Dayschool

We are setting up a Day School!

Here is a rough sketch of the Day School
We would like to start with families and communities in Belgium

Who is the school for?

Homeschooling and unschooling families with children, adolescents and young adults, roughly between the ages 6 to 20.

What is the Day School’s inspiration and philosophical foundation?

Transpersonal Psychology, Self-Directed Education, Sudbury Valley School, Summerhill, Unschooling, Democratic Schooling, Krishnamurti Schools, Sofia University (formerly known as Institute of Transpersonal Psychology).

Where will this school be located?

We are looking for a place to run the school. However, the inspiration of Nomadic School is about being at home wherever we are. More importantly, we want to learn and grow together in community and in nature.

When will the Day School launch?

We will launch as soon as one or more families are ready to begin the adventure with us.

The Day School’s Philosophy & Approach

Learning & Growth

  1. For everyone and anyone, learning can happen anywhere anytime.
  2. Learning happens when a person is engaged with something wholeheartedly.
  3. Wholehearted learning leads to development and growth.
  4. Development and growth is directed by an intelligence intrinsic to each person. Each person develops and grows at her own rhythm and timing.
  5. A person’s motivation for learning comes from honoring the life force within her, and from acting on her impulses, imaginations, and instincts.
  6. No extrinsic motivations are needed for one to learn.
  7. When not interfered with and encouraged to trust one’s self, everyone and anyone knows what to learn, when to learn, and how to learn.

People & Values

  1. Nomadic School values the whole person: thoughts, feelings, desires, impulses, imagination, the physical, intuition, self as center of pure self-awareness, and will.
  2. Nomadic School values activities that lead to the development of the kind of human being who is able to live in harmony with nature and embody transcendent values (in reference to the 24 character strengths and virtues and Maslow’s B-values).
  3. Nomadic School values age mixing.
  4. The acquisition of knowledge and skills are not prized as ultimate aims in learning. Personal and transpersonal developments are.
  5. Nomadic School values the transpersonal: that which includes but goes beyond the personality, including the lower, middle, super, and collective unconscious, and the Transpersonal Self.
  6. A primary role of adults at Nomadic School is to provide support, which may or may not include teaching. The adults only offer support when asked.
  7. Adults at Nomadic School are expected to be people who wholeheartedly align with the approach and philosophy of the school.

How the School will be Run

  1. A developmentally sensitive curriculum will be proposed and carried out. However, no one will be obliged to attend classes or participate in activities.
  2. Participation at Nomadic School requires everyone contributes to the basics of communal life in some way: cleaning, cooking, organizing, et cetera. What constitutes the “basics” and the level of responsibility for each person is open to discussion and shall be agreed upon at the School Meetings.
  3. All school related matters are to be discussed and decided through weekly School Meetings where everyone in attendance are encouraged to voice their views. Emergency meetings for decision-making can be called at anytime by anyone.
  4. Everyone has one vote regardless of their age.
  5. Judicial Committees in the style of Sudbury Valley School will be implemented for dealing with matters of interpersonal conflict. The key elements are 1. representative of kids and adults of all ages. 2. impartial and evidence based investigation of each account of complaint. 3. A fair sentencing system.
  6. Everyone, including kids, at Nomadic School are free to propose or request classes. If students ask for a class to be taught, and they set the conditions for attendance in mutual agreement with the teacher, then they are to respect those conditions.

What kind of change (learning) are we aiming for?

For adolescents (stage 1): The development of an authentic social identity rooted in the broader community, involving the acquisition of knowledge and skills related to the exploration of values and social identity, self-reliance (practical and economic), emotional management, conflict resolution, human-nature reciprocity and ecological responsibility.

For adolescents (stage 2): The development of a soul-centered identity that is rooted in the mysteries of nature and the unconscious à la C.G. Jung. An intimacy with the world and broad and deep familiarity with its cultures. Deepened intimacy and connection with nature. A world-centric perspective of self and sense of belonging. An awareness of one’s possible life purpose(s) and direction. Strengthening previous stage’s knowledge and skills where needed, plus knowledge and skills related to romantic love, sex, sexuality, healing one’s sacred wound, spiritual practices, shadow work.

For young adults (stage 1): The maturation of a soul-centered identity that is rooted in the soul and the mysteries of nature, but fully embodied in the world. An ecocentric perspective of self and sense of belonging. Strengthening previous stage’s knowledge and skills where needed, plus knowledge and skills related to the diverse cultural delivery systems to support the embodiment of soul in culture. Expanded and deepened awareness about how one will realize one’s purpose(s) in the world and taking concrete actions towards it.

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