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As
an EFL school our upper school curriculum is primarily
based on the development of the will. It is difficult
to overemphasize the importance of cultivating this quality.
Children in the will years have reached a stage in life
where there is a deep and natural need to expand horizons.
The small, protected world of childhood has been outgrown.
Two important aspects of our high school curriculum are
specifically designed to address these needs: the weekly
service projects and annual service adventures. In these
experiences the teenagers have the chance to learn about
the various problems of the world, but in a situation
where they gain a sense of empowerment through the opportunity
to serve. When the need to engage the will is addressed
in these overt ways, we have found that teenagers are
much more open to the less dramatic, but still valuable
challenges of the classroom. Even here though, there is
an important difference in the EFL approach. While many
high school programs are primarily designed to present
intellectual challenges, from an EFL perspective this
emphasis is premature. If the years from 12-18 stress
personal involvement in a broadened experience of life,
a rich foundation is formed that serves as a natural stimulus
for intellectual exploration in the 18-24 year age range.
Our approach to academics |
Here are samples of our approach
to different classes offered on our junior high and high
school.
History: The purpose of studying history
from an EFL perspective is to help students understand
the different ways people behave and the consequences
of the choices they make. Students are thus helped to
appreciate the purpose for striving to express more enlightened
behavior in their own lives. A particular example from
a recent World History course was the comparison of the
situations in Israel and South Africa. The question was
posed, “Why was the transition of power in South
Africa relatively smooth in comparison to the ongoing
strife between the Arabs and Israelis?” The ensuing
discussion led to an examination of the differences between
revenge and forgiveness in human affairs, a topic that
had immediate application to the lives of that particular
group of students.
What it looks like:
Students in grades 7-9 study various topics in American
and World History with preference given to events that
enable students to gain some personal involvement, for
example, local history that allows visits, or recent history
that involves relatives. For grades 10-12 the three-year
rotation includes World History, U.S. History, and Civics/World
Events.
Science: Science at the high school
level in an EFL school presents a wonderful opportunity
for the development of the will. More important than memorizing
formulas and data is the chance to learn how to make something
work in everyday life. Last year’s physics class
focused on the construction of a wind generator. The laws
of physics were learned in conjunction with carving blades,
soldering electrical connections, and other tasks connected
with the production of a working generator that now provides
a source of power for the school campus. The choice of
project was related to the students concern about global
warming.
What it looks like:
Our program for grades 7-9 emphasizes “hands-on”
involvement through building such things as motors, telescopes,
and catapults with a minimal amount of theoretical work.
For grades 10-12 we offer a three-year rotation of Biology,
Physics, and Chemistry.
Math: Again with the high school’s
emphasis on the development of the will, it makes sense
from an EFL perspective to individualize mathematics,
thus making sure that each student is challenged appropriately.
We especially want to avoid situations where students
are either disheartened by a pace they cannot keep up
with, or bored by a pace that is too easy. We have found
that many more students enjoy math once they have the
opportunity to work at a pace that fits their ability.
What it looks like: We offer a continuous, individually
paced program for 7th through 12 graders covering topics
from grade school math through algebra, geometry, trigonometry,
and calculus using the Saxon math program. Individual
work is supplemented by group work on such topics as mental
math, problem solving, and memory development.
English: The English program emphasizes
the themes of self-expression and communication. In writing
assignments students are encouraged to express their own
thoughts and feelings about a topic as opposed to simply
repeating the thoughts of others. Literature in an Education
for Life school is selected with the intention of expanding
and deepening current student interests.
Visual/Performing Arts: Our current offerings include
Art: ongoing coursework with increasing expectations tied
to student
performance/skill
Music: beginning classes in flute and recorder, advanced
students in orchestra,
special student-initiated kirtan band
Choir: ongoing classes
Dance: classes for girls in interpretive movement
Drama: annual play for Family Entertainment Night (two
years ago we did the
Sound of Music, this past year used an original script
of the Lady of
Guadalupe story that tied into the students’ trips
to Mexico.
Foreign Language: Spanish language instruction
program to serves Kindergarten through high school. The
high school curriculum has been submitted to the University
of California Doorways project and has been approved for
college admission.
Although Spanish is the foreign language consistently
taught in our school. When a service adventure takes students
to another country, we offer beginning instruction in
that language. For example, in 2008 the older boys went
to India and spent the year studying Hindi.
Computer Studies: We strongly believe
that computers are a tool and not a substitute for clear
analytical thinking. The students learn word processing
and how to use the Internet for research projects. Classes
on keyboarding (typing), beginning software (Photo Shop),
and website design are offered as Electives.
Physical education. Living Wisdom School
is unique in the training that students receive in stress
management. The children learn yoga and meditation techniques
that have been clinically proven in studies at Harvard
and MIT to reduce stress and increase mental clarity.
Yoga postures give the student tools for a lifetime of
enjoyment and health.
We believe that play and recreation are vital for a teenager’s
development. We therefore make abundant use of our large
playing field. Basketball, volleyball, tennis, Frisbee,
and badminton, soccer, running, and other organized games
provide ample opportunities for teamwork and individual
achievement.
The
"Thoughtful" or College years |
The
final EFL cycle covers the “Thoughtful” or
college years from 18-24. During this period the intellect
is trained to work in conjunction with the three complementary
tools of the body, feelings, and will. Intellectual insights
are coordinated with the energy and enthusiasm produced
by physical vitality, the intuitive feel for the rightness
of an idea that comes from clear, calm feeling, and the
ability to overcome obstacles that results from a dynamic
application of the will. In this way the intellect becomes
an effective tool for gaining the insights needed to lead
a productive and fulfilling life. Visit
our College stie
Our
high school intentionally limits enrollment to twelve
students per teacher to ensure many opportunities for
personal attention and cross-age interaction. We look
for diversity in our student body and continue to host
outstanding students from foreign countries.
“The three years my daughter spent at Living Wisdom
High School were some of the best years of her life. She
got to travel and study in Italy, sing in an international
choir, and practice meditation in India. Plus, she aced
her academics and received a full scholarship to the college
of her choice.” K.A., Santa Rosa, CA
Living
Wisdom High School is fully accredited by the Schools
Commission of the Western Association of Schools
and Colleges. |
Meet
our alumni
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