Outdoor, Nature-Based Learning
We value an outdoor lifestyle and experiences with nature.
Agency
We value agency, or the ability to choose, and respect the choices of people of all ages in our community.
Community
We value relationships and trust the wisdom of history in which people worked together and learned from each other.
More “Is this for me?”…
“Hundreds of studies now bear on this question, and converging evidence strongly suggests that experiences of nature boost academic learning, personal development, and environmental stewardship. In academic contexts, nature-based instruction outperforms traditional instruction. The evidence here is particularly strong… ”
Ming Kuo, Michael Barnes, and Catherine Jordan, Frontiers of Psychology, 19 Feb 2019.
“Agency may be the one most important factor in human happiness and well-being.”
Bill Stixrud and Ned Johnson, “The Self-Driven Child,” 2018
“…when we look at creativity in action, we can see that creative ideas emerge socially.”
Edward Clapp. “Participatory Creativity,” 2017
“It is not enough for students to ‘know’ certain things (i.e., content mastery) and be able to ‘do’ certain things (i.e., skill mastery); they must also want to know more things and be able to muster the requisite cognitive inducements to exhibit personal initiative, resourcefulness, and persistence in their learning.”
Michael Ponton and Paul Carr. Autonomous and Self Directed Learning: Agentic Perspectives. 2016
“”Providing children with the kinds of early life experiences that support the development of healthy, balanced motivation systems is key to ensuring positive outcomes later — for school, work, health, and raising the next generation.”
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Harvard University Center on the Developing Child, 2022.
“If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred percent accuracy. We can and do supply ready-made ‘ideas’ by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas — that is, perceived meanings or connections.”
John Dewey. Democracy and education. 1916
