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To create a community to enable children to honour and respect their innate goodness, their joy in learning and their responsibility as caring global citizens and stewards of the earth.
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Reimo Pavinen, Director
RADICALUS MONTESSORI "ERDKINDER" SECONDARY PROGRAM Adolescents are such wonderful people, and in our standardized system, we fall so far short of meeting their needs – need for independence, for strenuous physical activity, large opportunities for social interaction and growth, channels to express their deep introspective and spiritual strengths and opportunities to serve others. Montessori named these children “Erdkinder”, Earth Children, and proposed the farm as an ideal community in which to meet their needs. The purpose is not to train farmers, but to allow students to grow physically, ethically, spiritually, academically and socially through their individual connections with the land. Whether it’s nurturing a growing vegetable, calculating a cow’s milk production, designing a barn, discussing the ethics of pesticides or rezoning of ALR land, children find their own unique ways to contribute to the good of the whole, and to become effective stewards of the earth.
 What are the needs of 12 - 15 year olds?
1. Adolescents have a new, powerful imagination, now directed out to the whole universe, their view of all they can’t see. They are developmentally poised to take on the large issues of humanity, cosmic issues and to see the universe as a whole, looking, sometimes desperately, for their place in it. We must now offer the whole universe, rather than isolated parts. 2. Valorization of the personality is vital – self-worth based on contribution. They crave important work. Passive learning is not engaging. They need to see the purpose for their work, the link between routine drill and practice and applied work. Busy doesn’t mean engaged; students’ trust is violated with non-productive work. Hard work doesn’t turn them away, but busy work destroys them. 3. Although they are no longer thirsty for facts per se, they have an ability to reason very logically, looking for relationships between things in the universe. Their thirst for this kind of knowledge is insatiable, and seeds sown at the elementary level now begin to bud. Their awakening interests must be nourished carefully, for they are at risk in an uncaring environment. All ideas correlate to a central idea – the cosmic plan, learned at the elementary level, serving the great purpose of life.
4. Adolescents are naturally skeptical. This is healthy, in that they are questioning critically, but they need guidance to avoid depression.
5. They need freedom to talk, to talk about what they want to talk about without imposition from adults. They have great conversations about ongoing, unresolved issues of human existence, Who are we? Where did we come from? Why are we here? They are a bit afraid of not finding answers, afraid people will disagree with them, afraid of never finding the truth.
6. Each must find out what they are good for, by finding out what they are good at. It doesn’t matter if they can’t see the goal yet; they need confidence that their aspirations are within their reach. The knowledge of their own capacity fills them with noble confidence, almost religious dignity.
7. Adolescents are dreamers. We need to help them keep their interests and imaginations active.
8. They are hungry for deep thinking. They need to struggle with past philosophers, art, history. They need to tinker with real world problems.
9. Control has to be internal; they must be aware of their strengths and weaknesses and responsible for their own growth and progress. They need strong guidance for moral courage; they need to balance their contemplation with action; they need intellectual competence, so they can use their gifts as service to humanity. They need a world view that doesn’t unnerve them, so they can respond with compassion to where people are. They need to be able to adapt to the rapid changes in society, without losing their sense of what is truly important, ethical and good.
10. Because of their compulsion to share their thoughts and feelings, this is a sensitive period for poetry reading and writing. They need to feel safe in sharing their creations, which are very personal and emotional, with emphasis on oral rather than written work.
11. Adolescents need a place to hang out without adult interference. We aim to follow the model at Hershey Farm School, in Cleveland, Ohio (www.montessorifarm.org), who state: "we will endeavour to implement Maria Montessori's vision of a farm-based community as an optimal place for 12- to 15-year-olds to unlock their potential as self-motivated, independent, and fulfilled young learners. The Farm community will help adolescents develop knowledge and skills through a plan of intellectual studies and manual work, while nurturing their spirit and values from within, so that they may engage fully in building a connection to society and the world."
"The young must be left with sufficient liberty to act according to individual initiative. Let us, then, prepare the means while leaving them the liberty to create."
Radicalus is aiming for a work and study process that emerges from direct contact with the land. The farm becomes the “prepared environment” for the adolescent. Our adolescent program began in 2003 and operated very successfully until June 2007. At that time we were required to move their housing for land development, so the program was on hold for a year. It has now recommenced under the capable direction of Reimo Paivinen and Kristin Cassie.
Academic Standards
Every student is an “A” student!
Academic achievement is a prime goal at Roots and Wings. We guide the students to work individually from their present levels, whatever they are, and to challenge and stretch themselves to progress to higher levels. As much as possible, learning taps into the student’s passion and interests. While undue, teacher-imposed pressure is not constructive, the students are enabled to hold themselves to their own highest standards of excellence, and to experience pride in their achievements. Learning is cooperative, not competitive, and much of the learning is peer-directed. The rule is mastery before moving forward, rather than letter grading or comparison; in other words, an “A” standard must be achieved for every lesson before the next step can be taken. This does not apply to research reports or other one-time projects, which are graded and evaluated in order to help the student understand how to improve on his or her next project. Care is taken to evaluate with the student’s current level in mind.If parents wish, students evaluated by the Ministry each year, at the “Grade 7” and “Grade 10” levels, and results are reported to parents.Graduates of our elementary school have shown excellent achievement after moving to other schools, both independent and public. We plan to compile profiles of our graduates in the near future.
Learning Structure
Continuing our method of independent learning, students will work from progress charts which will display their basic curriculum. In keeping with Ministry of Education requirements, all learning outcomes for BC schools will be included on these progress charts. However they will also include a great deal more, as we attempt to offer the students all they need to prepare them for their future. It is up to the students and their parents to decide how closely they wish to adhere to the provincial curriculum.There is a balance between individual and small or whole group learning. Students will make weekly and monthly contracts to complete their chosen work, and mastery will be recorded on the progress charts. This enables the students, their parents and the faculty to gauge a student’s progress at a glance, and to monitor necessary refocusing of goals. To the best of our ability, specialists will be available amongst our faculty, or found in the community, to work with students on their chosen learning goals.
They will have one basic Directress, who will be intimately connected with each student, and who will serve as a guide, a mentor and a confidante. Other faculty are detailed in the “Faculty” section below. Our program evolves from what is learned during the training in the Montessori Orientation to Adolescence Training, in Cleveland, Ohio, along with our own unique experience, influenced by the specific nature of the environment and of the students.
Curriculum
The substance of the students’ learning is not so much a curriculum as a response to a developmental need.
The following is planned for inclusion in our syllabus:
Language
LiteratureJunior Great Books Authors plus · Montessori · Bronowski · Romantic Poets · Plato, Crito, Confucius, Siddhartha, Machievelli, Orwell · Other authors, as desired and recommended during the year Students are expected to choose works of their own preference for individual reading throughout the year MathDaily maintenance math – all basics, as outlined by the Ministry
· Pre-algebra · Algebra · Math applied to project work: measurement, accounting, data collection, geometry
Social Studies
Science · Development of humans · Geology · Energy Use · Physics and Architecture · Early Inventions, Archaeology · Scientific revolution · Physics of Motion (Galileo, Newton) · Scientific Method · Chemistry · Einstein, Darwin · Modern Physics Ecology Students will gain an understanding of their responsibility as earth stewards through understanding ecosystems, through analysis and evaluation of destructive ecological habits and through constructive work towards solutions.
 The ArtsAll students will be expected to experience basics in each of the following. They may then choose their own area for deeper exploration and creativity.
Physical Education
Business Education
Health and Safety
· Personal awareness
· Nutrition and healthy living
· Prevention of: Substance abuse, child abuse, injury.
Personal Growth Students usually spend a week in September in a carefully protected wilderness environment, undergoing experiences and activities that improve self-awareness and social responsibility, understanding their role as valued stewards in the web of life. Social ResponsibilityStudents participate in the Virtues Project: an internationally acclaimed course in ethics and values training. Leadership skills: Students will be required to demonstrate leadership in creating projects, peer teaching and/or working with younger students in the school. Practical Life Skills Again, students will learn the basics in each of the following areas, then pursue a favourite area in more detail, working with an expert. A goal is for the students to learn the skills that will enable them to live sustainably:
Information TechnologyStudents will work with an IT specialist to learn how to use technology to aid their research and communication, and to express their creativity.OccupationsOccupations are purposeful work projects arising out of the needs of the farm or out of the community’s needs to accomplish a task, requiring knowledge and skill. They typically involve a very high level of engagement, and therefore energy and commitment, on the part of the students. Examples may be acquiring and caring for animals, gardening, bioshelter construction, pond study, physics of machinery, child development, archaeology, photography, bridge construction.These projects provide a key to all other learning, and are the main reason for our acquisition of our ten acre property. It is these projects that will likely be the most exciting part of the program for our students. Visit the Hershey Montessori Farm School’s website for examples of such projects. www.montessorifarm.org
"All work is noble. The only ignoble thing is to live without working. It is essential to understand the value of work in all its forms, be they manual or intellectual. Practical experience will cause the adolescent to understand that the two forms are complementary, and they are equally essential in a civilized existence." Maria Montessori
FacultyOne of the joys of this method of education is that we can tap our community for experts! While Roots and Wings includes a number of experienced faculty members, we are also ever-alert to bring in experts in any area, from bee-keeping to tai chi, if the students show an interest in their skills. The following are the proposed faculty on hand to date.
Reimo Pavinen, Director Finding the right Director/tress is key to the success of this program, and we’re so fortunate to have Reimo join us in this important work. Reimo’s main subject is his students, with the curriculum molding to their needs.Reimo Pavinen, Director, Adolescent program Described by those who know him well as a “sterling individual”, Reimo has redirected his career to dedicate himself to our adolescents. Reimo graduated from Trinity Western University with a Humanities degree with a concentration in English and Minors in Philosophy and Human Kinetics. An avid soccer player with coaching experience, Reimo loves sports, as well as reading, writing, learning, solitude, nature and meditation. He spent the summer of 2009 in the excellent training program at the Montessori Farm School for adolescents, in Cleveland, Ohio. Kristin Cassie See “Faculty” tab Registration ProcedureAs our school’s philosophy and goals are unique, it’s important that we determine compatibility with those of registering families. Therefore, parents of children who have not attended our Elementary program will need to have an interview before registering. Please complete an Admissions Form and submit it, with a $50 fee, in preparation for this interview with the Principal. Following this interview, you will be directed through the rest of the registration procedure. Please do not hesitate to contact us at any time with any question you may have. We’re always eager to talk to you! Phone: 604-574-5399 Bibliography We suggest the following for parents to read to better understand the secondary program: Henley, Thom, Rediscovery:Ancient Pathways New Directions, Lone Pine Publishing, Edmonton, AB, 1996 Montessori, Maria, From Childhood to Adolescence, 1948, trans.The Montessori Educational Resource Center, New York: Schocken, 1973. “The Montessori Adolescent: Analysis in Retrospect” The NAMTA QUARTERLY 26:3, Summer 2001. www.montessorifarm.org Website for the Hershey Montessori Farm School |
