BEYOND US |
‘People who take a delight in learning and feel part of something bigger than themselves.’ |
We are committed to delight in learning:- |
● knowledge that is inspiring: that is relevant and transformational; that gives joy, awe and wonder.
We all say, BE CURIOUS’ “Wonder is the feeling of a philosopher, and philosophy begins in wonder.” –Dialogs of Plato, Theaetetus, 155d Teachers would say ‘we aim to inspire botheredness in our pupils’ We look to think in terms of cultural literacy – that is opening the children up to enough culture; this allied to a love of learning; that they are well set up for fulfillment through the rest of their education and in their lives beyond. |
● instilling a reverence for learning. When you stop learning, you stop living
‘The highest activity a human being can attain is learning for understanding, because to understand is to be free.’ Spinoza We all say, BE CURIOUS’ We are all about the learning and constant ongoing development. We feel strongly that ‘to see the act of learning as something not for its own sake but because of what it will get you reduces the wonder of humanity. We are thinking, feeling, art-making, knowledge-hungry, marvellous animals, who understand ourselves and our world through the act of learning. It is an end in itself. It has far more to offer than the things it lets us write on application forms. It is a way to love living right now’ -Matt Haig. All adults would say ‘We have a reverence for learning’ What is needed is an engaged pedagogy that focuses on the self-actualisation, empowerment and wellbeing of students.’ Diane Reay 2017 We sometimes use the Trust prayer- Almighty God, who came to share our lives through Jesus Bless the families of the Diocese of Gloucester Academies Trust grant us a passion for learning inspiration in our teaching and enjoyment in sharing the gifts with which you have blessed us so that together we may come to know the fullness of life Jesus comes to bring who is alive and reigns with you and the unity of the Holy Spirit one God now and forever. Rt Revd Robert Springett, Bishop of Tewkesbury |
● nurturing active, inquiring, attentive learners who go on to devour everything that this beautiful world can offer them; Learning is everything to us.
Teachers might say we like to ‘go deep and narrow in our curriculum’ When practicing mindfulness we look to be present We expect our pupils to behave like theologians, constantly searching, constantly questioning. During Philosophy for Children we talk about conducting ourselves in a critical way We want our children to have a reverence for learning. We say to the children ‘Be Curious’ ‘The two main requirements for philosophising are: firstly, to have the courage not to hold any question back; and secondly, to attain a clear consciousness of anything that goes without saying so as to comprehend it as a problem.’ Schopenhauer fostering self-discipline, independence and perseverance as critical ingredients for feeling inspired We all say, ‘ALWAYS PERSEVERE’ |
● people feeling like anything is possible, that their lives are full of possibility, that there is hope
We all say, ‘have courage’ Adults would say, ‘Our school is a place where pupils are loved and can learn to love.’ May the God of hope fill you with all joy and peace in believing, so that by the power of the Holy Spirit you may abound in hope. –Romans 15:13 We all say, TRY FORGIVENESS’ being open and excited by everything life has to offer ‘When you arise in the morning, think of what a precious privilege it is to be alive – to breathe, to think, to enjoy, to love’ –Marcus Aurelius. “Stop acting so small. You are the universe in ecstatic motion.”- Rumi Give thanks in all circumstances for this is God’s will for you in Christ Jesus -Thessalonians 5:16-18 Thankfulness is one of our 6 core values Rise up, take courage and do it -Ezra 10:4 |
● the love of books. We encourage a love of books and reading
see https://www.minchacademy.net/home-learning/our-approach-to-reading/ We use a lot of Picture Books to communicate our values ‘The reading environment reflects very clearly the value you place on the importance of reading for pleasure and developing lifelong readers with all the benefits this brings.’ Centre for Language in Primary Education report 2019 We have written our own books as a school “To learn to read is to light a fire; every syllable that is spelled out is a spark.” -Victor Hugo |
● a wealth of learning opportunities. We recognise how just important new and interesting opportunities are for enriching the lives of the people in our school.
We all say, CHALLENGE YOURSELF Teachers would talk about the curriculum thread, ‘Eco-activism.’ We look to provide a multitude of opportunities both as part of the curriculum and as extra-curricular; and including opportunities that contribute to our cultural capital; our physical and mental wellbeing; the part we can play in trying to make the world a better place; our future employment and our sense of personal fulfillment. |
● giving people autonomy in their learning and the confidence to take responsibility
see https://www.minchacademy.net/our-vision-and-values/ 11. Behind the Scenes ‘We are given a bit of freedom / choice about when and how we learn something. i think having a bit of choice helps you learn.’ Yr 6 Leaver 2020 ‘…politicians across the globe situate the learner as a passive recipient in whose best interests learning is delivered to them. Both learner and teacher follow the instructions issued to them in a world suffering from systematic lack of imagination …the hopeless acquiescence of the powerless to those in power..’ D Kidd Becoming Mobius ‘We concluded that changing an institution’s environment to increase the sense of control among its workers, students, patients or other users was one of the most effective possible ways to increase their sense of engagement, energy and happiness.’ Jonathan Haidt The Happiness Hypothesis |
-feeling part of something bigger than ourselves:- |
● appreciating the thrill and beauty of creation;
Teachers would talk about the curriculum thread, ‘Appreciating Beauty.’ During Philosophy for Children we talk about conducting ourselves in a creative way ‘To see a World in a Grain of Sand, And Heaven in a Wild Flower, Hold Infinity in the palm of your hand, And Eternity in an hour.’ -William Blake This is the day the Lord has given. Let us rejoice and be glad in it. -Psalm 118 We encourage our children to ‘Feel Grateful’ We look to let in light- to be on the look out for beauty- in places, in people, in moments. ‘…we too should consciously look for our Lord in all things….find him equally everywhere.’ Eckhart |
● reflecting deeply about the big questions in life as well as about ourselves and others;
see https://www.minchacademy.net/our-vision-and-values/ Behind the Scenes 4. Philosophy for Children a constant emphasis on self awareness, self evaluation. We engage in Philosophy for Children ‘If you want to maintain some control over your personal existence and the future of life, you have to run faster than the algorithms ….get to know yourself.’ Yuval Noah Harari 2020 Everyone would say ‘We like to ask questions’ We encourage our children in contemplation– vita contemplativa- ‘connects to the experience of being in which what is beautiful and perfect does not change or pass- a state that eludes all human intervention. The basic mood that defines it is marvelling at the way things are.’ Byung Chul Han We encourage them to listen actively-– ‘the gift of listening is based on the ability to grant deep contemplative attention’ Byung Chul Han ‘..reflective philosophical thinking is the non-negotiable foundation…by yourself and in the company of someone like yourself’ Epicurus- Sellars p22 Policy and practice that epitomise this:- reflection journals and class worship; Philosophy for Children |
● spirituality and wisdom borne out of knowledge of the world within as well as the world without;
We would all say we recognise we are part of something bigger than ourselves; ‘People who learn to control inner experience will be able to determine the quality of their lives, which is as close as any of us can come to being happy….how we feel about ourselves, the joy we get from living, ultimately depends directly on how the mind filters and interprets everyday experiences.’ –M. Csikszentmihalyi. We draw on opportunities for spiritual reflection when teaching our curriculum Blessed is the one who finds wisdom, and the one who gets understanding –Proverbs 3:13 A prayer we sometimes use: ‘Be still and know I am God, Be still and know I am, be still and know, be still, be’ ‘The word for Buddhist, in Tibetan is nangpa. It means insider: someone who seeks the truth not outside, but within the nature of the mind.’ Tibetan Book of Living and Dying We make time for peace and contemplation – ‘People who seek peace in external things — be it in places or ways of life or people or activities or solitude or poverty or degradation — however great such a thing may be or whatever it may be, still it is all nothing and gives no peace.’ Meister Eckhart Policy and practice that epitomise this:-prayer space- opportunities for prayer; we teach Mindfulness |