founded in 2003, Bell’s camp is the only Spiritualist camp in the nation dedicated to teaching young mediums and psychics. Bell ... believes that the otherworldly abilities she’s nurturing in herself as well as the children aren’t rare gifts, but innate skills, as reflexive as breastfeeding. These skills are typically educated out of people as they age. She formed the camp to let kids exercise their craft and to make it less daunting for them to talk to those on the “spirit plane.” Kylie ... has been coming to camp for nine years. “They teach us how to focus,” she said. “We go into our heart and take a few breaths, and, like, you talk to God for a few seconds and say thank you. My hands start tingling a lot and that’s when I know where the pain of the other person is.”
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Finland has a history of producing the highest global test scores in the Western world, as well as a trophy case full of other recent No. 1 global rankings, including most literate nation. In Finland, children don't receive formal academic training until the age of 7. Until then, many are in day care and learn through play, songs, games and conversation. Most children walk or bike to school, even the youngest. School hours are short and homework is generally light. Unlike in the United States, where many schools are slashing recess, schoolchildren in Finland have a mandatory 15-minute outdoor free-play break every hour of every day. Fresh air, nature and regular physical activity breaks are considered engines of learning. One evening, I asked my son what he did for gym that day. They sent us into the woods with a map and compass and we had to find our way out, he said. In Finland teachers are the most trusted and admired professionals next to doctors. Our mission as adults is to protect our children from politicians, one Finnish childhood education professor told me. We also have an ethical and moral responsibility to tell businesspeople to stay out of our building. Skeptics might claim that the Finnish model would never work in America's inner-city schools. But what if the opposite is true? What if high-poverty students are the children most urgently in need of the benefits that, for example, American parents of means obtain for their children in private schools, things that Finland delivers on a national public scale.
Note: For more, read this informative article.
Sister Mrosla [taught] junior high. She and Mark met ... in eighth-grade math class. One Friday after a tough week of algebra, she sensed that her students were struggling. She told them [to] pull out a sheet of paper. On every other line, she said, write the name of each student in class and next to the name write a kind word - a sincere compliment. That weekend she compiled the lists for each student on yellow legal-size paper, adding her own compliment at the end. She handed the papers back during the next class. On Mark's paper, among other simple compliments, somebody had written, "A great friend." On Judy Holmes Swanson's list, someone noted that she "smiles all the time." "No one ever said anything about the exercise after that class period," Sister Mrosla wrote. "It didn't matter. The exercise accomplished what I hoped it would - the students were happy with themselves and one another again." Years passed. Mark was killed in Vietnam. At Mark's funeral, [his parents] were waiting for the nun. "We want to show you something. They found this on Mark when he was killed," [James Eklund] said, gently taking out a worn piece of paper that had been refolded many times. "I knew without looking at the writing," Sister Mrosla wrote, "that the papers were the ones I had listed all of the good things each of his classmates had said about Mark." A few of Mark's school friends who were gathered around also recognized the paper, and one by one they told her they still had theirs.
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For the past decade, 15-year-old Finnish students have consistently been at or near the top of all the nations tested in reading, mathematics, and science. And just as consistently, the variance in quality among Finnish schools is the least of all nations tested, meaning that Finnish students can get a good education in virtually any school in the nation. That’s equality of educational opportunity, a good public school in every neighborhood. What makes the Finnish school system so amazing is that Finnish students never take a standardized test until their last year of high school, when they take a matriculation examination for college admission. There is a national curriculum — broad guidelines to assure that all students have a full education — but it is not prescriptive. Teachers have extensive responsibility for designing curriculum and pedagogy in their school. Teachers are prepared for all eventualities, including students with disabilities, students with language difficulties, and students with other kinds of learning issues. The schools I visited reminded me of our best private progressive schools. They are rich in the arts, in play, and in activity. Finland has one other significant advantage over the United States. The child-poverty rate in Finland is under 4 percent. Here it is 22 percent and rising. It’s a well-known fact that family income is the most reliable predictor of academic performance. Finland has a strong social welfare system; we don’t. It is not a “Socialist” nation, by the way. It is egalitarian and capitalist.
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Young people have become powerless against the multibillion-dollar tech companies whose apps exploit adolescents’ need for social acceptance. This is the backdrop against which my book, “The Anxious Generation,” was published in 2024. The book helped fuel the movement to reclaim childhood from tech companies — a movement that has since spread, driven in part by the protective passions of parents. Already, a majority of states have enacted laws to limit phone use in school. Eighteen states and Washington, D.C., have gone all the way and enacted “bell-to-bell” phone restriction policies, which liberate students from the distraction of their phones for the entire school day. Outside of the United States, Brazil has made every school phone-free, and new school phone policies have passed in the Netherlands, Finland and South Korea, among other countries. We are just beginning to see some of the impacts: Children are more attentive in class and are reading more books; teachers have told me they hear more laughter in the halls and at lunch. Heavy social media use doubles the risk of depression for adolescents. Just as we have age limits in the real world for porn, gambling, alcohol, tobacco and many other products, countries have begun enacting policies to add age restrictions to social media. These things may seem small, but in terms of children’s development ... they’re enormous.
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I moved to Fawkner, Melbourne with my partner and kids about five years ago, in search of affordable housing. The suburb was nice enough but I felt unmoored. Then I signed up to help with our school garden. On volunteer day, my partner pushed our kids to school in a wheelbarrow, and I was armed with a shovel and pitchfork. Around 50 people turned up to the school on a Sunday to help with the garden, and while the kids played, the adults chose jobs according to our levels of ability and enthusiasm. My partner opted to repair the garden beds and I went for the lower-stakes job of weeding. It was slow and careful work, pulling out dandelions and chickweed. Between gardening and tending to the kids, there were moments of socialising: a nod of thanks from a teacher, a chat with another parent about the out-of-control compost heap that lives behind the mud kitchen. These conversations were tentative, at least on my part; the pandemic and early motherhood had left me out of practice when it came to socialising. However, the school garden was the perfect place to learn how to be with other people again and I could see that I was surrounded by the sorts of people who I wanted to befriend. Working together in this way brings us close to what Aristotle called “the friendship of the good”. This, according to Aristotle, is the best kind of friendship: it happens when you see the good in another person, and they in you. It is very different to what he calls a “utilitarian friendship”, where we spend time with another person because of what they can do for us. A friendship of the good, conversely – like the school garden itself – is about creating something bigger than ourselves.
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