Philosophy

When we educate safely, we proceed in such a way that our first-order beliefs (about excellence, motivation, ability, intelligence, teaching, learning, academics, school, practicality and the so-called 'real world') are never called into doubt. We begin with an assumption that  we know a great many first-order things to be true, and hence, education essentially involves a search for principles and practices that will justify and apply these beliefs. 

When we educate with risk, on the other hand, we expose these first-order beliefs to the perils of inquiry. 

Why curriculum? Why math or art? Why teacher? Why student? Why school? 

Everything is up for grabs.

“Education can be transformed only by educating the educator, and not merely creating a new pattern, a new system of action.”  - J. Krishnamurti

“The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity [with the child] must lie in the phenomenon.” - Maria Montessori

"Finally, a major obstacle on the pathway to teaching is the notion that teaching is essentially technical, that it is easily learned, simply assessed and quickly remediated ." - William Ayers

"It’s not a matter of memorizing a new script, but of keeping in mind our long-term goals for our children and watching for the effects of what we say. The bad news is that the use of positive reinforcement really isn’t so positive. The good news is that you don’t have to evaluate in order to encourage." - Alfie Kohn

“I believe this passionately: that we don’t grow into creativity, we grow out of it, or rather that we get educated out of it.” - Sir Ken Robinson