Spirituality in Education

"What transforms education, is a transformed being in the world." Parker Palmer

The spiritual poverty of much contemporary education provides few opportunities for today's youth to quench their deep thirst for meaning and wholeness. Misguided, or unconscious attempts by students to attain some sense of fulfillment often result in varying degrees of addictive behavior toward activities, substances or relationships - all of which make teaching and learning difficult, if not impossible.Compulsive or reckless activity, substance abuse, and empty sexuality can result from students trying to escape the pain of an inner emptiness. In the classroom this can manifest as lack of interest, lack of self-worth, lack of compassion, lack of self-discipline and lack of spirit.


A more 'soulful' education seeks to open the mind, warm the heart and awaken the spirit of each student. It would provide opportunities for students to be creative, contemplative, and imaginative. It allows time to tell old and new stories of heroes, ideals and transformation. It encourage students to go deep into themselves, into nature, and into human affairs. It values service to others and the planet.
A spiritualized curriculum values physical, mental and spiritual knowledge and skills. It presents knowledge within cultural and temporal contexts, rather than as facts to be memorized or dogma to be followed. It is integrative across all disciplines emphasizing inter-relationship and inter-connectedness. It challenges students to find their own place in space and time, and to reach for the highest aspirations of the human spirit.

Books on Spirituality and
Spirituality in Education

Zohar, D & Marshall, I. (2000). SQ: Connecting With Our Spiritual Intelligence. New York: Bloomsbury Publishing	Walsh, Roger. (1999)  Essential Spirituality.  New  York: John Wiley	Sloan, D. (1983) Insight-Imagination. Westport, CT:Greenwood Press
Sinetar, M. (2000) Spiritual Intelligence: What We Can Learn From The Early Awakening Child. New York: Orbis	Palmer, Parker (1983)  To Know As We Are Known: A Spirituality of Education.  New York:Harper Collins.	Moffet, J. (1994). The Universal Schoolhouse: Spiritual Awakening Through Education, San Francisco: Jossey-Bass Publishers
Moore, T.  (1994) Care of the Soul: A Guide for Cultivating Depth and Sacredness in Everyday Life. New York: HarperPerennial	Moore, T.  (2000) Original Self: Living with Paradox and Originality. New York: HarperCollins	Miller, J.P. (1994)  The Contemplative Practitioner.  Toronto: OISE Press
Kessler, R. (2000) The Soul of Education: Helping Students Find Connection, Compassion, and Character at School Virginia: ASCD	Glazer, Steven. (1999)  The Heart of Learning: Spirituality in Education.  New York: Tarcher/Putnam	Brussat, F. and M.  (1996)  Spiritual Literacy: Reading the Sacred in Everyday Life. New York: Scribner
Pearmain, E.D. (Ed.) (1998) Doorways to the Soul: 52 Wisdom Tales From Around The World Ohio: The Pilgrim Press	Grof, C. (1993). The Thirst for Wholeness: Attachment, Addiction and the Spiritual Path. San Francisco: HarperSan Francisco.	Tacey, David (2000) Re-Enchantment: The New Australian Spirituality. Sydney:HarperCollins
Palmer, Parker (1998)  The Courage to Teach: Exploring the inner landscape of a teacher's life.  San Francisco: Jossey Bass.	Miller, John P. (2000) Education and the Soul: Toward a Spiritual Curriculum. State University of New York Press	Nakagawa, Yoshiharu (2000)  Education for Awakening An Eastern Approach to Holistic Education Foundation for educational Renewal, Brandon, VT
Nava, Ramon Gallegos. Holistic Education: Pedagogy of Universal Love Great Ideas in Education Box 328, Brandon, VT (Translated by Madeline Newman Rios and Gregory S. Miller)	Miller, J &  Nakagawa, Y (eds)  Nurturing Our Wholeness Perspectives on Spirituality in Education Psychology Press/Holistic Education Press Box 328, Brandon, VT

The preceding information and article come from the Holistic Education Network. HEN is a valuable resource for spiritual practices in education. Please visit their website http://www.hent.org/spiritual.htm for more information. 

As Simple as ABC: Going Green in Education

by GreenInHygiene on February 1, 2012

Students are our future – whether they are just entering kindergarten or about to graduate college, you can’t argue with that fact. So much time, energy and money are spent on education to ensure that we are raising up the leaders our world needs for tomorrow… According to the National Center for Education Statistics Digest of Education Statistics of 2010, the United States is home to some 140,000 schools (elementary, secondary & post-secondary) and over 85 million students in public & private schools. Educating our future leaders on the basics shouldn’t be our only goal while they are in school – we should be setting an example for them, including how we treat the environment. And we can start by greening our schools.
We already put money into our schools and they are doing just fine.
Why do they need more money?
We are already putting money into our schools, this is true, but our schools are not fine. Take a look at these staggering statistics:

• 60% of US schools have major building features in disrepair
• 33% of America’s schools have buildings in need of extensive repair or replacement
• 43% of schools have unsatisfactory indoor environmental conditions
• 20% of schools have unsatisfactory indoor air quality

There are a number of schools on “probation” for mold content or other air quality issues. Our students are spending a majority of their week in these buildings. Problems in other areas require funding that would go to another area and so on and so on… leaving things like air quality at the bottom of the list. Leaving our students in an unsatisfactory environment is simply not acceptable.
Okay, so they need help… But why should I support “greening” my school?
Isn’t that more investment than it’s worth?

Image: Stuart Miles / FreeDigitalPhotos.net

Looking for more of a reason than to set a good example for 85 million students while keeping them in a healthier environment? Take a look at these statistics from the Green Schools Leadership Center:

• Green schools may cost less than 2% more than conventional schools (about $3 per square foot) but they provide financial benefits that are 20 times as large
• A green school saves an average of $100,000 annually – enough to hire 2 new teachers, buy 250 new computers, or purchase 5000 new textbooks
• Teacher Retention increases by an average of 3% and teachers experience a 7% decrease in sick days
• Test scores and learning ability improves on average 3-5% – equating to an annual earning increase of $532 per student

So let me get this straight: we can create a better quality learning environment for our students that will increase their learning ability while retaining more of our teachers in a building that is better for the environment and also happens to save an average of $100,000 per year?
Yes! The statistics are right there and they’ve been verified. Green schools have more benefits and a higher ROI than we give them credit for, even starting with something seemingly small like recycling more.
Fantastic! How do I get started greening my school?
Whether you are a parent, teacher, superintendent or concerned citizen, we suggest speaking to someone who has authority over your school about improvements that could be made to address the green initiative while also providing benefits to the school. The Green Schools Leadership Center mentioned above is a great resource to look through as well as checking out LEED credits that your school can earn through simple adjustments. Though the GSLC was originally created to raise funding to build new green schools, their resources have since expanded to offer help to existing schools looking to implement green processes wherever they can.
Since energy and electricity are some of the biggest environmental bullies, we suggest starting by looking at your energy systems and electric appliances and then moving on from there.

• Do you have any renewable energy systems – do you have a good spot for a couple of solar panels?
• Are you recycling all the materials you can recycle (plastic, aluminum, paper, cardboard, glass, batteries etc.) and are you incorporating recycled materials into your everyday processes?
• Which areas in your building require the most electricity or energy and are there products out there to reduce the amount you are using?
• What types of foods are served in your cafeteria or dining areas  and could more fresh or organic produce be used?
• What are you doing with the property around your school building? Is there space for an educational school garden? Could you replace some of the recreational equipment with certified “green” playground equipment?

The list could go on and on!
What types of products of services should I be looking into?
Products and services which feature recycled materials, energy reduction, are biodegradable or can be recycled themselves are a great start. The reason green schools save so much money each year is that they reduce the amount of energy, electricity and water used while also providing a way to use renewable energy sources. In terms of hand hygiene and restroom hygiene, Workplace Essentials strives to be a green leader with its innovative products and services which are perfect for educational institutions.
Whether in your restrooms or in your food service areas, the Foam Hand Soap Service offers a Green Seal Certified formula that meets industry standards and reduces waste.
Earn LEED credits with the help of the EcoDri Automatic Hand Dryer, a touch-free hand dryer which dries hands in 15-20 seconds while using 80% less energy than conventional hand dryers.
Keep your female teachers, teenage and adult students safe from bloodborne pathogens with the Sanitary Disposal Service. A masking tray inside the unit shields and protects the user from the contents while reducing the risk of drain blockage since users will not need to flush sanitary products. Inside each sanitary disposal unit is an EcoCard Sanitary Waste Neutralizer, a biological alternative to hazardous chemicals which reduces exposure to toxins while neutralizing waste with vapor release technology. The EcoCard is made from 100% recycled, biodegradable products.

More ideas for sustainability

As we continue to develop AGS one thing that we continue to research is ways that we can  use recycled materials and promote sustainability. Tonight I will share with you some images and ideas that we find inspiring for this journey.

Rain water to garden hose

Natural Homemade Glue

Use bamboo for a sustainable material

Wall of Recycling

Reduce, Reuse, Recycle mural made from recycled materials

Recycled and natural materials

Happy New Year!

Hello,
We hope everyone enjoyed the holidays! We have been very busy working on the business plan for AGS and we even found a possible location for the school! This is very exciting news for us but we are currently under a non-disclosure and can not reveal any specific info about it right now. However, I will tell you is that the location is in South Austin and is surrounded by beautiful trees. It will probably be a while before we know if this is going to be the home of Austin Green School but in the mean time please send us positive thoughts and vibes as we try to negotiate this deal!


I also want to thank everyone who came out to the benefit show last month for your support. It was so nice to see so many familiar faces and new ones too! We raised some money for AGS and St. Jude's and hopefully spread the word about our school to some new families. A special thanks to Katy Papper and David Winchester who organized the event. Well done!



Please enjoy the photos from the event

AGS Benefit Show!

Great News! AGS will be participating in a benefit show at Ruta Maya Thursday, December 15. There will be great music, drinks and all proceeds will go towards St. Jude Hospital and Austin Green School. Tickets are $10 at the door, $9 goes towards St. Jude research and $1 goes to AGS from each ticket. This is a great way for us to promote our school as well as support a great cause. Please help by spreading the word and joining us for a night of fun!

Here is a sneak peak at the poster we created about AGS. Come check it out in person at the benefit!

MUSIC, MUSIC, MUSIC

“Music is the language of the spirit. It opens the secret of life bringing peace, abolishing strife.”-Kahlil Gibran

I borrowed this quote from one of my dear friends, Kali King. I feel that it speaks to AGS’s view of music and the important role that it will play in our school day.

We feel that music should be incorporated throughout the day and has a place with everything we do. Much like all other forms of art, music should not be thought of as an enrichment course but woven into all aspects of curriculum organically. Children will be supported and encouraged to express themselves through music and will be provided with many different instruments and materials to do so. Please enjoy the images below that we look to for inspiration. 

 

 

 

 

 

 

Tin can drums

 

 

Musical Post

Music Wall

Sample Kindergarten: Social Studies Lesson Plan

 Project Based Learning
Family Ties
Social Studies Kindergarten
Sample Lesson Plan

       

Title	Family Ties
Creator:	Hall, Julia juhall@access.k12.wv.us
Source:	TLI 2009 PBL Plans
Project Idea:	After reading from an old journal, students will be inspired to learn more about their family and community from that era.  Students will then keep their own journal so they can pass on information about their community.  Students will interview grandparents and parents to collect data from their lives.  Groups of students will use the computer to research their town and how it has changed through time (they will create a display).  Students will collect data and create a timeline of their life from birth to age 5.  End product will be an oral presentation with a map/model/or display.
Entry Event:	A journal was found in an old, dusty attic.  A girl in your town wrote it in 1913.  While reading the journal, I discovered how life was for her in a one-room school and in your town.  I thought you might enjoy reading and discovering about life of children in your town a long time ago. After sharing the journal with the children, members of the local historical society and representatives from a nearby museum will be invited to speak to children about the importance of recording information concerning important events during your lifetime and keeping artifacts to corroborate these recordings.
Power Standard:	Students will collect data to compare and contrast characteristics of generations from past to present within their community.
Content Standards & Objectives:	Objectives Directly Taught or Learned Through Discovery Identified Learning Target Evidence of Success in Achieving Identified Learning Target SS.O.K.5.1 collect data and sequence time, places, people and events as they relate to the student’s own life. Collect data from their life events. Sequence events as they relate to student. Students will gather data from the events in their lives by talking with parents. Individual Observation Daily Reflective Exit Slip Students will present gathered information as a timeline. Content Rubric Daily Reflective Exit Slip SS.O.K.5.3 research the past through stories of people, heroes, pictures, songs, holidays, customs, traditions and legends and explain the differences in other people, time and cultures. Research the past and explain differences in other people using photos, stories, and interviews with grandparents and parents. Students will give an oral presentation of the differences in people from the past. Oral Presentation Rubric Project Checklist Interview Checklist SS.O.K.5.4 identify characteristics of communities, families, and family life. Compare and contrast the characteristics of communities past and present Students will create a Venn Diagram of the characteristics of communities of the past and present. Group Observation RLA.O.K.1.13 use reading skills and strategies to understand a variety of informational resources to support literacy learning (e.g., environmental print, signs, labels, electronic resources). Use the internet and other resources to collect information of the community. Students will use the Internet and other resources to collect information about their community to use in their final project. Individual Observation Daily Reflective Exit Slip
21st Century Skills Learning Skills & Technology Tools Teaching Strategies Culminating Activity Evidence of Success Information and Communication Skills: 21C.O.PK-2.1.LS2 - Student can accurately interpret and create simple visuals (e.g. charts, maps, graphs and models) and use this information to solve problems and communicate information. 21C.O.PK-2.1.TT4 - Student uses electronic drawing and paint programs to create graphics. Student participates in a group to locate and create pictures, clip art, graphs, tables and other appropriate objects and to insert into documents and presentations. Give students guidance, information and necessary materials to construct maps or models of their assigned community. Give students guidance and information to programs and websites to locate pictures, clip art, and/or graphics to use for projects. Group members will work cooperatively to create a map or model of their assigned section of the community and communicate information. Presentation Rubric Groups will collaborate and locate pictures, clip art, and/or graphics to insert into projects. Collaboration Rubric Group Observation   Thinking and Reasoning Skills: No Data No Data Entered No Data Entered Personal and Workplace Skills: 21C.O.PK-2.3.TT5 - Student demonstrates positive social and ethical behaviors when using technology.  Student identifies appropriate and inappropriate use of computers and describes how to work collaboratively with others when using technology at home or in school. Give guidance and directions for students to role-play positive and fair behaviors when using technology. Students will show positive social and ethical behaviors while working cooperatively. Daily Reflection Exit Slip Individual Observation
Performance Objectives:	Know     How to collect data and sequence events How and where to search for information How to explain differences How to compare and contrast How to do a Venn diagram How to interpret simple visuals How to use the computer to find websites How to show positive social and ethical behaviors How to complete a K-W-L chart How to work in groups Do             Create timeline             Work on the computer             Interview grandparents and parents             Oral presentation             Create a Venn diagram             Create a map or model             Collect pictures, clip art, or graphics from computer websites             Role-play             Contribute to group project
Driving Question:	How do past generations impact our community today?
Assessment Plan:	Major Group Products Oral presentation with maps/ models/ displays (Presentation Rubric) Project Checklist Major Individual Projects Timelines Venn Diagrams Journal writing Daily Reflective Exit Slips
Assessment and Reflection:	Rubric(s) I Will Use: Collaboration Collaboration Rubric  X Written Communication Presentation Rubric X  Critical Thinking & Problem Solving Content Knowledge Content Rubric X  Oral Communication Oral Presentation Rubric  X Other Other Classroom Assessments For Learning: Quizzes/Tests Practice Presentations Self-Evaluation Individual Observation  X Notes Peer Evaluation Group Observation  X Checklists/Observations Project Checklist Interview Checklist X  Online Tests and Exams Concept Maps Venn Diagram  Timeline X  Reflections: Survey Focus Group Discussion Task Management Chart Journal Writing/Learning Log Journal Entry X  Other Daily Reflective Exit Slip X
Map The Product:	Students will create an oral presentation with maps and/or models to compare and contrast characteristics of past generations to their present generation within the community.  They will follow the criteria listed in the Presentation Rubric to complete the project. Product:  Oral Presentation Knowledge and Skills Needed Already Have Learned Taught Before the Project Taught During the Project 1.  Behavior and consequences for group work X    2.  Gather information from various resources  X 3.  Website navigation skills  X 4.  Group responsibility and behavior  X 5.  Read and construct timeline  X 6.  Construct a K-W-L and a Venn Diagram  X
Resources:	School-based Individuals: High school TV crew to talk about how they gather resources and presentations School/County Technology Specialist will assist with finding websites Technology: Book-marked websites- local city and Historical Society websites, free clip art websites Computer lab Community:  Newspaper Historical society          Curator of local museumLibrarian of public libraryParents and Grandparents Materials: City Map Art suppliesComputers, printers, Internet, data projector, screen or white boardChecklists Rubrics Research Folders
Manage the Process:	Entry Event:  Locate or create an old journal/diary with entries that portray early life in the schools and community in which you live.  With Kindergarten groups, you may want to pair an older student (4th grade or up) with each student or group to help with the collection and recording of information.  This project should be done during the end of the second semester of Kindergarten. Step One:  Invite members from the local historical society, representatives from a nearby museum, or librarian from the local library to speak about the importance of recording information concerning important events during their lifetime and keeping artifacts to corroborate these recordings.  Students will be able to ask questions of the presenters and the presenters may give ideas on where and how to find information the students may need. Step Two:  The whole class will begin work on filling the K-W-L Chart before research is started.  They will include things that they will need to know in order to complete the project.  The students will explore websites that pertain to their city/area as a whole group activity using a computer with a data projector.  Investigate the various websites for information needed for the students’ research.  Discuss which items on the website menu will be helpful to them.  Explain how to retrieve the information.  Step Three:  Students will be divided into teacher assigned heterogeneous groups of four-five students.  The teacher will remind students how to work in groups by reviewing the teamwork/collaboration skills necessary and discuss the Collaboration Rubric.  Have high school TV crew visit and speak about how they gather information and how they present the information to others.  Students will be able to ask questions of the high school TV crew.  Assign one high school TV crewmember to each group to help as needed with gathering information during computer lab.  Students will gather information about their assigned section of the community and locate pictures, clip art, and /or graphics for their projects.  The materials will be placed into the research folder. Step Four:  Groups will use the information they collected to create a Venn Diagram of the characteristics of communities.  These should be placed in the research folder. Step Five:  Students will collect data about their life from birth to age 5.  Parents will help students collect data from home.  Using the Content Rubric and the Timeline Template, groups will construct timelines.  These will be placed in the research folder. Step Six:  Students will use the Interview Checklist to practice interviewing each other in the group and then will use the Interview Checklist to interview parents and grandparents about their past in school and the community.  Parents will help students complete the interview checklist.  Students will give an oral presentation of differences in people from the past using the Oral Presentation Rubric as a guide.  The Interview Checklist will be placed in the research folder. Step Seven:  Each group should compile their research and decide on using a map/model/or display with their final project.  Step Eight:  The students will practice their presentation to the class.  The class will use the Presentation Rubric for the students to review before the final presentation. Step Nine:  Each student will present their final project to the class.  Parents, Grandparents, representatives from local Historical Society, local museum, and the local library should be invited to attend the presentations. Step Ten:  The class will complete the “What I learned” column on the K-W-L Chart.  Each student will complete a self-evaluation (Collaboration Rubric, Content Rubric, Presentation Rubric) about the project.  The class will also discuss their experience with the PBL lesson.
Project Evaluation:	Students will complete a Daily Reflective Exit Slip.  Students will write a journal entry weekly.  At the end of the project, the class will discuss the project and how the community affects their lives (past, present, future).  The class will also discuss these questions:  How did the project go?  Did you enjoy doing a project?  Would you like to do another project like this one?  Did you enjoy learning this way?  The teacher should keep a journal as to how the project and the activities are going and how the students are doing throughout the time period of the project. Then, after the project evaluation, the teacher should compare his or her own journal notes with the comments of the students.
Resource Files Uploaded	Resource Files UP3502WS2.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS2.doc) UP3502WS3.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS3.doc) UP3502WS4.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS4.doc) UP3502WS5.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS5.doc) UP3502WS6.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS6.doc) UP3502WS7.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS7.doc) UP3502WS8.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS8.doc) UP3502WS9.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS9.doc) UP3502WS10.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS10.doc) UP3502WS11.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS11.doc) UP3502WS12.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS12.doc) UP3502WS13.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS13.doc) UP3502WS14.doc (http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3502WS14.doc)