The concept of value is often used in connection to material possessions, as opposed to more intangible entities such as education and learning. What would happen, then, if high school students were asked to first define this concept of value for themselves and continually return to and reflect upon that definition in the classroom and infuse it into their own studies? The various results can be witnessed in eleventh and twelfth grade class, Values in World Thought at Mount Madonna School (MMS). One simple outcome is that the common refrain, ‘why are we learning this’ becomes, ‘what does this mean to me and how can I use it to benefit the greater community’ Students in this class are continually asked to reflect upon value systems through journal entries and group sharing, which allows them to bring an open mind to new experiences.

 

New experiences are a primary source of learning in Values, including hosting visitors. One day earlier this year, students and teachers Ward ‘SN’ Mailliard and Shannon Kelly prepared for a visit from students taking a Pop Goes Religion course at Woodside Priory School in Woodside, California. The teacher of this class, Ryanne Saddler, was familiar with the Values in World Thought class and the work Mailliard is spear-heading in the combined disciplines of social studies and spiritual inquiry, and Saddler wanted to expose her students to this work as her students completed a project on exploring newer religious models and movements. 

 

After initial greetings and introductions by the teachers, Mailliard asked his students to share about their Values class experiences and the preparations for their upcoming journey to India. Senior Lexi Julien offered her thoughts on ethicality in relation to the curriculum they were studying; while classmate Zoe Kelly spoke briefly about their studies of the history of Tibet and how this connects to a better understanding of the world.

 

Next, Mailliard posed a question to all students, ‘What is it that you think you should be getting and what are you actually getting, that might be of value in your class’ Again, the concept of value was presented. Students were asked to record their thoughts on large pads placed on easels throughout the room. As the discussion progresses, students begin to see parallels between their individual schools and respective studies. Some students drew cartoons to illustrate their musings. Others pondered larger themes that came about. It was clear that each group processed with each other thoughtfully and respectfully. 

 

After a good deal of discussion, all of the students came back to the larger group and shared their findings. It is evident that these two schools have a great deal in common, including a curriculum in which the idea of improving oneself for the sake of a larger community is deeply imbedded. ‘I could see the ability of all of the students to dig deeper and ask questions,’ a visiting student observed. ‘Our schools produce similar thinkers, but in different manners.’  

 

Story and photos by Prema Gammons

 

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Contact: Leigh Ann Clifton, Marketing & Communications,