CoOp Villages.us
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Education
Post High School Costs:
Education costs would be much less than in conventional society because in a cashless cooperative environment state education requirements through licensing would not apply. Thus some classes could be taught by the community, some being taken at college, and some could be avoided completely. Each student would be free to choose because the knowledge would be desired more than the certificate.
This would facilitate the changing of careers during a lifetime. If one tired of being a refrigerator repairman, she would simply have to train another to perform those duties and then would be free to study whatever she desired for her new life, be it vocational or higher academic studies. This would certainly take the pressure off young persons to hurriedly choose a lifelong career path costing their parents a hundred thousand dollars in the process.
Training for some jobs might be provided through on the job training received from those already skilled. It might also require some additional classroom time, in the village and/or at a local vocational school, with the costs born by the village. Because members might not sell their trained services outside the Village, typical certifications might not be required. With this in mind many requirements could be ignored, such as a plumber having to take a general education class in order to obtain certification.
1) Post high school (within village)
a) It should offer a lifetime of learning to all residents. It would afford each individual opportunity to recreate (re-create as well as recreat-ion) themselves as life progresses, allowing each to expand their horizons as they choose. The majority of the learning would be a direct benefit to the village as a whole. Some of it would be of benefit to that resident only. But always the learning would expand the village as each grows and is happiest discovering themselves. We acknowledge that a person is ever growing and evolving, learning about the world and oneself, and the village provides the unique opportunity to get off the market-economy treadmill and pursue the many twists and turns of a lifelong education. For example, someone working in the community as a plumber for 7 years may find him or herself gravitating toward a role as a personal counselor, and should be encouraged
2) Post-High School (breaking away)
a) It should allow for formal higher education so that young people will have the opportunity to go out into the market economy in order to pursue any life they choose, and to share what they have learned about sustainable cooperative living.
3) High School
a) GED
4) Middle and Elementary School
5) Preschool
6) Teachers
a) Degreed teachers (possible state certified) could be available to:
(1) Assist with lesson plans
(2) Assist with presentation methods
(3) Diagnose and work with learning disabled
(4) Motivate
(5) Push paper to the state
(6) Monitor class activity
(7) Utilize testing methods
(8) Train and supervise instructors
b) Course Instructors could:
(1) Teach areas they are knowledgeable in
(2) Continue mentoring students expressing great interest in that subject
(3) Teach areas like automotive, math, plumbing, science, family planning
c) Other:
i) A teacher or other adult would remain in the classroom with instructors until
a certain grade.
This would provide a place for parents to be involved and ease the transition for
younger students to a new environment
ii) This could tie into the apprenticeship program for those students wanting
to go into the trades of the village
7) Subjects Covered:
a) Usual subjects, English, science, math, social studies, etc.
b) Foreign language, as knowledgeable instructors are available
c) Life skills such as nonviolent communication
d) Health education, including sex, birth, and family planning with small groups of students of the same age and gender
8) Structure:
a) All year or summers off? One subject at a time for 6 weeks each, or individual classes throughout the day? The education advisor and committee will have to decide and remain flexible to parent, student, and teacher needs.
b) Affiliate with or follow some kind of established program such as waldorf or Montessori?
9) Scouts, Clubs, etc. – could the village have its own chapter? How much do we want to go out of our way to foster group activities with people out in town?
10) Alternative Classes
A. A school for our children, preferably Waldorf school, possibly Montessori-style. Waldorf schools produce creative, intelligent children with broad interests and skills. They have a balance between creative and academic work, and focus on arts, spirituality, and social skills, in addition to the usual academic subjects. They learn several musical instruments and foreign languages from age 7, and are much sought after by universities as amazing, broadly developed individuals. Montessori school focuses on letting the student learn on his own initiative.
B. A school for our adolescents, preferably Waldorf High School.
C. A technical school for adults, which could share classes and facilities with the High School.
D. A Mystery School, for exploring the secrets of all of the various religions and traditions
throughout history. Included would be:
1. Comparative Religions
- . Meditation
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Yoga
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Eastern Mysticism (Hindu, Buddhist, Taoist)
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Western Mythology (Roman, Greek, Norse, Jewish, Moslem, Christian, Druid, Pagan)
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Western Mysticism (Theosophy, Rosicrucians, Cathars, Bogomils, Grail myth, Gnosticism, Sufis and Assassins, Christian Mystics (St Francis, St Theresa, St. Hildegard, etc), Meister Eckhart, Emerson, Swedenborg, New Thought movement.
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Native American and South American Spirituality, including shamanism.
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Entheogens
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Alchemy
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Sacred Geometry, including Feng Shui.
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Practical Magic, including: The science of prayer; Findhorn Gardening; Biodynamic gardening; Manifesting.
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Energy healing. Incl Reiki, Reconnective Healing, Qi Gong, Dream Healing
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