Humane Edge February 2008

In This Issue:

• WITNESSING THE POWER OF HUMANE EDUCATION
  
• MAKE THIS A "BANNER" YEAR FOR IHE
  
• FEATURED ACTIVITY: STUDENTS ARE SURROUNDED!
  
• FEATURED STUDENT: KATE MOORE
• FEATURED RESOURCE: THE BIG PICTURE
  
• BE THE CHANGE:AN INTERVIEW WITH DENNIS LITTKY
• HUMANE EDUCATION IN ACTION: BOB SCHWALB HAS HEART
• SOWING SEEDS SUCCESSES IN FLORIDA, NEW YORK

WITNESSING THE POWER OF HUMANE EDUCATION

by Zoe Weil, IHE President

As an educator, there is little that makes me feel as joyful and excited as when a group of students are fully attentive, engaged, thinking critically and creatively, eager to learn, eager to share, and eager to make a difference. That is the experience I had teaching the 6/7th graders at The Bay School, a Waldorf-inspired elementary school in Blue Hill, Maine. I spent five mornings with the class, analyzing products, advertisements, and black and white thinking, and inviting the students to embrace the MOGO principle to do the most good and the least harm in relation to themselves, other people, animals, and the environment. 

This was a class of 12- and 13-year-olds, middle school kids like all middle school kids. Most of the boys cared about sports and wanted to be perceived as cool. Most of the girls cared about how they looked. When I carried in my Aeropostale shopping bag of props on the first day, one of the girls shouted out, “I LOVE Aeropostale! It’s my favorite store!” I smiled. She didn’t yet know that we’d be talking about how such brand loyalty develops, or that the bag wasn’t simply a container for other props, but a prop itself. By the end of the week, after analyzing company messages, this same girl wrote the following on her personal MOGO plan (a questionnaire that allowed each student to consider how and in what ways they’d like to choose differently after a week of humane education):

Claire Russell, the daughter of IHE’s M.Ed. director, Mary Pat Champeau, is in this class, and she’s been a young friend of mine for years.  Periodically I’ve asked her if I can have some article of her clothing when she outgrows it. This has been my way of letting Claire know I like something she’s wearing, but I’ve never been serious until recently, now that she’s taller than I. On Claire’s MOGO plan, she said she’s going to give me some of her hand-me-downs. (Take note, humane educators, there’s cool clothes to be had when you inspire your students!) All self-serving thoughts aside, Claire also wrote that she’s going to volunteer, shop less and recycle more, donate to her local shelter, and “work toward an equal rights world.”  

One boy, who often seemed less engaged than other students, somewhat reluctant to do the assignments, and who appeared on the verge of rolling his eyes every time I broke the class into groups to do work, surprised me on the last day. I had thought that he was simply tolerating the class, but when we were each sharing one thing from our MOGO plan, he said he was going to eat less meat, a subject we hadn’t covered in any detail. I realized that he’d been far more engaged and concerned than I’d thought.

But as great as all their commitments were, perhaps the most exciting moment came when I asked the students a question about my book, Claude and Medea, which they had read in class prior to my arrival. The story revolves around the adventures of its 7th grad protagonists who (illegally) rescue stolen dogs from a laboratory. I wanted to know if they thought what Claude and Medea had done was right or wrong. I felt like doing a jig when the first hand went up, and the boy who raised it said that he thought they were wrong. I had told the kids at the beginning of the week not to believe me, but to think for themselves. I had told them that all opinions were welcome, even if they thought they were the only ones who held such an opinion.

It was clear that the students respected my opinion and wanted to learn what I had to teach, so it would not have been surprising had they suppressed their perspectives in favor of mine and the majority. But instead, I saw a class full of respectful critical thinkers, eager to listen and learn, but equally committed to their own capacity to make MOGO decisions based on their own beliefs and values. Nothing could have made me happier as a humane educator. Such young people are the greatest hope for a better future.

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MAKE THIS A BANNER YEAR FOR IHE 

We've created a few web banners that are great for posting on websites, blogs and similar cyberspaces to let other people know about IHE. See our banners.

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FEATURED ACTIVITY: STUDENTS ARE SURROUNDED! 

Marketing is ubiquitous. Everything's branded. Economic globalization is, well, global. How prepared are students to think critically about these issues? Use this multi-activity lesson plan to help students explore issues of branding, marketing & globalization.

We Have You Surrounded

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FEATURED STUDENT: KATE MOORE

A "bathroom epiphany" caused Kate to change her goal of pursuing humane education "some day" to pursuing her dream right now! Read Kate's story.

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FEATURED RESOURCE: THE BIG PICTURE

What are the real goals of education? Is it getting students ready for the work force? To compete in the global market? To be productive members of society? Dennis Littky believes that the purpose of education is to help students become "continuous, lifelong learners." He wants students to leave school passionate, ready to take risks, creative, respectful of others, able to think critically, able to communicate effectively, full of integrity and the desire to give back to the community, and more. As Dennis says in the first chapter of The Big Picture: Education is Everyone's Business:

"I want students to learn to use the resources around them. I want them to read something or see something they are interested in and follow up on it. I want them to have an idea and then get on the phone and call people they can talk to about it, or pick up a book and read more about it, or sit down and write about it. When I imagine one of my students as an adult, I imagine a person who is a thinker and a doer, and who follows his or her passions. I see an adult who is strong enough to stand up and speak for what he or she wants and believes, and who cares about himself or herself and the world. Someone who understands himself or herself and understands learning. Creativity, passion, courage, and perseverance are the personal qualities I want to see in my graduates. I want them to come upon things they've seen every day and look at them in a whole new way. I want them to feel good about themselves and be good, honest people in the way they live their lives."

How do we do that? Dennis Littky believes it's through educational experiences like the Big Picture Schools. The Big Picture shares Littky's philosophies about teaching and learning, and the need for revolutionary change in the way that all students are educated. It also shares many student experiences in Big Picture Schools.

Littky's book provides great evidence of how all students can be successful when students are known, respected, and engaged in meaningful, "real life" learning.

If you want inspiration to revolutionize education for the benefit of students, parents and community, check out Littky's The Big Picture. 

View the Table of Contents and read two sample chapters from The Big Picture. 

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BE THE CHANGE: AN INTERVIEW WITH DENNIS LITTKY

Dennis Littky has revolutionized education by developing a model that educates “every student equally, one student at a time."  Dennis co-founded and co-directs The Big Picture Company with Elliot Washor, and is the Director of The Met Center in Providence, Rhode Island. He is nationally known for his more than 35 years in secondary education in urban, suburban, and rural settings. His work as a principal at Thayer Junior/Senior High School in Winchester, NH, was featured in an NBC movie, "A Town Torn Apart," based on the book, Doc: The Story of Dennis Littky and His Fight for a Better School. Most recently he published a book on The Big Picture’s philosophy (along with Samantha Grabelle) entitled The Big Picture: Education is Everyone’s Business. He holds a double Ph.D. degree in psychology and in education from the University of Michigan.

The Big Picture Company believes that schools must be personalized, and that “each student’s learning plan should grow out of his or her unique needs, interests, and passions.” Big Picture Schools actively involve students, families and the community in the learning experience and promote small schools, visionary staff and “real world” learning.

In addition to designing and supporting Big Picture Schools, The Big Picture Company promotes their philosophy of education with other schools and communities and is in the process of creating a Big Picture College model. The Big Picture Company seeks “to use a multitude of avenues to help change the conversation around education.”

Read Dennis's interview with IHE:

IHE: WHAT ROLE DOES EDUCATION PLAY IN CREATING A BETTER WORLD?

DL: Education has a chance to be the civil rights movement of the 21st century. We will become a country that has the rich and the poor, and nothing in the middle, if our educational system and its policies do not change.  

Schools and educational systems from kindergarten through college must reexamine their mission and pedagogies. We are in a new time, with a different population going to college, and larger populations going to college – but the colleges manage not to change.

High schools raise and broaden their standards by adding more Advanced Placement courses. Again, this is not a solution. Our country is concerned about raising standardized test scores a few points, but more students are dropping out. Our educational system must reexamine and re-imagine what it can be. The system must start paying attention to the individual students.  

IHE: WHAT EDUCATIONAL EXPERIENCES LED YOU TO YOUR CURRENT VISION AND WORK?

DL: As a high school student and college student who did well by doing what the teacher asked, I always understood I was not doing the real learning; I was not inspired to learn; I was not passionate – I was “playing” school. I knew schools were not right.  

I taught college classes where we studied the educational critics. I read about alternatives like Summerhill, John Holt and Paulo Freire. I had my own college students start to do real work in the communities, read exciting novels and reflect, and write on their own work.  

I then went to a poor, African American community as an educator/community organizer. At that point I realized how bad things were. How our country’s policies make it that way. I grew more and more upset at the system, at every level. This began my 35 year commitment to making things better.  

IHE: WHAT DO YOU SEE HAPPENING IN THE WORLD THAT GIVES YOU HOPE FOR A MORE JUST, COMPASSIONATE, SUSTAINABLE FUTURE?

DL: You must have hope. Hope is all we have. It is my hope that our country’s priorities will change and truly educating everyone becomes a priority. We must give our youth hope that there is a place for them in our country.  

By working on the ground and in policy, I feel hope everyday – more when I am on the ground. Every day I see students’ eyes light up – I see transformations. It is not so hard to do. We have used our practice at The Met School and Big Picture to influence policy in Rhode Island and California – this is a bit harder.  

We named our company Big Picture because it is not just about schools; it is about housing, healthcare, politics and the media. It is about the teacher-training institutions and colleges themselves. The students I work with give me hope, and if we can keep connecting with those who are doing great work at other levels, we may just reach a tipping point. I also believe that the changing world will demand some changes in the future.  

IHE: WHAT ARE THE BIGGEST CHALLENGES IN DOING YOUR WORK?

DL: We started the first Big Picture School, The Met, in 1996 in Providence. We now have over 50 schools in 20 states, and schools are also underway or being considered in Australia, the Netherlands, Liberia, Ireland, the United Kingdom, Canada and Israel.  

The next 10 year challenge will be to help support people to keep their schools true to the model and successful for their students. We need to continue to do research and development to help our students get even better. We will also try to use our successful practice to help influence policy.  

It is now time to continue our work past high school.  Colleges are a real problem. They keep many students out and push many other students out. If you are born in the bottom socioeconomic quartile, there is a six percent change you will graduate from college. If you are born in the top socioeconomic quartile, there is a 76 percent chance you will graduate. These figures make it clear; it is not about the individual student.

Colleges have to change. They must be student centered.  They must catch up with the needs of the 21st century.  To address this problem, we are planning on opening a college in September 2009. It will meet the needs of low-income students. We will be built around real work and give intense support – thus we will graduate 90 percent of our students.  

I’m tired of hearing about high schools getting college ready by adding another math class. It is time for colleges to be student ready. As a way of pushing them toward an understanding of what that means, we will develop our college as a model for those who feel there is a need.  

IHE: WHAT ADVICE DO YOU HAVE FOR ASPIRING HUMANE EDUCATORS?

DL: The bottom line is that everything we do must be done humanely…and I am not even in the humane education program. Everything we do must be about trust, respect and relationships. We must keep our integrity thru all of our work. This means to me that we should not be doing work that we do not think is the right work. We need to stay strong and work for our beliefs. We must find those organizations that are doing the good work and join them.  If we can’t find the organizations, then start your own. If it is not you who continues the fight, who is it?

IHE: WHAT FEEDS YOU IN YOUR NON-WORK LIFE?

DL: Actually, my work life and non-work life are very integrated. Some call that a workaholic; some say it is very Zen. Obviously, I think it is Zen. My passion is to help make our country a better place, a fairer place. The poor, and the poor of color, have been discriminated against in many ways. The educational system in our country, K-16, is so sad, for everybody. 

I have put my concerns for both issues together by starting schools, now a college, as well as speaking and writing about our work. This is what I do. If I am out to eat I am asking questions, learning and recruiting mentors. It is not work. My Sundays are my favorite day – sitting at my desk, thinking, writing and planning. In the background, at this moment, is the movie Scent of a Woman. If you have not seen Al Pacino’s speech at the end, defending a young man against the non-humane world, go rent it now….That inspires me. 

I go away every summer – never miss – for 30 years, to slow my mind and body, and to be someplace very different. Some of the places I have spent time in are China, Alaska, Guatemala, Cuba, Africa and Iceland. 

So, enjoy living and learning, and take inspiration from everyone and everything. 

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HUMANE EDUCATION IN ACTION: BOB SCHWALB HAS HEART

IHE M.Ed. graduate Bob Schwalb shares about his experiences as a full-time humane educator for HEART (Humane Education Advocates Reaching Teachers), reaching thosands of students in the New York City Schools.

IHE: WHAT LED YOU TO THE PATH OF HUMANE EDUCATION?

BS: I heard Zoe Weil speak at a conference in 2001 about humane education. She was incredibly inspiring and what she said made so much sense. I wondered why humane education wasn't part of the standard curriculum. After the conference, I did more investigating and lot of soul searching. A few months later I quit my job as a business consultant and applied to the IHE master's program.

IHE: HOW DID YOU GET INVOLVED WITH HEART?

BS: HEART actually originated in 2001, comprised of  a few dedicated volunteers. The organization ceased operating after a few years. In 2005, Brad Goldberg, the founder of Animal Welfare Trust and the current Chair of HEART, looked to restart the operation. He established a board, hired an executive director, and began plans to develop a curriculum for upper-elementary and middle-schoolers. This is when I got involved. HEART asked me to develop the curriculum. I did this from Chicago, where I lived at the time. In the Fall of 2005, they hired me to be their sole humane education instructor. I moved to NYC, which is where I live today.

IHE: HEART PROMOTES AND TEACHERS HUMANE EDUCATION IN THE NEW YORK CITY SCHOOLS AS A MEANS FOR PROMOTING COMPASSION AND RESPECT FOR ALL. HOW MANY STUDENTS AND TEACHERS IS HEART REACHING EACH YEAR, AND HOW ARE STUDENTS AND TEACHERS RESPONDING TO WHAT THEY'RE LEARNING?

BS: Just this past year HEART hired three additional part-time instructors. This puts us in a position to reach thousands of students, grades K-12, each year. Most students and teachers are very receptive to our programs, especially after a lesson or two. Sometimes they're hesitant at first; I think partly because the program is nothing like they've ever experienced. I find it interesting that most students whom I teach, whether it be 4th graders or 12th graders, are completely unfamiliar with many of the subjects we cover - i.e., sweatshops, factory farming, habitat destruction, etc. And very often the teachers also confess to knowing nothing about many of these issues.  To me, this says a lot about the profound need for humane education.

IHE: WHAT'S A TYPICAL DAY OR WEEK LIKE FOR YOU?

BS: In any given week I do a variety of tasks. First of all, there's the lesson planning, which involves compiling the lessons and all the materials (props, videos, handouts, etc.). I spend time corresponding with schools lining up assignments. I communicate with teachers and students, answering questions and keeping them up-to-date on the current lessons. I also make sure I take time to keep current on all of the issues - visiting web sites, reading books and magazines, and discussing issues with colleagues. It's impossible to be an expert on every subject, but it's important to be knowledgeable about everything you teach. And of course there's the time spent in the classroom teaching our lessons and working with after-school clubs.

IHE: WHAT ARE SOME OF YOUR BIGGEST CHALLENGES?

BS: One of the biggest challenges for me is convincing school administrators about the pressing need for humane education. Because of mandates like No Child Left Behind, many schools are hyper-focused on improving students' math, English, and science skills to the neglect of teaching the skills students need to be responsible and compassionate members of society. We must teach these skills. Every time we fail to teach a student these skills, the world pays a price.

IHE: SHARE A SUCCESS STORY. WHAT HAS HELPED ENCOURAGE YOU?

BS: I am encouraged every time a student (and sometimes even a teacher) comes up to me and tells me that as a result of one of our lessons they are only purchasing products that have not been tested on animals; or are now recycling; or are starting to buy their clothes from second-hand stores. This happens all the time. A lot of students will also tell me how they've educated their families about the issues and convinced them to join in.

IHE: ONE OF THE CITY'S COUNCIL MEMBERS HAS INTRODUCED A RESOLUTION TO REQUIRE SCHOOLS TO INCLUDE LESSONS ABOUT ANIMAL PROTECTION IN THEIR CURRICULA. HOW IS THAT CAMPAIGN GOING, AND HOW IS THE PUBLIC (PARTICULARLY PARENTS, STUDENTS AND TEACHERS) REACTING TO THIS EFFORT? 

BS: In September of 2006, NYC Council Member Tony Avella introduced Resolution 497, which calls on the New York City Department of Education to help increase compliance with the humane education statute by issuing a memorandum to all city public schools notifying them of the mandate and instructing all elementary school principals to direct their teachers to act in accordance with this requirement. HEART's executive director, Meena Alagappan, was instrumental in drafting this legislation and in securing support from various City Council Members. The Education Committee held a hearing for this resolution on December 12, 2007. More than a dozen people gave testimony - all in support! Humane education advocates, teachers, principals, and other concerned citizens all spoke up. Resolution 497 currently has the support of 33 Council Members, including the Chair of the Education Committee and a majority of the members of that Committee. The committee chair has promised to push for a committee vote very soon.

IHE: WHAT ARE YOUR GOALS FOR THE FUTURE?

BS: HEART will continue reaching as many students as possible with our humane education programs, offering teacher training workshops, providing consulting and other instructional resources for teachers, and advocating for the enactment and enforcment of humane education laws. There's lots of exciting work ahead! 

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SOWING SEEDS SUCCESSES IN FLORIDA, NEW YORK

by Amy Morley, Operations & Events Manager

On Saturday, January 12, IHE's facilitator Kim Korona led thirty-three 3rd–12th grade teachers from the Miami-Dade County Public Schools in a Sowing Seeds Humane Education Workshop. The workshop was made possible through the support of a grant from the Partnership in Character Education in the Miami-Dade County Public Schools.  

The local organizer for the workshop said the workshop exceeded her expectations. She wanted to give the teachers a unique experience to which they would not otherwise be exposed. She said this workshop was exactly that.

The teachers said they learned a great deal of information. Many of them said they could definitely teach humane activities in their classes – including language arts, critical thinking, science, ecology, economics, art, and social studies. Some teachers made proclamations about how they wanted to change their own lifestyles, such as: “I am never buying bottled water again.” “I am adopting a dog because of this workshop.” “I had no idea about the child slave trade of the chocolate industry.” and “I had no idea the chickens were treated that way.” The workshop made connections between humane education and the Core Values of citizenship, cooperation, fairness, honesty, and integrity developed by the Miami-Dade County Public Schools.

Here’s what some of the teachers said about their experience:

“This was a wonderful experience. I learned a lot of things I was not even aware of.”
~ Jaquelin Ondar

“All the presentations were excellent! It showed me practical ways to bring awareness to my students about their planet and how everything is interconnected.”
~ Susana Mejia

“I feel you are doing an outstanding job!”
~ Olga Siddons

“Sowing Seeds Workshop provided me with an in depth look at many world issues that can be solved. The resources were fantastic.”
~ Carlos Sala

“What was most helpful/useful were critical/innovative activities to use with students. Your ideas were amazing.”
~ Estrella Mellon

“The presenter, Ms. Korona, was excellent! Her presentation was informative, interactive and fun. The program is very inspiring because I was unaware of many world issues that affect me as a consumer.”
~ Anonymous

IHE also offered a Sowing Seeds Workshop in Albany, New York on Saturday, January 26. This workshop, led by IHE's facilitator Freeman Wicklund, was especially for teachers and staff of democratic/free schools in the Northeast region of the U.S. The workshop brought together about 40 participants. Here’s what some had to say about the workshop:

“I think IHE is crucial in the world right now!  Great work!”
~ Angela Sillars
 
“I really enjoyed the presenter’s knowledge, honesty, humor, openness, and materials.”
~ Juliet Rice

“The tone and content were perfectly connected. The philosophy is so relevant to our own that it was easy to immediately see the relevance to my job as a teacher. Freeman is a gifted speaker and educator.”
~ Elizabeth Carivan

“I think some of the visual aids are excellent. I enjoyed the activities and the videos. Freeman is an excellent speaker and presenter. I loved the sharing and hearing various viewpoints, as well as expressing my own!”
~ Brenda Rose

“Freeman kept the whole thing interesting by bringing his passion.  And, also leading by example…his internalization of everything made everything he said easier to hear which in turn makes me more likely to incorporate them into my life as well as my school.”
~ Karece Powers

Although there is no exact definition or requirement for a democratic school, such schools generally share most or all of the following characteristics:

• Shared decision-making among the students and staff
• A learner-centered approach in which students choose their daily activities
• Equality among staff and students
• The community as an extension of the classroom
  

You can learn more about democratic schools and other alternative education opportunities by attending the Alternative Education Resource Organization (AERO) 5th Annual Conference on June 26-29. Khalif Williams, IHE Executive Director, will be one of the keynote speakers at this year’s conference. 

If you are interested in bringing a Sowing Seeds Workshop to your school or community, read more about what's involved, and please contact sowingseeds@HumaneEducation.org for more information.

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