Transformative Education Centre

Presentations, Conferences, Workshops, Dialogues, Courses, Programs, Study, and Retreats

• University and college programs and courses:

E.g. Antioch University, Transformative Education, MEd Concentration & Certificate

• Micro school/learning environment: homeschool/school/unschool. 

• Parent education and teacher education

• Resource and research centre: with books and other resources.

• Online platforms

• • Micro school/learning environment: homeschool/school/unschool for children (learner educators) and adults (educator learners). 

  • The root meaning of ‘school’ originates from leisure. 

  • Exploring both the ‘outer world’ and the ‘world within’ and their relationship and interaction. 

  • Inter and transdisciplinary curriculum drawing on questions and themes.

  • Mandala project reflecting impermanence - generating a real-learning world rather than real-world learning and application.

  • The intentions of the micro school/learning environment draw on the questions and challenges raised by J. Krishnamurti.

  • The curriculum and pedagogy draw on the groundbreaking transformative works of Eleanor Duckworth, David Hawkins, Loris Malaguzzi, Jason Duque, John Dewey, Paolo Freire, and others - none of which are reducible to methods of practice and application.

• Inter- and cross-disciplinary explorations in various areas of inquiry

• Exploring the world within and the world outside

• Environmental education

• Tinkering and maker spaces

• Systems learning

• Quiet time

• Relationship with Nature

• Food, health, yoga/exercise

• Teacher Education and Parent Education

• Adult Education: inquiry, dialogues, conferences, workshops, retreats, etc. Activities such as tinkering/maker space, music, dance, theatre, crafts, science labs, yoga, retreats, etc.

• When teaching, learning, curriculum, schools, and universities are so resolutely structured to demonstrate what we know, what would it mean for ‘not knowing’ to be a point of departure for education.

• What does it look like for learning rather than the measurement of learning to be at the heart of an educational center?

• Rather than squeezing learning into the rigid structures of an educational organization, what does it look like for a learning environment to pliably reflect the whole movement of learning and life?

• What kinds of learning experiences lend themselves to people of different ages, experiences, and fluencies to be learning all together, learning in groups, and learning independently – what is the basis for such organization and structures?