A fresh approach to learning and living
I introduced the Eduspire Paradigm in 2016. Given the unprecedented events of 2020, it seems prudent to share it again, for those who are ready to begin working with it.
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Key features:
• Learning and creativity oriented
• Children viewed as capable and self-motivated learners, creators, innovators, collaborators and leaders
• Interest/passion driven
• Heterarchic (horizontalised and level playing field)
• Self-directed and trust based
• Heart-centred and intuitive
• Community spirited
• Fully customisable (to individual, to community)
• Fluid and dynamic
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Rationale:
We are born hard-wired for an inside-out way of life. We teach ourselves to walk and talk – as babies – without coercion or formal instruction. The desire and motivation to imitate and master the behaviour of our grown up role models comes from inside of us, as does our determination to persist in the face of setbacks. In other words, inside-out learning and living comes naturally to human beings. There is no reason why we can not allow a child’s education to continue to unfold in an equally natural and organic manner.
A society is defined by its approach to education. Its approach to education is determined by how it views its young. An inside-out society requires an inside-out model of education that views children from an inside-out perspective. It is for this reason that I have dedicated ten years of my life to formulating such a model.
The Eduspire Paradigm can not be implemented in the context of the prevailing society. It is incompatible with a hierarchic and consumerist social and economic order (and a school system that views children as consumers of knowledge, to be compared and ranked). The Eduspire Paradigm has been formulated to sit at the heart of an emerging counterculture that values self-connection and interdependence as the true source of all abundance, meaning and fulfilment. It has been designed to operate above and beyond the survival game of money and the victim culture that results from abdication of personal responsibility to governments.
We have been ‘schooled’ to view learning as a linear, sequential process controlled by a teacher. The belief that learning is a product of teaching is so indelibly entrenched in the minds of the majority that, even now, with knowledge freely available on every internet-connected device, we are still unable to relinquish our steadfast attachment to curricula teaching and testing. The Eduspire Paradigm recognises that true learning is a personal activity, not a commodity. Learning is a function of personal interest, not the dictates of teachers. It happens anywhere, at any time, with anyone. It is often incidental, invisible and unconscious. In truth, every moment of our existence presents us with an opportunity to learn.
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Definitions:
inside-out: a worldview wherein a person seeks their answers internally and experiences their perception of the outside world as a projection of their inner world.
inside-out society: a society that supports each person in drawing forth from within their latent passion, power and potential; a society wherein people are trusted to rely on their inner guidance over external sources of authority.
eduspire: education infused with soul; an approach to education that inspires people to go within and create their lives from the inside out.
paradigm: a philosophical framework or model; a set of ideas; a worldview.
Eduspire Paradigm: an inside-out model of education designed to operate within the context of an inside-out society; a lightest possible framework of facilitation.
presupposition: something that is tacitly assumed to be true prior to pursuing a line of enquiry or course of action.
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The Eduspire Presuppositions:
(1) Every child is unique.
(2) Every child is a natural-born creator and artist.
(3) The simplicity and wonder of childhood is real life.
(4) Learning is as natural as breathing.
(5) Nature is our greatest ‘external’ teacher and connection to Truth.
(6) Every child has an ‘inner’ teacher.
(7) We are all teachers and learners, regardless of age.
(8) Education is the pursuit of passion.
(9) The purpose of education (and life) is to be yourself.
(10) Change is the only constant.
(11) Failure is feedback; mistakes are opportunities to learn.
(12) Education is a collective responsibility of the whole community.
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Implementation:
Given the inside-out nature of the Eduspire Paradigm, its implementation is very much the responsibility of individual communities and learners to determine. I see this flowing naturally out of embodiment of the twelve presuppositions outlined above. I present these core messages as presuppositions by way of acknowledging that they will not be self-evident truths to those who have not looked within and uncovered the truth for themselves. They cannot be forced upon the individual by the outside world; they are arrived at through introspection and self-inquiry. In that sense, the Eduspire Paradigm is an invitation to go within.
That being said, what I see is a multitude of ‘creative learning spaces’ appearing in local communities throughout the world in which young people of all ages work collaboratively on real-life projects of their own choosing, supported by adult facilitators. Not tied to one physical location, project teams are free to move as needed, making use of community spaces such as cafés, libraries, museums, studio spaces, theatres, community centres, village halls, gardens, parks and farms, as well as forward-thinking school sites and supportive business premises.
The goal could be to organise a concert, create a play, publish a magazine, plant a vegetable garden, co-ordinate a litter picking exercise, organise a fashion show, form a choir, shoot a documentary, create blankets for the homeless, or raise awareness about the plight of the honey bee. This is education through living; through meaningful participation and immersion in the local community. I have facilitated several such projects with young people since 2013, including the creation of a prom night for home-educated teens and a thought-provoking short film entitled ‘Beyond The Box’ (to be released in 2021).
There are plenty of child-led and creativity-aligned models of education in operation to which to turn for inspiration and reassurance, one particularly successful example being ‘Room 13 International’. Since its original art studio was set up in a primary school in Scotland in 1994, Room 13 has grown to establish an international network of student-led arts studios, each one operating as a business and facilitating the work of young artists alongside a professional adult artist in residence.
For a shining example of what is possible when curricula teaching and testing are jettisoned in favour of entrusting children with responsibility for their own education, look no further than Sudbury Valley School in Framingham, Massachusetts. Opened in 1968, SVS is a natural learning environment in which children aged 4 through 19 are free to pursue their own interests and passions within the framework of a fully participatory democratic community. Unfettered age mixing has proven to be one of its biggest strengths. SVS has inspired the creation of another 60 such schools throughout the world, including in France, Germany, the Netherlands, Israel and Japan. The first Sudbury school in the UK – East Kent Sudbury School – opened its doors in January 2019.
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A gift to humanity:
The Eduspire Paradigm has been formulated with the intention of freeing present and future generations of children from the chains of external conditioning, and unleashing their innate curiosity, passion, imagination and creativity for the benefit of all. The words I have used to describe it are not as important as the state of being from which those words have sprung. Note that universal acceptance and application of the first presupposition alone would bring an immediate end to the wholly destructive myth of “normality” that pervades the existing society.
Eduspire is an idea that has flowed through me rather than from me. I arrived at it intuitively – by looking inside myself – in response to my personal life experience and two decades of interactions with children of all ages as a teacher, coach, mentor, facilitator and uncle. I live my own life in accordance with it. However, I do not claim ownership of it. I see myself as its messenger rather than its architect.
The inside-out revolution is here. There is a world of infinite possibility waiting to be explored and energised beyond the limiting confines of the box of fear in which school continues to monopolise the distribution of opportunity. The Eduspire Paradigm will speak to those whose minds are sufficiently quietened, whose hearts are sufficiently opened, and whose intuitive senses are sufficiently awakened. It will speak to those who are ready to contribute to a conscious, caring, compassionate, creativity-oriented and community-spirited world.
Children are riding the crest of the wave of an unprecedented shift in human consciousness. They are the teachers now. Our job as adults is to listen to them, honour them, trust them and – most important of all – follow their lead. Through their inside-out example, they are pointing us to the promised land. A New Earth is within our reach.