Maria Lisa Polegatto June 2024
“We do not inherit the earth from our ancestors;
we borrow it from our children” (O’Brien and Howard, 2020).
we borrow it from our children” (O’Brien and Howard, 2020).
Living schools are part of a community, eco-system, school network and are governed, upholding stakeholders, and giving voice and agency to all involved; students, teachers, parents, caregivers, and community (O’Brien & Howard, 2020). Their “superpower” is the integration of sustainability with well being and happiness to support the premise of “well-being for all”.
Living schools can be enriched with habits such as "mindfulness, meditation and yoga” along with “Indigenous knowledge and other ways of knowing” with framework and structure that meets the needs of the school (O’Brien & Howard, 2020). There are many ways practices are revealed such as school gardens, nutrition programs, cardboard challenge, and Treaty education (O’Brien & Howard, 2020).
Sustainability in living schools is initiated by programs such as
Active learning provides for outside activities developing “physical well-being, socialization, and citizenship” such as Genius Hour projects, to increase student motivation, learning, “concerns, interests, cultures, identities, and issues (O’Brien & Howard, 2020). Schools should teach how to have well being, positive social values for community, self confidence, compassion, and connection with nature as Earth “custodians” (O’Brien & Howard, 2020). The Earth is deeply connected in living schools in how we are part of nature; the “web of life”, and part of the “dynamic, life-giving systems” (O’Brien & Howard, 2020).
Living schools can be enriched with habits such as "mindfulness, meditation and yoga” along with “Indigenous knowledge and other ways of knowing” with framework and structure that meets the needs of the school (O’Brien & Howard, 2020). There are many ways practices are revealed such as school gardens, nutrition programs, cardboard challenge, and Treaty education (O’Brien & Howard, 2020).
Sustainability in living schools is initiated by programs such as
- “recycling
- composting
- school gardens”
- education on environment
- energy audits
- pollinator gardens
- garbage audit
- bee boxes
- insect hotels
- sensory garden (O’Brien & Howard, 2020).
Active learning provides for outside activities developing “physical well-being, socialization, and citizenship” such as Genius Hour projects, to increase student motivation, learning, “concerns, interests, cultures, identities, and issues (O’Brien & Howard, 2020). Schools should teach how to have well being, positive social values for community, self confidence, compassion, and connection with nature as Earth “custodians” (O’Brien & Howard, 2020). The Earth is deeply connected in living schools in how we are part of nature; the “web of life”, and part of the “dynamic, life-giving systems” (O’Brien & Howard, 2020).
“if we want children to flourish we need to give them time to connect with nature and love the Earth before we ask them to save it”
(O’Brien and Howard, 2020).
(O’Brien and Howard, 2020).
Reconnection with nature can occur with loose parts found in nature such as rocks, sticks, driftwood to “de-standardize” education (O’Brien & Howard, 2020). Using “two-eyed seeing” (etuaptmumk) of Indigenous knowledge and the “Seven Sacred Gifts” (love, honesty, humility, respect, truth, patience, and wisdom) and telling stories are not new ways of being and learning (O’Brien & Howard, 2020). Feeding wild animals in the winter to help them survive is known as “apiknajit” and helps us connect with nature and species (O’Brien & Howard, 2020).
The more time you spend in nature observing, the more you see signs to guide you (O’Brien & Howard, 2020). We spent more time outside having fun enjoying nature then we did inside. We learned many things from nature, such as:
The more time you spend in nature observing, the more you see signs to guide you (O’Brien & Howard, 2020). We spent more time outside having fun enjoying nature then we did inside. We learned many things from nature, such as:
- we could tell the time of day but the position of the sun
- when the water was flowing upriver, it signals rain
- when the loons call out, it will rain soon
- the sunset predicts the next day weather
- juniper trees always point north
- thunder and lightning always changes the weather
“Go into the forest, you see the birch, maple, pine. Look underground and all those trees are holding hands. We, as people, must do the same” (O’Brien and Howard, 2020).
The attributes and practices of living schools are:
- values & vision
- leadership
- teaching & learning,
- nature & place-based orientation
- heath and well-being (O’Brien & Howard, 2020).
Without all these pillars being present in living schools, there would be an unbalanced environment.
We need healthy environments and community to build upon the future of students and community. We need compassion and to care for ourselves, each other, nature and nonhumans to sustain global well-being for all.
- Without values and vision, there would be no morals. culture, mindset, awareness and focus to base the school on for integrity.
- Without leadership, there would not be collaboration, voice and agency, professional development, inclusion and diversity, structure, organization and flow creating confusion and disarray.
- Without teaching and learning, there would be no innovation, spirit, inquiry, risk taking, skills and knowledge to take forward into the future for students.
- Without nature & place-based orientation, there would be no connection with nature, community and social relationships, creativity, citizenship, species connection in all ecosystems, and no resilience of persons.
- Without health and well-being, there would be no school as sickness would prevail physically, mentally and spiritually, no happiness and well-being.
We need healthy environments and community to build upon the future of students and community. We need compassion and to care for ourselves, each other, nature and nonhumans to sustain global well-being for all.
credit: O'Brien & Howard, 2020
“If we help take care of the earth, the earth will help take care of us”
(O’Brien and Howard, 2020).
(O’Brien and Howard, 2020).
Additional Resources
credit: O'Brien & Howard, 2020
References
O’Brien, C., & Howard, P. (Eds). (2020). Living Schools: Transforming education. Education for Sustainable Well-Being Press, University of Manitoba. ISBN: 978-0-9939534-2-2 https://www.livingschools.world/publications-and-resources
Chapter 3: Living School Attributes and Practices
Chapter 4: The Living School, Lismore Project: Re-imagining School
Chapter 5: Sigurbjorg Stefansson Early Learning School: Learning Naturally
Chapter 6: Keeper of the Living Culture
Chapter 3: Living School Attributes and Practices
Chapter 4: The Living School, Lismore Project: Re-imagining School
Chapter 5: Sigurbjorg Stefansson Early Learning School: Learning Naturally
Chapter 6: Keeper of the Living Culture
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