SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Capstone Collection SIT Graduate Institute Spring 5-30-2012 The eetM ing School: An Alternative Mode of Education Hallel Parsons SIT Graduate Institute Follow this and additional works at: https://digitalcollections.sit.edu/capstones Part of the Agricultural and Resource Economics Commons, Educational Assessment, Evaluation, and Research Commons, Other American Studies Commons, and the Political Economy Commons Recommended Citation Parsons, H. (2012). The eM eting School: An Alternative Mode of Education. Rindge/Brattleboro This Thesis (Open Access) is brought to you for free and open access by the SIT Graduate Institute at SIT Digital Collections. It has been accepted for inclusion in Capstone Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. The Meeting School: An Alternative Mode of Education Hallel Parsons PIM 65 Adviser: John Ungerleider Conflict Transformation 208 Middle Winchendon Rd Rindge, NH 03461 603 899 3120 [email protected] Consent to Use of Capstone I hereby grant permission for World Learning to publish my Capstone on its websites and in any of its digital/electronic collections, and to reproduce and transmit my CAPSTONE ELECTRONICALLY. I understand that World Learning’s websites and digital collections are publicly available via the Internet. I agree that World Learning is NOT responsible for any unauthorized use of my Capstone by any third party who might access it on the Internet or otherwise. Student name: Hallel Parsons Date: 5.11.2012 Abstract What role do spirituality, community, and farming play in contemporary US education? As a farm and faculty intern at a small, private, Quaker boarding high school in rural NH I gained an interesting perspective on this subject. Using Robert G. Hanvey’s working thesis: An Attainable Global Perspective: Education for a Global Perspective as a standard by which to measure my experience at The Meeting School, I explore the implications of an education founded upon the Quaker values of simplicity, peace, integrity, community, and equality (SPICE), within the context of an intentional community committed to organic farming as a means to a more holistic education. Dedication I dedicate this work to my family first and foremost. Thank you so much for all of your support and encouragement. Next I dedicate this work to the entire TMS community, without whom none of this would have been possible. I have so many special connections, and relationships, and learnings from TMS. How will they shape the rest of my life? Next I dedicate this work to all of my colleagues, and the faculty, and everyone at SIT! You are so awesome. I am proud of the work you have helped to bring forth in me. i ii Table of Contents Introduction..................................................................................................................................... 1 Research Question .......................................................................................................................... 2 Background..................................................................................................................................... 3 Review of Literature ....................................................................................................................... 4 Methodology................................................................................................................................. 15 Findings......................................................................................................................................... 18 Analysis of Data............................................................................................................................ 35 Statement of Conclusion............................................................................................................... 45 References..................................................................................................................................... 47 iii Introduction Too long have we allowed ourselves to be lulled into the complacency that accompanies affluence. The world is changing in very drastic ways as a result of human behavior. Ten years ago, mention of global warming would have been met with disbelief. Today global warming is very real. Americans are the primary contributors to this global devastation. Our actions impact people in other parts of the world disproportionately. Greenhouse gases released into the atmosphere by Americans result in suffering and dire consequences for others around the world. I see our current crisis as the failure of American Industrial Imperialism and its resulting destruction of the environment. Exalting competition exonerates exploitation, alienation, and destruction. This value set will not solve our problems, present or future. We could be talking about responsibility, solidarity and sharing. These are values of a healthy community. I believe that young people should be taught about how to live in community. Social Justice begins in our relationships with one another. Our relationships determine the character of our community. Communities create schools to prepare young people to fulfill the needs of the community. The Meeting School is a secondary education project that redefines social relations based on the principles and practices of the Religious Society of Friends, Quakers. These social relations are peaceful and life-affirming, and seek to implement more sustainable use of natural resources. This is achieved on the small-scale, organic, diversified farm. Robert G. Hanvey’s An Attainable Global Perspective: Education for a Global Perspective is a shift in cognition that uses the potential of a global perspective to refocus education that has become decoupled from community, and communal needs, such as a clean environment, adequate healthcare, an autonomous food supply, and just social relations. 1 I chose TMS as a research site because of the ways it embodies the concepts of social justice and sustainable development: through personal relationships within the community and through the daily work required to provide sustenance for the community. It is my belief that the impending consequences of global warming and peak oil brought on by our negligence may be averted. I believe that TMS serves as an important exemplar, embodying some of the key principles that offer promise for averting this global crisis. Today’s young people will be forced to live in a world where cheap, abundant energy is no longer readily available. This reality is already the genesis of many conflicts around the world today. This conflict, either directly or indirectly, causes decline in important social infrastructure. A degraded infrastructure coupled with the degradation of the environment, and the lack of cheap abundant energy, will cause a great shift in living situations. Students at TMS and their peers will inherit this legacy. It will be up to them to come up with creative solutions for addressing the global problems that they have inherited. We need intentional communities focused on transitioning from a war-time economy to a peace economy. Community building, and the reduction of consumption of non-renewable energy should be foundational considerations of an education that addresses the needs of future generations. At The Meeting School we held the space of a model community to be carried out into the world in all our future situations. Research Question The primary research question addressed in this paper is: How well does the education at TMS embody the five dimensions of Robert Hanvey’s Attainable Global Perspective ? At SIT, the focus of my studies was social justice and sustainable development. I believe the best way to raise awareness of these critical issues on a societal level is through education. In this capstone, I explore the education offered at TMS through the lens of Robert Hanvey’s Attainable Global Perspective . 2 By conducting interviews on the topics of community, education, and spirituality, I seek to explore the connections between the data I collected and An Attainable Global Perspective : Education for a Global Perspective . Background I lived and worked at TMS for three years. I am still associated with the school and volunteer there. In my thesis, I examine TMS as an alternative institution for the socialization of young people. It is our job and responsibility as an educational institution to prepare our charges for participation in society. I am specifically interested in how we do this pertaining to issues of social justice and sustainable development. Furthermore, as a lifelong learner and self-appointed pedagogue, I am extremely fascinated by the idea of developing education models to solve the problems our society is facing. For three years, I had been immersed as a participant in the life at a small private Quaker boarding high school. I observed the culture of the school and considered how it fit into broader societal culture. I had a personal relationship with each of the participants included in this study. I selected participants with the intent of representing the diversity of identities within the TMS community. Participants are identified by first-name or pseudonym. The identities of some participants are disguised in order to protect anonymity. The following review of literature, which explores this thesis question, is organized