SUSTAINABLE EDUCATION

The mission of Springhouse Community School is to reimagine the purpose and practice of education. Though we are creative and innovative in our educational approach, the way Springhouse structures learning is ancient and has been practiced in cultures around the world for ages. Dr. Greg Cajete, author of Look to the Mountain: An Ecological Perspective on Education, lists the following as characteristics of indigenous education, or in other words, an educational paradigm that is place- and community-based and orients around sustainability and wholeness. Cajete writes, “Education is in crisis as America finds itself faced with unprecedented challenges in a global community of nations desperately struggling with massive social, economic, and cultural change. Education must find new ways of helping Americans learn and adapt in a multicultural, twenty-first century world. It must come to terms with the conditioning inherent in its educational systems that contribute to the loss of a shared integrative metaphor of Life. This loss, which may ultimately lead to a social/cultural/ecological catastrophe, should be a key concern of every American.” Springhouse Community School is concerned, and, as a response to this challenge, we are committed to revisioning the purpose and practice of education in a way that is holistic, intergenerational, and organic.

“Education is in crisis as America finds itself faced with unprecedented challenges in a global community of nations desperately struggling with massive social, economic, and cultural change. Education must find new ways of helping Americans learn and adapt in a multicultural, twenty-first century world. It must come to terms with the conditioning inherent in its educational systems that contribute to the loss of a shared integrative metaphor of Life. This loss, which may ultimately lead to a social/cultural/ecological catastrophe, should be a key concern of every American.”
                                                 ~Dr. Greg Cajete

The mission of Springhouse Community School is to reimagine the purpose and practice of education. Though we are creative and innovative in our educational approach, the way Springhouse structures learning is ancient and has been practiced in cultures around the world for ages. Dr. Greg Cajete, author of Look to the Mountain: An Ecological Perspective on Education, lists the following as characteristics of indigenous education, or in other words, an educational paradigm that is place- and community-based and orients around sustainability and wholeness. Cajete writes, “Education is in crisis as America finds itself faced with unprecedented challenges in a global community of nations desperately struggling with massive social, economic, and cultural change. Education must find new ways of helping Americans learn and adapt in a multicultural, twenty-first century world. It must come to terms with the conditioning inherent in its educational systems that contribute to the loss of a shared integrative metaphor of Life. This loss, which may ultimately lead to a social/cultural/ecological catastrophe, should be a key concern of every American.” Springhouse Community School is concerned, and, as a response to this challenge, we are committed to revisioning the purpose and practice of education in a way that is holistic, intergenerational, and organic.

In his book Sustainable Education: Re-visioning Learning and Change, Stephen Sterling breaks down the way we educate into two processes: transmissive and transformative. He associates transmissive education with being instructive and imposed and asserts that this is the primary form by which we educate today. With this approach, we try to "get the message across," where the teacher is more of an “expert” leading students in a hierarchical way. Transformative education engages learning as a place to explore a sense of meaning and purpose. Stephen Glazer, author of The Heart of Learning: Spirituality in Education, writes, “Education can serve as the core of a lifelong journey towards wholeness, rather than merely an accumulation of facts, figures or skills.” To move from transmissive to transformative education, we must move towards a learning process that is constructive and participative in nature. Education, in this form, is capacity-building, process-oriented, and respectful of all living systems. Dr. Greg Cajete writes, “To begin such a process, American education must move from a focus on specialization to holistic knowledge; from a focus on structures to understanding processes, from objective science, to systemic science, and from building to networking." Transformation is at the center of the Springhouse educational approach and our learning community is dedicated to a model of education that honors our connection to each other and supports the whole of life.

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Springhouse Community School is a proud member of the following organizations and networks:

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Springhouse Community School is a 501(c)3 non-profit organization. It is also a community of people with respect for diversity. The school emphasizes the dignity and equality common to all persons and adheres to a strict nondiscrimination policy regarding the treatment of individual faculty, staff, students, family members, volunteers, subcontractors, and vendors. Springhouse is an equal opportunity employer. In accord with federal law and applicable Virginia statutes, the school does not discriminate on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, gender identity and expression, political affiliation, disability, or status as a veteran in employment or in any program or activity offered or sponsored by the school.

© 2019 by Springhouse Community School

144 Silver Maple Lane, Pilot, VA 24138

(540) 651-4673