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As it has been noted many times before, often mentioned and discussed goals of education relate to ‘meeting our children’s needs’, ‘responsible citizenship’ and ‘equipping students for the future’. Yet, what do such goals mean in a practical sense? How much actual attention is given to a ‘futures dimension’ in the curriculum? How much consideration is given to the needs not only of this generation but future generations? How seriously do we value what young people are saying about the future? How might we enhance the quality of our responses to unmet student needs? How might we begin to contribute more effectively to building cultures of peace and sustainable futures?
To my mind, if education is truly going to contribute to building a better person and a better world, then, it must be values-led, meaningful, spiritual and above all in harmony with nature.
Some may say this is wishful thinking. Not possible. Schooling and education must be all about the world of work, technology, business, money, production and consumption, IT, and such like.
Perhaps, but, I beg to disagree.

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Below, I have tried to show three examples of “different” schooling that have shown us it is possible and it is not wishful thinking to have values-led, meaningful, spiritual and above all an education that is in harmony with nature.
The first school, the Deep Green Bush School in New Zealand is the most recent one. The second one is the Sudbury Valley School in the US, a bit older, whilst the third one, A.S.Neill’s Summerhill School in UK, is the oldest one. It was founded in 1921, and has become an influential model for progressive, democratic education around the world.

The Deep Green Bush-School
The Deep Green Bush-School- inspired by the Sudbury Valley School, which in turn was inspired by A.S. Neill’s Summerhill School- is a democratic nature-immersion school for Years 1-13- based on thousands of years of indigenous wisdom and on how humans actually evolved to learn - in freedom. Our highest priority is the health and happiness of our children and future generations, and we will nurture a new generation of young visionaries who will rise to the challenge and help heal our world.
“Concerned that mainstream schools were not preparing children for the global problems of the future – such as climate change – Joey Moncarz, co-founder and head teacher at Deep Green Bush School- envisioned a radically different kind of education, rooted in the primal skills of hunting, gathering and survival.
Moncarz is an ex-mainstream teacher. After five, frustrating years in mainstream schools in New Zealand he quit to found Deep Green Bush school, which has a roll of eight, and no classroom walls, time-out chairs or tests.
“Our parents saw their kids were unhappy and stressed in mainstream education and they started questioning; is it normal or right for kids to come home stressed and unhappy? Having taught in a mainstream school, I’d say most kids are stressed and unhappy,” says Moncarz.
“Lots of people feel there is a disconnect with nature and the outdoors and people value that and are drawn to it.”
“In a modern society to be successful there are a range of skills to be developed and perhaps only some of those can be developed outside.”

Nature the Best Teacher: Re-Connecting the World’s Children with Nature
Moncarz insists that the school isn’t an “experiment” in education, and is based on two millions years of evidence of how parents have raised their kids, at one with nature.
“We don’t want to be one of a kind, we want to replace mainstream schools,” Moncarz.
“We are using the same wisdom parents have used to teach their kids for millions of years. Locking kids in a classroom and forcing them to learn just causes a lot of problems.”- Continue to Read: No classrooms, lessons or homework: New Zealand school where children are free to roam
Sudbury Valley School-USA
Sudbury Valley School, since its founding in 1968, has been a place where children can enjoy life, liberty and the pursuit of happiness as they grow up in the newly emerging world. From the beginning of their enrolment, no matter what their age, students are given the freedom to use their time as they wish, and the responsibility for designing their path to adulthood.
In our environment, students are able to develop traits that are key to achieving success: They are comfortable learning new things; confident enough to rely on their own judgment; and capable of pursuing their passions to a high level of competence. Children at Sudbury Valley are adaptable to rapid change, open to innovation and creative in solving new problems. Beyond that, they grow to be trustworthy and responsible individuals, and function as contributing members of a free society.
At Sudbury Valley, students from pre-school through high school age explore the world freely at their own pace and in their own unique ways. They develop the ability to direct their own lives, be accountable for their actions, set priorities, allocate resources, deal with complex ethical issues, and work with others in a vibrant community: Sudbury Valley School-USA
A.S Neill's Summerhill School-UK
Founded in 1921, it continues to be an influential model for progressive, democratic education around the world.
Summerhill is the oldest children's democracy in the world. It is probably the most famous alternative or 'free' school. The system that Summerhill employs is not only about education - it is also a different way of parenting which eliminates most of the friction and many of the problems experienced by modern families.
Summerhill is a real place, not a utopia. Living in a community of around 100 people is not always easy. Everybody is learning about themselves, and on a bleak January day, with the east wind blowing, things are sometimes not wonderful!
But Summerhill in summer time is lush, green and not unlike never-never land. It is more of a family or tribe than a school - full of companionship, laughter and real feelings: A.S Neill's Summerhill School-UK
And now this is my dream:
That one day, in my lifetime, there will be universities, everywhere, embodying the values of these schools.
Believe me; given the state of our world today, we need Deep Green Bush, Sudbury Valley, and A.S.Neil’s Summerhill Universities. Seize the day. Carpe diem.
To achieve this, we need to act with wisdom and the commitment to the common good.
How this might be possible?
By focusing on life’s bigger picture:
What is this life all about?
Why am I here? What’s my Life’s purpose? How can I make the most of my Life?
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Dear President Trump,
Sometimes, the truth slips out. At a recent rally in Cedar Rapids you got to free-associating about the members of your cabinet who had come along for the trip with you. You mentioned Gary Cohn and Wilbur Ross, two of the Wall Street bigwigs who were recruited to run your National Economic Council and Commerce Department, respectively. You praised their great business minds, but more importantly, you bragged about how rich they are. And in the process, you went on to say that: "And I love all people, rich or poor," "but in those particular positions, I just don't want a poor person. Does that make sense?"
Answering your question, I must, quite frankly, say that: No, Mr. Trump, it does not make sense to me!!
Mr. President: We are not what we earn, otherwise, you, Gary Cohn, Wilbur Ross, the rest of the billionaires in your cabinet, all present in the US, well before you came to be the president and them, joining your cabinet, would had made America Great already, and thus, no need for you and them to come along trying to make America Great Again! Does that make sense?
Now, I know you are a well educated person Mr. Trump. Indeed, you once even had your own ‘distinguished and prestigious’ university!! Thus, I know you enjoy good readings. Therefore, allow me to oblige:
You Are Not What You Earn
'A fundamental belief of the modern world, which explains a lot of our anxiety around failure, is that we are what we earn.'
‘When we say this, we mean something very particular: not just that it’s nice to have a lot of money but that our income is the source of information, crucial, decisive information, about our character, our intelligence, our moral fibre: in short, money is the key indicator of our worth in human and not just financial terms. The more money we make, the more we deserve to exist…’- Please continue to read
And now Mr. President,
I am sure you have heard the very tragic news about the Grenfell Tower in London. The tower was burnt down last week. Many residents were burnt alive. They were all dignified people, but, mainly poor, on low income, meagre pension, or benefits.
I can only say, it is really a great pity, none of our politicians here in Britain, had said, like you, that, they too, love all people, rich and poor.
Just imagine, if they had!
Perhaps, if they had, then, these poor people may not have been ‘killed’ and burnt alive at that poor-man’s tower in London! Does that make sense, Mr. Trump?
Please kindly read a bit more about the plight of the poor, disadvantaged, and disabled in one of the richest cities on earth, and then pray for us to learn from your super-billionaire cabinet, so that we, too, can, like you, aspire to make our country great again: Bastard Economics of Greedy Neoliberalism and the Killings of the Innocents in London Tower
And finally, Mr. President, I wish to tell you a story about a few very super-rich, billionaires from your own country, whom once they thought, they were some big things! I hope this story can focus our minds on who we are, why we are, and what we are:
Money, Meaningful Life, Self-worth, Wisdom and Happiness
In 1923, a very important meeting was held at Edgewater Beach Hotel in Chicago. Attending this meeting was nine of the world’s most ‘successful’ financiers and businessmen. Those present were: the President of the largest independent steel company; the President of the largest utility company; the President of the largest gas company; the greatest wheat speculator; the President of the New York Stock Exchange; a member of the President’s cabinet; the greatest ‘bear’ in Wall Street; the head of the world’s greatest monopoly; and the President of the Bank of International Settlement. This, we must admit, was a gathering of some of the world’s most successful men – or at least men who had found the secret of making money. Twenty-five years later (1948) let us see what had happened to these men:
the President of the largest independent steel company had died, bankrupt, having lived on borrowed money for five years before his death; the President of the largest utility company had died a fugitive from justice, penniless in a foreign land; the President of the largest gas company was insane; the greatest wheat speculator had died abroad – insolvent; the President of the New York Stock Exchange had recently been released from Sing Sing penitentiary; the member of the President’s cabinet had been pardoned from prison so that he could die at home; the greatest ‘bear’ in Wall Street had died– a suicide; the head of the world’s greatest monopoly had died– a suicide; the President of the Bank of International Settlement had died – a suicide
All these men learned well the art of making money but none of them learned how to live, commented the original compiler of this list. It seems that the business world (who should know better, given what was described above) has changed not one iota. For them economic growth, the corporate bottom line and the pursuit of self-interest are what matters most. More recent observations also show that the self-interested pursuit of wealth brings only misery. Since 1950 there has been much economic growth and wealth creation in the West, but also a tenfold increase in the incidence of depression and a massive rise in the number of people suffering from sub-clinical neuroses, anxiety and profound self-dissatisfaction, drugs and alcohol abuse, self-harm, suicide, and more…”
What a powerful and telling story! A lesson to all those who think that what matters most is money and money and loads of it! I hope that makes sense Mr. President!
I wish you well to make your country great again with the help and guidance of the real Adam Smith:
‘Adam Smith, the so-called father of modern capitalism, never called himself an economist. He called himself a “moral philosopher,” engaged in discovering the characteristics of a good society. He thought his best book was not The Wealth of Nations, the bible of modern capitalist apologists, but the Theory of Moral Sentiments, where he argued that the ethical basis of society lies in compassion for other human beings.'
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"In Unto This Last (1862), Ruskin turned to attack the economic system that he believed produced such despairing, inhuman relations of men in society. Unto This Last, whose four chapters first appeared in 1860 as articles in the Cornhill, consolidates the political position Ruskin had been evolving during the previous decade and sets forth the ideas he would continue to advance in Munera Pulveris (1862-3), The Crown of Wild Olive (1866), Time and Tide (1867), and Fors Clavigera (1871-84). Most contemporary readers found both Ruskin's general attitudes and his specific proposals so outrageous that they concluded that he must have been struck mad. Today, his political proposals, like his emphases on communal responsibility, the dignity of labour, and the quality of life, have had such influence that they no longer appear particularly novel. In the beginning of Unto This Last, as in Modern Painters, Ruskin confronts the so-called experts and denies the relevance of their ideas. Whereas classical economists proceeded on the assumption that men always exist in conditions of scarcity, Ruskin, who realized that a new political economy was demanded by new conditions of production and distribution, argues that his contemporaries in fact exist in conditions of abundance and that therefore the old notions of Malthus, Ricardo, Mill, and others are simply irrelevant. According to him, then, "the real science of political economy, which has yet to be distinguished from the bastard science, as medicine from witchcraft, and astronomy from astrology, is that which teaches nations to desire and labour for the things that lead to life: and which teaches them to scorn and destroy the things that lead to destruction." John Ruskin-'Unto This Last'
Read more:
Bastard Economics of Greedy Neoliberalism and the Killings of the Innocents in London Tower
- Bastard Economics of Greedy Neoliberalism and the Killings of the Innocents in London Tower
- This says it all: Greed is the Killer-A Lesson for All
- Let’s Go to the Woods When Life Feels Overwhelming and Impossible
- I went to the woods to live deliberately- Henry David Thoreau
- The ‘Earth’s Desire’: Remembering the Life and Legacy of Fr. Thomas Berry on the 15th anniversary of his passing
