The teachers at Living Wisdom School invest tremendous time and attention to help the students learn how to harmonize their feelings and get along with each other.
The goal is to create an environment that is conducive to learning, where the children can feel safe asking questions, and experience the joy of supporting each other.
Some parents question this approach, feeling that every moment of the child’s time at school should be devoted to the academic curriculum. Yet this view may be misguided, as UCLA neuroscience professor Matthew Lieberman explains in his book Social: Why Our Brains Are Wired to Connect. It seems children learnmore efficiently when they are encouraged to connect socially in the classroom, tutoring each other and problem-solving together.
“Being socially connected is our brain’s lifelong passion,” Lieberman says. “It’s been baked into our operating system for tens of millions of years.”
“Someday, we will look back and wonder how we ever had lives, work and schools that weren’t guided by the principles of the social brain.”
Lieberman believes middle school education could be dramatically improved by tapping the brain’s social potential. He notes that U.S. students’ interest in school tends to wane when they reach seventh and eighth grades, an age when humans become extremely social, and when most schools fail to encourage and nurture this tendency.
“Our school system says to turn off that social brain,” he said. “We typically don’t teach history by asking what Napoleon was thinking; we teach about territorial boundaries and make it as non-social as possible. Too often we take away what makes information learnable and memorable and emphasize chronology while leaving out the motivations.
“Eighth graders’ brains want to understand the social world and the minds of other people. We can tap into what middle school students are biologically predisposed to learn, and we can do this to improve instruction in history and English, and even
math and science.”
Middle schoolers during a dress rehearsal of The Life of Abraham Lincoln.
In the Palo Alto Living Wisdom School, the annual all-school Theater Magic presentation engages the children in the lives of great figures from history: not merely the outward facts of wars, treaties, and shifting national borders, but their stature as human beings — their thoughts and aspirations, their hard-fought personal battles, and their powerful message for our own lives and times.
Research suggests that students are more likely to remember information when they take it in socially. Lieberman believes schools could apply this principle by having older students tutor younger ones, as happens routinely in the classrooms at Living Wisdom School.
“If you have an eighth grader teach a sixth grader, the eighth grader’s motivation is social: to help this other student and not embarrass himself,” Lieberman said. “Getting everyone to be both teacher and learner would create enthusiasm for learning.”
Sixth grader Pooja and eighth grader Nakai solve a math problem together.
Social reveals how Lieberman and his colleagues used functional magnetic resonance imaging (fMRI) to show that neural mechanisms make us profoundly social beings.
“We’re wired to see things and think, ‘How can I use this to help other people that I know?’” Lieberman said. “I can have the most brilliant idea for an invention, but if I can’t convey that to other people in a way that they’ll help me build it and market it to other people, it’s just an idea in my head. If we’re not socially connected, even great ideas wither.”
(This discussion was adapted from a UCLA news release about Prof. Lieberman’s work authored by Stuart Wolpert and posted on October 10, 2013.)
Modern science is confirming the lessons we’ve learned in the Living Wisdom classrooms about the strong correlation between happiness and success at school.
Scientists at the Institute of HeartMath™ Research Center (IHM) in Boulder Creek, California are studying the effects of positive feelings such as love, compassion, and kindness on our bodies and brains. Their research supports the notion that it’s important for children’s academic success that they learn to “accentuate the positive, eliminate the negative, and don’t mess with Mister In-Between.”[1]
Here are some of the IHM findings:
Positive emotional states exert a whole-body synchronizing effect by bringing brain waves, heart rhythms, breathing, and blood-pressure oscillations into a unified, harmonious rhythm. During positive feelings, “bodily systems function with a high degree of synchronization, efficiency and harmony.”
Deliberately focusing attention in the heart while cultivating feelings of love, compassion, etc., leads to clearer thinking, calmer emotions, and improved physical performance and health, as well as increased frequency of subjective reports of spiritual experiences.
Positive, expansive feelings such as love, appreciation, and compassion promote relaxation and synchronization of the nervous system. They quiet the “arousal” (sympathetic) branch of the nervous system and activate the “relaxation” (parasympathetic) side. The sympathetic branch of the autonomic nervous system is responsible for speeding up heart rate and preparing the body for action, while the parasympathetic branch governs the “relaxation response,” slowing heart rate and calming body, emotions, and brain.
Positive feelings quiet the mind, generate a sense of “self-security, peace and love,” and increase the frequency of reported feelings of “connectedness to God.”
Additionally, the researchers found that negative emotions such as anger, fear, and hatred make the heartbeat change speeds erratically — the heart literally speeds up and slows down chaotically from one beat to the next, like the random, jerky motion of a car that’s running out of gas.
Positive emotions such as love, compassion, and appreciation, on the other hand, make the heart beat with a harmonious, regular rhythm. During negative emotions, the heart’s irregular speed changes appear as jagged, disordered spikes, and its power output is relatively low.
Simple relaxation produces a more regular rhythm; but deliberately cultivating positive emotions makes the heart beat in a steady, consistent, harmonious rhythm, reflected in the regular, sine-wave-like pattern in the figure (“Appreciation”). During positive emotions, the heart’s power output jumps by over 500% above the levels attained during negative emotions and simple relaxation. (In the figure, note the Power Spectral Density [PSD] scale in “Appreciation.”)
The Institute of HeartMath findings have begun to find practical applications in professional sports. Here’s an excerpt from an article on the website of the Professional Golfers’ Association (PGA):
When we’re stressed or upset, it’s physically impossible to think clearly or perform at our best. This is because a disordered heart rhythm pattern sends a signal to the brain that inhibits the cortex, the higher thinking and reasoning part of the brain. On the other hand, when we are feeling confident, secure, and appreciative, our heart rhythms become smooth and even…. Smooth heart rhythm patterns send a signal to the brain that synchronizes and facilitates cortical function, speeding up our reaction times and making it easier to think clearly, perceive a bigger picture, and make better decisions.[2]
The heart and brain communicate continually through the nervous system; thus the heart’s powerful positive or negative, harmonizing or disruptive messages are carried instantly to the brain, where they enhance or interfere with our ability to remain cool and concentrate. (The heart is the body’s most powerful oscillator, sending out electrical signals roughly 60 times as strong as those emitted by the brain.)
To summarize: positive, harmonious feelings enhance mental focus, calmness, health, performance, intuition, and the frequency of spiritual feelings. They increase relaxation, alpha-wave output in the brain associated with a calm, meditative state, and synchronize heart-rhythm patterns, respiratory rhythms, and blood pressure oscillations.
When scientists from the Institute of HeartMath taught simple methods for harmonizing the heart’s feelings to school children in the greater Washington, DC area, the children’s test scores immediately rose.
In the Living Wisdom Schools, the teachers lead the students in practicing heart-harmonizing methods every day. In the classroom and on the playground, the teachers pay extremely close attention to the quality of the children’s interactions with each other and their mood. The teachers are trained to nurture a harmonious, safe, expansive environment that is optimized for learning.
[1] The Institute of HeartMath research is described in The HeartMath Solution by Doc Childre and Howard Martin (HarperSanFrancisco 1999), as well as in research papers on the organization’s website, www.heartmath.org.
[2] “Second That Emotion,” by Deborah Rozman, Ph.D., Pia Nilsson, and Lynn Marriott, downloaded from www.pga.com in 2004. Gold Digest readers voted Pia Nilsson and Lynn Marriott to the magazine’s list of the top 50 US golf coaches.
In a Living Wisdom classroom, feelings are noticed and dealt with without delay. Negative feelings, ignored or suppressed, can create an underlying current of discontent that can disturb the harmony in the classroom, disrupting concentration and motivation.
The following photos show how Living Wisdom School second-grade teacher Kshama Kellogg helped a young student accept and transcend sad feelings at the start of the school day. The photos were not posed — they are real.
Second-grade teacher Kshama greets a student at the start of the school day. Noting the student’s sad expression, she immediately makes a connection and inquires what’s going on.
Sometimes a hug can heal – the student feels acknowledged, connected, and supported.
Ava notices that her friend is having trouble and offers a supportive smile.
The other students become aware that the student is having difficulty and gather around in silent support.
Ava offers a helpful funny face!
When Kshama and her students sense that their classmate is feeling better and warmly included, she begins Circle Time with a song that lifts everyone’s spirits, before starting math class.
If teachers were allowed to be coaches, our schools would become centers of learning populated by happy, inspired students and their happy teachers.
In Tony Holler’s thirty-eight years as a high school teacher, he’s seen the best and worst of public education. Tony taught honors chemistry at Plainfield North High in the greater Chicago area.
Now retired, he laments the way teachers today are hamstrung by the mandate for a core curriculum, and by national policies such as “No Child Left Behind” that force students into a standardized, lock-step education that ignores their individual needs.
Tony says, “Schools force-feed the curriculum to students every single day. The political ‘war on education’ has forced schools into an all-consuming quest for higher ACT and SAT scores, disregarding the toll it takes on the students.
“I work at an excellent school. My principal asked the teachers what our school was doing well. My answer: ‘The trains run on time.’
“This was not the answer my principal expected. I would give my school an A-plus for organization and discipline. It’s the education that bothers me…. My own best teachers were artists. They didn’t paint by the numbers.”
Tony’s views on education are biting, but they are fueled by a desire to see young people thrive and be successful and happy, and a distaste for the obstacles that politically motivated policies place in their way.
Tony Holler with nine-time Olympic gold medalist Carl Lewis at a training consortium where they were featured speakers. Tony’s ideas on training sprinters reflect his beliefs about learning in the classroom: it should be challenging and fun, but not grimly stressful or drearily mechanical.
For Tony, the flipside is that he’s intimately familiar with a side of public education where happy, motivated students learn to perform at high levels of excellence every single day.
The methods used on that side of the high school campus look remarkably like the Education for Life principles of the Living Wisdom Schools. The problem is, you will rarely find these extremely successful, comprehensively proven methods practiced in the classroom.
Tony believes that if teachers were allowed to adopt coaching principles, it would transform our schools overnight into vibrant centers of learning, populated by happy, motivated students.
Those methods are on display daily, right under the noses of the school administrators and government policy makers — yet nobody is paying attention.
When Tony coached freshman football from 2010 to 2015, his teams went 49-4, averaging 44-plus points per game. When he taught at Harrisburg (Illinois) High School, his track teams won the state title in the 4×100 a remarkable four times. In 2018, his Plainfield North High track team won the 4×100 title in an Illinois state record time of 41.29. An hour later, a 15-year-old PNHS sprinter ran a state record in the 100 meters (10.31). The team won four gold medals and placed third, close behind two larger track powerhouse high schools.
Tony knows what it takes to produce winners on the track and in the classroom. What follows is his overview of the principles that earned him election to the Illinois Track and Cross Country Coaches Association Hall of Fame, and that he believes should be adopted in school classrooms everywhere.
Sports are not a graduation requirement. Kids play sports because they are challenging and fun. Advanced Placement courses should similarly “sell” themselves, and not be forced upon all of the students by government decree.
Coaches don’t spend 80 percent of their time with the 20 percent of kids who can’t do the work. Students should be helped to succeed at their own level. A one-size-fits-all definition of success is ridiculous and is bound to fail.
Coaches aren’t told how to coach. Schools should give teachers the freedom to adapt the curriculum to the needs of the individual student.
Kids play sports because they hear rumors about the great team culture on a football, basketball, baseball, or track team. Teachers should be allowed to make their courses exciting and attractive to the students — whatever it takes.
You play to win the game. Too many schools are diploma mills. Schools should set themselves no less a goal than to help every single student experience the greatest possible success at their own, individual level of ability.
All men are not created equal. Every student is talented, but not in the same way as others. This obvious fact of individual differences should be given primary consideration in the classroom.
Coaches don’t give grades. Grades are meaningful only as they measure the individual students’ progress. Grades should not be held up as a goal, or used as a motivator or, much worse, as a punishment.
Failure is not an option. Great coaches make sure every player has daily experiences of success. This is the way to create excitement and enthusiasm for learning. How to give each student daily success experiences? By challenging them daily at their own level.
Coaches are leaders, not bosses. Rigid, authoritarian teachers are obsolete. Teachers must be given the freedom, skills, and experience to make learning exciting and to introduce every student to the thrill of overcoming challenges again and again, every day.
Coaches don’t need advanced degrees. The value of an advanced degree has been artificially inflated in the teaching profession. Good teachers know how to help kids succeed regardless of their academic credentials.
Tony concludes:
“I’ve spent thirty-eight of my fifty-nine years going to high school and hanging out with teenagers. As I enter the twilight of my teaching career, I dream of better schools. I dream of independent students who are bold and assertive. I dream of students who have the enthusiasm of athletes. I dream of teachers who run their classrooms like coaches, tailoring courses to the talents and interests of their students. If schools were more like sports, maybe kids would love school.”
In school, sports, and the Navy, respect for the uniqueness of the individual opens portals for breathtaking success.[1]
By George Beinhorn, Living Wisdom School of Palo Alto
Nobody believes Bill Aris.
People ask Bill, over and over, how his Fayetteville-Manlius High School (NY) girls’ cross country teams have managed to win the Nike Cross Nationals (NXN) an amazing ten times.
(NXN, where the nation’s forty best teams compete, is the de facto national high school cross country championship.)
Bill graciously shares his methods. He patiently explains how he trains his runners. And other coaches suspect he’s signifyin’, as they say in the Ozarks. Surely he’s pulling their legs. At the very least, he’s got to be holding something back.
Coaches fall off their chairs when Bill explains that he spends relatively little time designing his runners’ training:
“I spend 80 percent of my time on psychological and emotional considerations of each kid,” Aris says. “I put 20 percent of my time into designing the training. I spend most of my time thinking about and trying to get to the heart and soul of each kid, to both inspire them and to understand them. I’m always trying to figure out what keys unlock what doors to get them to maximize their potential.”[2]
Other coaches believe there’s no way Aris can produce national champions, year after year, without huge numbers of kids trying out for the team, and without recruiting. Fayetteville-Manlius High School has 1,500-2,000 students, yet just 25 runners turn out each fall for cross country. And Aris doesn’t need to recruit, because his methods turn talented kids into champions.
Bill Aris. His methods are simple and profound.
Aris’s boys’ teams won NXN in 2014 and 2017. They’ve placed second several times, plus a third and fourth. To put this in perspective, it’s a tremendous achievement to be among the forty teams invited to race at NXN. Scoring consistently in the top five puts the F-M boys in the absolute stratosphere of high school cross country.
At the library recently, I picked up a wonderful book. At first glance, It’s Your Ship: Management Techniques from the Best Damn Ship in the Navy would seem to have little to do with training high school runners. Yet Bill Aris and the book’s author, former U.S. Navy Captain D. Michael Abrashoff, have a lot in common. They’re both renegade thinkers, in professions where the safest path to career advancement is to keep one’s head down and do things the way they’ve always been done.
Abrashoff describes what happened when the Navy gave him command of a deeply troubled ship with bottom-scraping efficiency ratings.
In the Navy, officers are expected either to get ahead or get out. If they aren’t being promoted regularly, they risk being seen as damaged goods, losers, and shunted off to posts where they can’t hurt other officers’ careers.
It’s a system that breeds a paranoid management style with a high priority on not looking bad — it encourages officers to micromanage their subordinates to get results that will look good on their resumes, and it ultimately produces mediocre results, and it has a terrible effect on a ship’s morale. When Abrashoff took over Benfold, most of the crew told him they couldn’t wait to leave the ship and get out of the Navy.
What Abrashoff did was amazing. As I read the book, I laughed, smiled, and occasionally wiped a tear. Abrashoff decided to apply the lessons he’d learned during a two-year stint as an aide to Secretary of Defense William J. Perry. He would put the individual crew members’ welfare first — just as Bill Aris does with his cross-country runners.
Abrashoff spoke personally with every one of Benfold’s 310 sailors, asking them about their backgrounds, their goals, what they hoped to get out of their time in the Navy, and what they felt was wrong with the Navy’s way of doing things.
Above all, he invited their suggestions for improving procedures in their own departments, and he implemented them, even if it meant bending the Navy’s rules. Within six months, Benfold was winning at-sea exercises against ships with much stronger ratings.
How did Abrashoff turn Benfold around? By adopting a simple guiding principle.
“I decided that on just about everything I did, my standard should be simply whether or not it felt right. You can never go wrong if you do ‘the right thing.’….
“If it feels right, smells right, tastes right, it’s almost surely the right thing — and you will be on the right track.
“If that doesn’t sound very profound or sophisticated, in the Navy, in business, and in life, it really is as simple as that.”
Let’s add: “In sports training, and in the classroom.”
We know when we’re doing the right thing in sports, and when we’re truly reaching students in the classroom and helping each one improve at their own level — because it feels right. And we know just as surely when we’re screwing up — when we’re ignoring the child’s reality in a headlong pursuit of test scores — because it feels ever so subtly wrong.
It’s simple. Do the right thing as an athlete, and your training will go well and you’ll enjoy it. Do the right thing for every child at school — get to know each student and work with their individual strengths — and you’ll quickly find them becoming amazingly enthusiastic and engaged and loving school, because they feel respected.
Few believed that Captain Abrashoff’s expansive leadership style would work, until Benfold began garnering a reputation as “the best damn ship in the Navy.”
Assigned to the Persian Gulf during the second Gulf War, Benfold became the go-to ship whenever commanders needed things done fast and correctly. When other captains wanted to improve their ships’ performance, they visited Benfold and talked with Abrashoff and his crew.
It’s an incredibly inspiring story, and the principles behind Benfold’s success are exactly the same as those that have brought the girls’ teams at Fayetteville-Manlius ten national championships.
In my working life, I occasionally help Donovan R. Greene, PhD, a highly regarded industrial psychologist. Companies hire Don to identify executive candidates who can strengthen their cultures and amplify their success. A habit shared by many of the best candidates is “managing by walking around” (MBWA).
That’s what Mike Abrashoff did, and what Bill Aris does. Abrashoff spent countless hours visiting each of Benfold’s departments, learning its functions and where they fit within the ship’s overall operations. He met with each crew member and invited their thoughts on how they could do their jobs better, and he empowered them to make changes. He respected them and tapped their creativity, knowledge, and enthusiasm. Morale soared, and success came quickly.
It was uncannily similar to how Bill Aris guides his high school cross country teams.
Coaches don’t believe Bill because he doesn’t tell them what they expect to hear. They want to hear: “I get results by hard-nosed methods. I work my kids’ tails off, and I’m not above recruiting so long as I don’t get caught. We do huge mileage in summer, and I won’t tell you about our speedwork, because that would be revealing too much. But it’s all in the numbers.”
Bill with his Manlius girls after winning Nike Cross Nations. Bill’s genius is that he creates happy, tightly bonded teams.
Does that sound like schools today? The obsession with numbers. The “studying to the test.” The government-imposed standard curriculum that leaves one-third of the kids bored out of their minds, another third unable to keep up, and only one-third challenged at their level.
When sports scientists from America and Europe travel to Africa to study the world-leading Kenyan elite runners, they bring along their little measuring sticks. They measure the Kenyans’ leg lengths, muscle elasticity, and calf and thigh dimensions. They weigh and analyze what they eat — how much carbohydrate, fat, and protein. They study how many miles they run, and how hard. And they write it all down in a little notebook filled with numbers.
Few of them ask the Kenyans about their hopes and dreams. Yet if you invite the Kenyans to talk about what sets them apart from their American and European counterparts, they never mention numbers. Instead, they talk about qualities of the heart — not heart volume and such-like science, but the heart’s feelings.
They explain that they run based on inner feeling — they take joy in running together, and if their bodies don’t feel up to running hard on a given day, they’re perfectly willing to pack it up and go home, whereas an American runner would be more likely to force himself through the workout, haunted by a need to “make the numbers.”
The Kenyans know that their bodies will tell them when it’s okay to run hard and when it’s best to knock off. They’ve long since learned to do the right thing.
They talk about how the U.S. runners are so serious about their training, how obsessed they are with numbers and technology, and how it’s all geared toward some feverishly imagined far-off future result. Meanwhile, the Kenyans are intent on maximizing the joys of today.
Captain Abrashoff did a very simple thing on Benfold — he created a happy ship. He gave his crew the freedom to enjoy doing their jobs well, and other ships’ officers and crew members were soon seeking any excuse to visit Benfold for the experience of being infected and inspired by its upbeat mood.
That’s the secret of Bill Aris’s success, and it isn’t complicated. Aris creates happy teams. How? By getting to know his runners and helping them realize their dreams. That kind of caring creates loyalty, enthusiasm, and success — on a Navy missile destroyer, a cross country course, and in the classroom.
School administrators and politicians could take a valuable lesson from Aris and Abrashoff. Instead of cramming students into a lockstep curriculum, thereby demotivating all but the average few, they could empower teachers to institute an individualized curriculum that would take the measure of each one’s hopes and dreams.
When Abrashoff left Benfold, he studied surveys conducted by the Navy to discover why people weren’t re-enlisting. Surprisingly, low pay was far down the scale, in fifth place.
“The top reason was not being treated with respect or dignity; second was being prevented from making an impact on the organization; third, not being listened to; and fourth, not being rewarded with more responsibility.”
Abrashoff worked tirelessly to reverse these trends. He wouldn’t tolerate attitudes in his officers that would risk creating a bossy, feudal culture that would spread poisonous feelings of resentment throughout the ship.
Every crew member’s contributions were to be considered important, and they were to be made aware of their value to the ship.
By treating his crew as if they mattered, and giving them freedom to shine, Abrashoff built the best damn ship in the Navy — just as Aris has built the nation’s best high school cross country program.
Six months after Abrashoff’s departure, Benfold earned the highest gradein the history of the Pacific Fleet on the Navy’s Combat Systems Readiness Review.
Abrashoff tells story after story of how he transformed the culture of his ship, one detail at a time. It’s a deeply moving account, and ultimately the “method” can be boiled down to a simple principle: the best approach to organizational change and excellence is the one that creates the greatest fulfillment and happiness for the individual.
“Every year, I look at every kid in our group,” Aris says of his approach to training high school runners. “Number one, I try to find out what’s in their mind and in their hearts. How high is up, in other words. From there I build a training program around that.”
Speaking of the unique culture that Aris built, award-winning running journalist Marc Bloom said:
“In all my 40-plus years (of being involved with high school cross country), I don’t think I’ve seen anything this extraordinary, at least on the high school level…. If you look at professionals it’s like looking at the Kenyans and the Ethiopians. On the high school level, F-M is so far better than anyone else.
“You say how do they do it?” Bloom added. “You can look at the physiological aspect and the running, but there is also a cultural foundation to it. It’s a different society. It’s a different attitude.”[3]
It’s a culture that engenders good feelings within each runner and within the team. Aris persuades his runners to tap the joy of training for something larger than themselves. And it all sounds remarkably like the culture at Living Wisdom School.
“When our kids train or race, they do so for each other rather than competing against each other. When one releases themselves from the limiting constraints of individual achievement alone, new worlds open up in terms of group AND individual potential and its fulfillment…. Each is capable of standing on their own, but when working together so much more is accomplished both for the group and individual. The whole is greater than the sum of its parts basically, nothing new here.”[4]
Why aren’t people more receptive to these radical but exhaustively proven ideas? Why are so few listening — in school, in sports, and in business and the military?
Mark Allen, six-time winner of the Hawaii Ironman Triathlon, may know the answer. Before he began entering triathlons, Allen was a hard-charging All-American swimmer at UC San Diego. Swimmers do intensive interval workouts, and when Allen became a triathlete he trained full-out all the time, whether running, riding, or swimming. Yet year after year he fell just short of winning the Ironman.
Then Allen met coach Phil Maffetone, who had him do several months of easy aerobic training at the start of the season, followed by six weeks of very hard work. Maffetone understood Allen’s needs and adapted his training accordingly. That’s when the string of Ironman victories began.
In an interview with Allen, Tim Noakes, MD, author of the authoritative Lore of Running, asked him for his thoughts on why more triathletes hadn’t adopted the methods that had brought him so much success.
“Allen answered that many athletes are too ego-driven. They can’t wait to perform well and will not accept anyone else’s ideas.”[5]
Why are our academically obsessed public and private schools not adopting the principles that work so well in sports and in the Navy, and that have created happiness and success for so many students for fifty years in the Living Wisdom Schools, because they help each child learn more efficiently than the failed, lockstep Core Curriculum and the equally disastrous No Child Left Behind?
The answer is that politicians and school administrators are too heavily invested in their own ideas and obsessed with numbers — even when the numbers lie.
Bill Aris’s methods aren’t what the politicians and administrators want to hear. And that’s too bad, because there’s solid evidence that the heart and brain can work harder, with less strain, in the presence of happy feelings. In the classroom, research shows that the brain becomes a more efficient learning machine in the presence of harmonious, expansive feelings — as opposed to the stress and emotional toll of a needlessly competitive, test-focused atmosphere.
Teachers and coaches who support the individual child, intent on helping them become happy members of a happy team, aren’t just wasting the students’ time. They’re amplifying their ability to learn by tapping the power of positive feelings to make each child’s brain a champion.
Imagine that you’re a teacher and there’s a child in your classroom who clearly needs special attention and loving help — would you blithely ignore the their needs, prioritizing test preparation and grades? As parents, and as a society, would we set up our entire school system so that teachers were forced to ignore that child’s unique circumstances?
Mass education is “dead-ucation.” Teachers who can skillfully elicit the individual child’s enthusiasm for learning by giving them daily experiences of success, each at their own level, are able to educate them far more effectively than teachers who are required by government decree to cram a barely digestible load of facts into the students’ overworked and resisting brains.
(Adapted from The Joyful Athlete: The Wisdom of the Heart in Exercise & Sports Training, by Living Wisdom School of Palo Alto content manager George Beinhorn: www.joyfulathlete.com)
[1]Adapted from The Joyful Athlete: the Wisdom of the Heart in Exercise & Sports Training, by George Beinhorn.
[2] “The Secret to F-M’s Success: There Is No Secret,” Tom Leo and Donnie Webb, Syracuse.com, December 10, 2010. http://bit.ly/2JT3vnn.
We present these academic results by graduates of the K-8 Living Wisdom School in Palo Alto, California as evidence of the validity of the Education for Life approach to learning.
We invited recent Palo Alto LWS graduates (2011-2014) to share their high school and college grade-point averages. The Palo Alto school has 70-75 students in nine grades, K-8. On average, 4-8 students graduate per year; thus these 20 responses over the last four years are representative.
Presentation High (San Jose)
4.7
Mountain View High
4.5
Los Altos High
4.5
Harker School (San Jose)
4.18
Carlmont High (Belmont)
4.1
Summit Prep (Redwood City)
4.1
Loyola Marymount University (Los Angeles)
4.1
Los Altos High
4.0
Menlo College Prep (Menlo Park)
4.0
Mid-Peninsula High (Menlo Park)
4.0
Palo Alto High
4.0
Harker School (San Jose)
3.9
Woodside Priory School, Bowdoin College
3.825
Menlo College Prep
3.706
San Lorenzo High
3.7
Gunn High (Palo Alto)
3.6
Gunn High, Cornell University
3.5
Summit Prep (Redwood City)
3.5
Bay High School (San Francisco)
3.23
Mid-Peninsula High (Menlo Park)
2.7
LWS graduates’ average high school GPA (2011-18) was: 3.85
LWS alumni have graduated from these high schools:
Bay School in San Francisco
Carlmont High School
Everest High School
Gunn High School
Harker School
Los Altos High School
Menlo College Prep
Menlo-Atherton High School
Mid-Peninsula High School
Mountain View High School
Palo Alto High School
Pinewood School
Presentation High School
San Lorenzo High School
Summit Prep High School
Woodside Priory
LWS alumni have graduated from these colleges:
Bowdoin College
Brooks Institute of Photography
Cal Poly
Columbia University
Cornell University
Dominican University
Dublin University, Ireland
Georgetown University
Humboldt State University
London College, UK
Loyola Marymount University
New York University
Oberlin College
Portland State University
San Francisco Art Institute
San Francisco Conservatory of Music
Santa Clara University
School of Visual Arts, New York
Stanford University
UC Berkeley, UCLA, UC Davis, UC Santa Cruz, UC Santa Barbara
University of Bremen, Germany
University of Michigan
University of San Francisco
University of Washington (Ross School of Business)
LWS graduates’ college majors:
Anthropology
Art
Computer Science
Culinary Arts
Economics
Education
Engineering
Film
Genetics
Library Science
Marketing
Mathematics
Medicine
Music
Photography
Recent Living Wisdom High School Graduates Received Their Degrees:
Cal Poly (Psychology)
Chapman University (Computer Science, Cyber-Security)
San Jose State University (Marine Biology)
Santa Clara University (Political Science; Pre-Law)
UC San Diego (Psychology)
Graduates of Living Wisdom High School in Palo Alto have been accepted at (2018-2021):
