We learn by doing.

And what are we learning? How to make a civilization.

In the SGE model: Students build their school from scratch.

That gives them the “why” right from the start. Instead of being sequestered at desks where they’re forced to think in abstracts, they get projects, collaborations, games, activities and are encouraged to innovate.

Basic life skills like reading and writing, problem solving, math and science, history, athletics and the arts are incorporated into an exciting, creative environment driven by community-purpose.

Teachers are trained to guide children toward their areas of natural passion and interest so they love going to “school.”

Students who are struggling get paired with other students of all ages to learn success through collaboration and team building.

The model is built to be flexible. It adapts and evolves to meet the children’s needs. Not the other way around.

The intention is to empower young human beings with a practical and wide understanding of how the world works, creating a sense of agency, autonomy, individuality, responsibility, and community.

The 4 primary areas of learning: Experiential, Theoretical, Intergenerational, and Storytelling.

Experiential (exogenous) Studies:

• Focus: Experiential and observational.

• Components:

  • Practical Applications: Students engage in hands-on activities, starting with the building of the school itself, similar to an erector set. This includes learning farming, food prep, the basis of economics, plumbing, electricity, architecture, and physics - all in practical settings.

  • Self-Trust and Self-Reliance: Through these activities, students develop self-trust and self-reliance, fostering a strong sense of capability and independence.

  • Integrated Learning: History, mathematics, and other academic subjects are integrated into practical projects, enhancing understanding through real-world applications.

• Mental Health Benefits: This approach leads to improved mental health by providing students with a sense of accomplishment and practical skills, reducing anxiety, and boosting self-confidence.

Theoretical (endogenous) Studies:

• Focus: Internal cognitive processes and self-directed learning.

• Components:

  • Abstract thinking. Math, science, programming, and the arts.

  • Reflection: Reading, writing, drawing, painting, and artistic endeavors that encourage self-reflection and critical thinking.

  • Personal Growth: Independant self-directed study and personal development.

  • Well-being: The essence of doing is being. We prioritize free time and play time. A new education model values the balanced skill building of self-regulation, self-restraint, self-expression and community-living.

Intergenerational Learning:

• Focus: Mentorship and learning through interactions with younger and older students and teachers.

• Components:

  • Global and interconnected history: History is taught and explored as a multi-disciplinary and intergenerational experience. Field trips, community workshops, group readings and lectures all contribute to an understanding of a interconnected world, and global identity.

  • Mentorship Programs: Pairing students with mentors from various generations to exchange knowledge and experiences.

  • Collaborative Projects: Joint projects where students work alongside older generations, learning life skills and gaining historical perspectives. Including sports, theater, music, dance, arts, and engineering projects.

  • Community Involvement: Encouraging active participation in community events and learning from the experiences of elders.

• Benefits: Enhances social skills, fosters respect for different age groups, and creates a supportive learning environment that values diverse perspectives.

Storytelling:

Stories are our tools for living. The art of communications are fundamental to social development. Reading, writing, history, non-fiction and fiction, abstract storytelling. Understanding the mechanics of stories, how they work from both emotional and neuroscientific standpoints, and how we can engage with stories creatively or destructively are critical skills in a world dominated by narratives.

Conclusion

This new school system design aims to integrate a sense of well-being, individuality, connection, responsibility and agency over our lives as individuals, communities and global citizens.