"To know and not to do, is not to know"

Over the past week, the graduate students have been exploring the questions: why school? why education? In order to engage these loaded queries we started by learning about the history of education. We learned about the multiple forces that were at play over the past two centuries that helped shape our current public school system. We noticed a constant tug-of-war between traditional and progressive educators and this dichotomy played out throughout history.

In addition to engaging theory behind public schooling, we were also asked to explore the ways in which people put their beliefs into practice. Today we spent the day making conference calls to educational organizations throughout the country. Our instructor set-up times for us to speak to people he felt were, not only inspirational educators, but had made a difference in the world of education. In different groups, we researched the school/organization and spoke with such organizations as: The Mountain School, The Island School, Summer Search, High Mountain Institute, Star Lane, and The Darrow School, among others.

The process was quite interesting as we came to understand how visions and philosophies of education played out in the "real world." Some of the common themes that came out of these interviews included the following beliefs:

- "We should be teaching students how to think, not what to believe."
- "Education that omits man's role in nature is not education."
- "Students cannot be taught solely in a classroom, in isolation. They need to understand that they are part of a larger world with many invisible pieces working at once."
- "Mentors play of key role in student development."

Additionally, we had the opportunity to listen to Jack Turner and Barry Lopez, two well-known and respected nature writers.

In a spirited, humorous, and at times, morose talk, Jack Turner reminded us of our responsibilities as educators and scientists to the environment and to the American public. He encouraged each of us to inspire wonderment in our students. He emphasized that children who are not connected to their environment will have little incentive to respect and protect it later in life.

Barry Lopez spoke about the need for humankind to take care of each other - to promote intimacy, acceptance, warmth, collaboration, among all humans. He asked us the question: "What are the components of a life worthy of living?" I believe we should take these components and encourage them in our students.

It has been a most interesting week which has stirred an internal dialogue that I will continue to ponder.