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Education costs would be much less than in conventional society
because in a cashless cooperative environment state education requirements
through licensing would not apply. Thus some classes could be taught by the
community, some being taken at college, and some could be avoided completely.
Each student would be free to choose because the knowledge would be desired
more than the certificate.
This would facilitate the changing of careers during a
lifetime. If one tired of being a refrigerator repairman, she would simply have
to train another to perform those duties and then would be free to study
whatever she desired for her new life, be it vocational or higher academic
studies. This would certainly take the pressure off young persons to hurriedly
choose a lifelong career path costing their parents a hundred thousand dollars
in the process.
Training for some jobs might be provided through on the
job training received from those already skilled. It might also require some
additional classroom time, in the village and/or at a local vocational school,
with the costs born by the village. Because members might not sell
their trained services outside the Village, typical certifications might not be
required. With this in mind many requirements could be ignored,
such as a plumber having to take a general education class in order to obtain
certification.
a)
It should allow for formal higher education so that young people
will have the opportunity to go out into the market economy in order to pursue
any life they choose, and to share what they have learned about sustainable
cooperative living.
a)
GED
a) Degreed teachers (possible state certified) could be available to:
(1) Assist with lesson plans
(2) Assist with presentation methods
(3) Diagnose and work with learning disabled
(4) Motivate
(5) Push paper to the state
(6) Monitor class activity
(7) Utilize testing methods
(8) Train
and supervise instructors
b) Course Instructors could:
(1) Teach areas they are knowledgeable in
(2) Continue mentoring students expressing great interest in that subject
(3) Teach
areas like automotive, math, plumbing, science, family planning, etc.
i) A teacher or other adult would remain in the classroom with instructors until a certain grade.
This would provide a place for parents to be involved and ease the transition for younger students to a new environment
ii)
This could tie into the apprenticeship program for those
students wanting to go into the trades of the village
7)
Subjects Covered:
a) Usual subjects, English, science, math, social studies, etc.
b) Foreign language, as knowledgeable instructors are available
c) Life skills such as nonviolent communication
d) Health education, including sex, birth, and family planning with small
groups of students of the same age and gender
8)
Structure:
a) All year or summers off? One subject at a time for 6 weeks each, or individual classes throughout the day? The education advisor and committee will have to decide and remain flexible to parent, student, and teacher needs.
b) Affiliate with or follow some kind of
established program such as waldorf or Montessori?
1. A school for our children, preferably Waldorf school,
possibly Montessori-style. Waldorf schools produce creative, intelligent
children with broad interests and skills. They have a balance between
creative and academic work, and focus on arts, spirituality, and social skills,
in addition to the usual academic subjects. They learn several musical
instruments and foreign languages from age 7, and are much sought after by
universities as amazing, broadly developed individuals. Montessori school
focuses on letting the student learn on his own initiative.
2. A school for our adolescents, preferably Waldorf High
School.
3. A technical school for adults, which could share
classes and facilities with the High School.
4. A Mystery School, for exploring the secrets of all of
the various religions and traditions throughout history. Included would
be:
a. Comparative Religions
b. Meditation
c. Yoga
d. Eastern Mysticism (Hindu, Buddhist, Taoist)
e. Western Mythology (Roman, Greek, Norse, Jewish,
Moslem, Christian, Druid, Pagan)
f.
Western
Mysticism (Theosophy, Rosicrucians, Cathars, Bogomils, Grail myth, Gnosticism,
Sufis and Assassins, Christian Mystics (St Francis, St Theresa, St. Hildegard,
etc), Meister Eckhart, Emerson, Swedenborg, New Thought movement.
g. Native American and South American Spirituality,
including shamanism.
h. Entheogens
i.
Alchemy
j.
Sacred Geometry,
including Feng Shui.
k. Practical Magic, including: The science of prayer;
Findhorn Gardening; Biodynamic gardening; Manifesting.
l.
Energy
healing. Incl Reiki, Reconnective Healing, Qi Gong, Dream Healing
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