Watch the LWS 2020 Year-End Awards Ceremony

(This is a screenshot — not an embedded video. To watch the graduation speeches, see the links below.)

The Yearly Living Wisdom School Awards Ceremony is perhaps the most inspiring public event of our entire school year. Each child receives a “Quality” reflecting an area in which they have shown special growth in the preceding year. Follow the links below to watch the students give their end-of-year speeches.

This year’s ceremony was conducted on Zoom, which had a not inconsiderable advantage — instead of watching the children receive their awards from distant removal of the audience, we have the privilege to meet these inspiring young people up close and personal. Enjoy!

Opening Remarks by school director Helen Purcell

Playmakers (TK/K) Quality Speeches  Lilavati and Ava

Adventurers and Imagineers (1st/2nd) Quality Speeches  Satyavati and Leti

Discoverers (3rd Grade) Quality Speeches  Ruth

Fourth Grade Quality Speeches  Craig

Fifth Grade Quality Speeches  Craig

Explorers (6th/7th Grade) Quality Speeches  Gary

Anton Komarov Graduation Speech  Helen

Krishav Gandhi Graduation Speech Helen

Kira Balcon Graduation Speech Helen

Ellis Roberts-Laine Graduation Speech Helen

Sebastian Ackerman Graduation Speech Helen

Vishnutejas Mummidi Graduation Speech Helen

Natalie Keller Graduation Speech  Helen

Taissia Bazhenova Graduation Speech Helen

Vinca Lu Graduation Speech Helen

Pooja Punn Graduation Speech Helen

Appreciation for LWS Teachers presented by the Class of 2020

Virtual Tour of the LWS Campus & a sweet rendition of Go With Love by Tandava

A Conversation With an LWS Graduate: Aryavan McSweeney

Aryavan and Ishani McSweeney

We spoke with Aryavan McSweeney, a Living Wisdom School graduate who attended LWS from kindergarten through eighth grade. After graduating from Cal State Fullerton he worked as a filmmaker in India and northern California. He now lives in India where he and Ishani are developing new Education for Life schools.

Q: You were in kindergarten when you entered Living Wisdom School. That was a long time ago – do you remember your first years?

Aryavan: I do remember – because I have very positive memories of Living Wisdom School. So much so that I’ve dedicated a major chunk of my adult life to trying to spread the word about Education for Life, and I’m motivated by my experience at the school when I was younger.

I don’t recall many details of my time in kindergarten, but my general impression is that school was always fun and joyful. I remember looking forward to coming to school every day, and that was always true. I can’t imagine how I could have been better prepared for life after I left LWS.

Q: How was the transition to high school? You went to a highly regarded private school in Mountain View, didn’t you? Was it difficult in certain ways, or was it a breeze?

Aryavan: When I came to St. Francis, I was surprised to discover that I was a much more outgoing person than I had thought. I went to the first school dance and found myself wanting to meet people, and putting out lots of energy in a way that I wasn’t aware was part of who I was.

I think I was much more fearless than I imagined. So the transition was very good socially, but the shift to a more heavily structured, book-based academic system was less inspiring.

I didn’t find the academics too challenging, I just didn’t like it, because I knew from my experience at Living Wisdom what schoolwork could be like. But I was at an age when I was open to new experiences, and I just assumed “Okay, this is what high school is like.”

For most of the people I met at St. Francis, it was a natural continuation from elementary school, but it definitely wasn’t like that for me, and it’s part of why I’m highly motivated to try to see a change on a larger scale in schools everywhere.

All of the teachers at St. Francis were very sincere, and they were probably allowed more flexibility than at other schools, but it did feel like they were on a track from which they couldn’t deviate too far. Some of my teachers had amazing creative energy, but I missed the exceptional instruction at Living Wisdom School – and even more so when I went to college, where there were similar limits on how creative the professors could be.

I had nice relationships with some of my teachers at St. Francis, and the school felt really good generally, but the system was a bit on rails, and you could feel it.  I hadn’t been used to that, because even though the teachers at Living Wisdom School did have their daily lesson plans, it felt like every day was new and creative and different, and the highest priority was always on the needs of the individual students. In high school it was more like, okay, here’s the syllabus, and here’s exactly what we’re going to be doing every week for the rest of the year.

It was fine, in its way, because you do need to cover a certain amount of material, but the creativity of the instruction was very noticeably less. There was a lot of lecture in high school, and a lot less hands-on work – and, again, I thought, “Okay, this is what you do in high school.” But I’m much more aware now that the same information could have been delivered in a more inspiring way.

I felt very well-prepared socially for the transition, in terms of my ability to make friends and meet people. High school can be a little cliquey, generally speaking. Ours wasn’t as bad as some, but there were the usual groups – the athletes and the nerds and this and that – all of the distinctions you normally find because people tend to gather according to their interests.

But I do think it was also a product of the system, because at Living Wisdom School we were so deeply integrated, not only because we were smaller but because we had so many interactions between the grades on a very dynamic level. When I got to high school I just assumed I was going to be everyone’s friend, and in fact, by the end of high school I was vice president of the student body, and I’m sure my earlier experience helped.

I knew just about every person in my class, and maybe I didn’t have deep friendships with everyone, because it was four hundred people, but I felt I could talk to them all, and that there weren’t any insurmountable boundaries.

I had friendships across many different types of people and groups, and my feeling, at the time, was that it was a result of the way Living Wisdom School had prepared me.

A good example from my years at Living Wisdom was our all-school walks to the park for phys ed, and how each of the middle schoolers would pair up with a kindergartener or a first grader. And instead of it being a big, heavy, mandated thing, it was very lighthearted and natural, and we would end up talking to the person and getting to know them. But I was amazed, on the few occasions when I would see high schoolers interact with younger kids, by how different it was. And maybe it’s fine if it’s a friendly rivalry between the seniors and the freshmen, but seeing juniors and seniors not even be able to relate to the freshmen was mystifying to me.

And then, also, the way they related to older people. The way the students related to their teachers in high school was completely foreign and unfamiliar to me. And even when the teachers might have allowed some familiarity, it was such a contrast to Living Wisdom, in part because of the tremendous familiarity between the students and teachers, and between the younger students and other levels of students, where there was a soul-to-soul relationship, instead of it only feeling like a casual acquaintance. In high school, I noticed that a lot of my peers related really well to each other, but not so well outside of their own circle.

I did sometimes get stressed about grades, I think partly because so many of the people around me were worrying about them. But I was very much more interested in the social side of high school. And of course I know that people might misunderstand me when I say this, but I knew that having fun was my priority, and I saw the other things as a bit more transitory. And once I got into the rhythm of high school I was very successful academically, even though it wasn’t my primary interest.

I didn’t see academics as an end in itself. I would see people fall into a rut of studying with their nose to the grindstone, which is all right if it’s expressing who you are. And I was capable of studying hard when I needed to. But I saw the social aspect as being much more important, and I was less likely to believe people when they said, “You need to concentrate on studying so you can get into a good school.”

By the time I entered college, I had begun to feel that there was a bit too much emphasis on conforming my nature to fit into the surrounding environment. I went to Cal State Fullerton in Southern California, and the experience was responsible in a very large way for my coming onto a spiritual path at a young age, because there was such a strong contrast between what I had experienced at Living Wisdom, and the materialism I was witnessing around me, and how it wasn’t making people happy.

I saw that people were relating to academics from a  concern for material wealth – I’m talking about the students, not the teachers. The school was in Orange County, which has a very materialistic orientation, and the contrast with my earlier experiences was so striking that I was completely overwhelmed and mystified for a time. And then, not long after I left, I found my spiritual path because it was exactly what I needed. But I was mystified that people could be so obsessed with outward things.

Q: I assume you studied film, because it’s the field you’re working in now.

Aryavan: Yes. For a very long time I never really knew what I wanted to do. I picked film because I had to pick something, and I had enjoyed making videos and short films in high school, so I thought that until something else came along I would try it. I knew I wanted to do something creative, and film seemed like a good track.

Q: What was the transition like after college? Did you immediately start making films about the Living Wisdom Schools and related subjects, or did you enter the film industry?

Aryavan: In my last college semester I took a class called “The Biz.” The teacher was a very successful Hollywood producer who had produced the blockbuster Final Destination movies and other major films, and we were excited to have her with us. But what I remember most vividly was when she said to us, “You are going to have to work on projects that you’ll absolutely hate for at least five years before you can do anything you’ll like.”

That was her big inspiration, and it was at that moment that I realized I wouldn’t be working in the film industry. The vibe I got from the class was that this wasn’t the kind of industry I wanted to participate in, because it seemed extremely cold, and everything in the class was about money, which I guess makes sense for a class on “The Biz.”

She painted a picture that was informed by her own experience, and people obviously do make things they believe in, even in Hollywood. But it was very clear that I didn’t want to do things that I didn’t believe in, for any period of time.

So I started brainstorming ways to create my own series and pitch it directly to the networks. And that was something that had been instilled in me at Living Wisdom School. It was a complete refutation of the pervasive idea in the film business that you have to suffer in order to advance toward your goals, and not just work hard, but you have to subjugate your values if you want to succeed.

That’s something I found myself rejecting immediately, even as I saw my classmates nodding in agreement. So it set me apart, and I think it came from Living Wisdom School. Because we were taught to face our obstacles creatively and express positive, expansive values.

Again, those tendencies were latent in my own nature, even in eighth grade, where the teachers weren’t necessarily verbalizing those things, but we were definitely picking them up – that we could influence our circumstances in positive ways that would bring us happiness.

I don’t remember any teacher at Living Wisdom ever saying, “Live to be happy – don’t live to be rich.” But I knew the deeper values that were implied, and they were well-aligned with my nature. So when I was presented with opportunities to work purely for money, I rejected them completely.

My best friend in college entered the film industry, and he ended up creating a nice career for himself, but whenever I talk with him, he’s saying to me, “You’re living the dream – and how did that happen?”

He works for Apple and he’s making outrageous sums of money. He’s been very successful and he has a good life. He has a wife and a new child, and they’re happy, but something’s missing and he knows it. And our lives could not have gone in more opposite directions after college.

I wasn’t planning to make films for the Living Wisdom Schools. I had no long-term plans, except for maybe going back to LA and trying to build a creative life for myself.

Just before my senior year in college, I went to India as my graduation present, and I met Swami Kriyananda, the founder of the Living Wisdom Schools. I was still planning to come back and try to create something in the film world, but then my life led me in mysterious ways in a different direction.

The trip to India was super cool. The moment I showed up, I discovered that Swami wanted to film a series of TV programs, and that he wanted to hire people he knew. In the meantime, the original videographer suddenly couldn’t come to India, and I got the job.

So I’m suddenly recording TV programs, which is way above my pay grade in terms of the skills I’d learned in school, and I ended up learning more about video from that experience than from school. I had to do lots of things I wasn’t comfortable with, and it was like a postgraduate education. [Laughs]

Q: There must have been wrenching times, when you wondered where you were going.

Aryavan: I had this weird mental logic, where I would tell myself, “Okay, I’ll go back to my old life, but at least I’ll have spent time working for an inspiring figure, so this is an awesome opportunity, and I’ll be able to go back and do normal stuff with what I’ve learned.”

Q: How did you meet your wife, Ishani, who works as your partner in film?

Aryavan: I was in India, and the producers of The Answer, a film about Swami Kriyananda’s youthful search and his meeting with Paramhansa Yogananda, were in India to work on the film.

I had signed up to do some behind-the-scenes work on the movie, and I had spoken with Ishani several times, and then I was in the room when she got a call asking her to do makeup for the film, because she had been a professional makeup artist for fashion and photography in New York.

She didn’t really want to do it, because she felt she was done with makeup, and she was enjoying not doing it.

Aryavan and Ishani — photo mockup.

I knew there weren’t going to be many people I knew on the film, so I said, “You have to do it, because I won’t have anyone to talk to if you’re not there!” So I convinced her, and she did it.

The experience of making the film was total chaos, with lots of craziness and conflict. It was one of the craziest professional experiences I’ve had, and through it all Ishani and I became closer and closer, just holding onto each other for a bit of sanity and positive magnetism.

What with all the intensity, we built a deep friendship in a very compact amount of time. We learned a lot about each other in those extremely intense months, and we decided that this would be a good thing.

Q: How did you come back to the Living Wisdom Schools as the focus of your work?

Aryavan: Toward the end of his life, in 2012 and 2013, Swami Kriyananda began saying repeatedly that I should work with children, that I should be in education, and I should work in Education for Life. And the upshot is that when he left his body in 2013 there was a clear direction that he had left for me.

I wasn’t uninterested in teaching – I did find the idea somewhat interesting, and I didn’t have anything else in my life that I was deeply passionate about. I enjoyed film, but I never felt that it was the one big thing that would feed me. So it took a while before I began to feel a flow of enthusiasm for Education for Life and the vision of how it could literally change the planet.

Q: When you began making films about Living Wisdom School, did that give you a clue? Was there a special energy that you wanted to have more of in your life? Because the first 6-minute film you made about the school is beautiful!

Aryavan: I feel it’s one of the best videos we’ve made. The content was so rich that it virtually made itself, and that made it so much easier for us.

We had a really great time making that film, and when I think about the experience, it’s obvious that I would be getting into education, although I was the last person to know. [Laughs]

At a point when I was still undecided about what I would do with the rest of my life, the thought came that I had been really happy as a child at Living Wisdom School, and that that level of happiness had faded over time, and maybe it was something about the school, and the people I’d been around.

I had loved helping with the LWS summer camps, and I was always looking for opportunities to come back and visit the school, and to be with the children in that environment.

I believe that’s a big part of what makes Living Wisdom School so exceptional. The environment is so uplifting and joyful on a deep vibrational level that it’s the kind of place you want to be. And when I think of how learning happens at LWS, I realize it’s the best possible environment for kids to learn and just be in. It was such a pleasant, joyful, uplifting place to be that when I look back at it now, it’s very clear why I would end up wanting to create that kind of experience for other children.

I hadn’t thought of getting into education, yet it now seems obvious, because everything about the Living Wisdom Schools is attractive to me, and I find it deeply inspiring.

Education for Life is not complicated. You just have to believe in being happy and joyful, and in having more of that experience in your life. And for me, sharing that experience with others, especially children, has been deeply fulfilling and gratifying.

Q: It’s amazing that for six hours of the day, and nine months out of the year, there’s an intense environment where kids can thrive – it’s like a super cosmic happiness school for kids, and a wonderful success incubator and nursery.

Aryavan: I totally agree. Of course, I’m biased, but when you visit the school and you meet the kids, and you hear the stories of kids who’ve come from tough backgrounds or tough schooling experiences, and you compare it with their experience at Living Wisdom School, the idea that you can create an environment where children can feel loved is already a huge win.

And then you add learning to the equation, and it’s brilliant. But even if we didn’t run a school, and if we just ran a place where children felt whole and safe and happy, that would actually be enough to guide them for the rest of their lives. And that we’re doing anything else is a bonus.

When a child has the opportunity to experience what that kind of pure happiness feels like, and to know that they can create it for themselves and navigate the world based on that feeling – who needs more than that, once they have that sense of themselves and who they are and what their abilities are, and the enthusiasm to do great things?

Our whole approach is about helping kids thrive during the years from roughly age six to twelve, when their feelings are at the forefront of their personal development, and helping them acquire a good mastery of their feelings as a tool of maturity, all while you’re recognizing the highest, appropriate use of the intellect.

We all have to deal with the four tools of maturity that kids develop in the years from birth to age twenty-four. You can see examples all around you, of people who have strong will power, for example, but it’s often directed in ways that aren’t going to give them happiness and fulfillment. And the true meaning of the intellect is that it needs the inward process of uniting the feelings and mind in expansive and wise ways.

Feeling is the one that always seems to get left behind in our current educational system. And so the intellect becomes a purely outward thing, where it’s all about grades and test results, and the feelings become nothing, because we just shove them aside and bury and disparage them. And then we’re surprised when people rebel, or when they have midlife crises, or they reach the pinnacle outwardly and realize that there was nothing in it worthwhile.

If you look at the graduates of Living Wisdom School, and the relationships they have with their work and their families and friends, that’s where you begin to see the potential for a revolution, because it’s offering the kids so much more. It’s telling them about life the way our lives were meant to be. This life was meant to be so much more fulfilling than people are giving it an opportunity to be. So, yes, we’re training people to be happy.

A Conversation with an LWS Graduate: Hazemach

Hazie (2nd from left) at a beach outing with Living Wisdom High School students.

We spoke with Hazemach, a Living Wisdom School graduate who was enrolled at LWS from kindergarten through eighth grade. After graduate studies in mathematics at the University of Bremen, Germany, Hazie joined the staff of Living Wisdom High School of Palo Alto, where he now teaches math, science, and PE.

 

Q: What age were you when you started at Living Wisdom School?

Hazemach: I was four. My mother had tried various schools for me, but they were all very unhappy experiences. Even at that young age I’d been targeted because I’d never had my hair cut, and I was treated differently for that reason.

I came to LWS in kindergarten. I had started martial arts when I was three, so those twin strains of martial arts and Living Wisdom formed a major part of my life.

Q: Did you find that they blended well? What kinds of teachers did you have in martial arts?

Hazemach: When I was seven I found the teacher that I would end up sticking with. When I got my driver’s license I would drive up to Lafayette to train with him, as I still do, even though it’s fifty miles. It’s interesting for me, because I’ve noticed lately that he has a perspective that’s similar to Education for Life, which is our philosophy at Living Wisdom School.

He always says that karate is different from other sports because when you get the black belt it’s not just a symbol, it’s something that shows you’ve gained a skill that you can apply in every aspect of your life.

He emphasizes how everything we’re doing is about learning life skills. Today he talked about how your English teacher might tell you that you got all the words right, but you weren’t expressing any emotion, and you need to bring that emotional content into your style.

So it’s more than just doing it step by step, by rote. There has to be heart, and there has to be an intensity of feeling in every action.

Martial arts complemented my education very well because it’s such a disciplined space, and at Living Wisdom when I was young I would often do the opposite. I would be a bit of a troublemaker. But when I was in the dojo I was very disciplined and respectful. I would always be very careful with every action, and I always wondered why there was that contrast. But I think it helped me. It was an ascetic practice when I was young that would eventually help me choose a spiritual path.

I was very happy at Living Wisdom School – but I wasn’t happy with the school systems after I left, in the sense that they didn’t bring me the same joy and enthusiasm, and they generally had the opposite effect.

At every single school I went to after Living Wisdom, I felt that it was killing whatever joy and enthusiasm I had. And I was eventually in such a sad place that I knew I needed to be happy again. And when I thought about it deeply, I realized that I’d been happiest when I was at LWS, so I decided to turn my life around, and instead of relying on the external factors to give me happiness, I would direct my own inner life. Which was something I had learned at LWS, and so I began to bring those Education for Life principles into my expression.

Q: How old were you when you made that decision? Were you still in school?

Hazemach: I was about twenty-one. I was doing my PhD studies in Germany.

Q: What was your field of study?

Hazemach: Mathematics. I was doing very theoretical math, very abstract and disconnected from any immediate practical concerns.

It was very beautiful in and of itself, but not for how it could be applied. I think it’s nice when it can be applied, but at the same time it can be very enjoyable for the way it energizes the mind, and that was very pleasing to me.

That kind of abstract study can have a very powerful energy, and it filled me with love and delight. I had this very powerful love for math, and I was devoted to it, and I was ready to spend all my time on it.

In the beginning of college, I did spend all my time on it. There would be times when I would be sleeping and I would dream a solution to a problem I was working on. I’d wake up and I wouldn’t even remember the dream, but in trying to remember it I would have the solution. And then answers would come when I was doing other daily activities. So it was a very interesting field of study.

Q: Let’s work backward. How did you wind up in grad school in Germany?

Hazemach: After my first year of college, I applied for all kinds of summer programs in math. I was trying to get into something called an REU – Research Experience for Undergraduates. Those programs are for juniors and seniors, to let them experience what research is like, and what professional mathematics is like. It’s an important step if you want to be competitive in your grad school apps.

So I was trying to apply after my freshman year, but the budget was low that year, and I later found out that they’d accepted just one or two freshmen countrywide into the many REU programs because there wasn’t the budget they usually had.

Out of desperation, I found a summer program in Germany, and I was ready to go anywhere because I wanted to continue my growth in math.

Hazemach counsels a Living Wisdom High School student.

So I went to Germany for a two-week program. It was called Modern Mathematics, and they would gather professional mathematicians from around the world. It’s a collaborative space for students from age 16 to 20. Later I was a teacher assistant for the camps, but at the time I was a student, and it was lots of fun.

One of the professors, in frankness, said that as an American my math background was very unusual, because the U.S. is far behind Europe in terms of math training. So when they saw that I was very competitive with the European students, they didn’t understand how that could have happened.

At any rate, one of the professors took an interest, and he invited me to come study, especially after he looked at my university record and saw that I had exhausted much of the math training that they could offer in my first year. So it was a natural next step.

I had been at Bard College at Simon’s Rock. Bard is a very interesting program. They have a bunch of satellite programs, including the one I was at. It’s up in the mountains of Massachusetts, in the Berkshires, and it’s for students who want to leave high school early and start college. The average age is probably 16 or 17 for incoming freshmen, and it’s a very, very good academic program, very advanced and well-rounded. It’s rooted in traditional liberal arts, and the idea is that students need to have a broad grounding in the humanities in order to be true learners. So you can’t just specialize, which is the opposite of what they do in Europe, where they’re less interested in giving you that depth and breadth and you can go straight into your field and specialize.

Each has its advantages, but I’m very grateful for the academics I received at Simon’s Rock, because it broadened my perspective beyond mathematics and into the realm of humanities and more human concerns, which essentially is what led me to questions about consciousness and spirituality.

Q: Where did you go to high school?

Hazemach: I went to Woodside Priory.

Q: After Living Wisdom, what was your experience like at Woodside? Was the transition smooth?

Hazemach: There are many levels to look at. There’s the academic level, and I don’t know how it is for other students, but I know that I tend to have an easier time with academics, so it was an easy transition. I didn’t need to put in all that much work to do very well at Priory academically, because it was just my normal work output, but honestly it was a bit…

Q: You’re trying hard not to say that high school was easy.

Hazemach: [Laughs] I mean, it did challenge me. I took, for example, AP Calculus my freshman year. It was very nice, but I was ultimately really bored with math there, unfortunately. And I’ve had concerns about math education all the way through my PhD. It doesn’t matter that there are aspects that have been really good in every single school, but there are lots of concerns about how we run math education. But that’s a different story.

With Priory, I felt really lonely when I first arrived. I don’t think there was a deliberate culture of kindness there. As an example, it was shocking when one of the students early on started speaking to me very meanly, and intentionally saying very mean things. I just couldn’t understand what was the purpose of this. So I laughed, and of course that made him even meaner to me. He was like, “Wait, what is wrong with you? Why are you laughing?” After that he left me alone. So it worked, he left me alone and he didn’t talk to me again.

But, yeah, it was definitely a very different type of environment. Because, at Living Wisdom, they don’t just let the students act out however they want and create a student-run culture. The teachers take a direct hand in making sure the school space is kind, it’s caring, it’s compassionate, and it’s fun. All these types of things.

Q: Did you feel at Living Wisdom School that you were connected to the other kids around you? It’s a constant theme when you talk with the administrators and teachers at LWS. From your perspective as a student, did that actually happen?

Hazemach: Yes, I definitely felt connected.

Q: Did you feel that you had a lot of friends at Living Wisdom?

Hazemach: Yes, I never felt that I was without friends, and I always felt happy there. And that’s something I noticed when I visited the elementary school last year. I walked in, and it was just happiness everywhere, just bubbling joy. And you don’t see that, I think, very much.

I did a little bit of substitute teaching at other schools, and it just wasn’t the same environment. I remember learning conflict resolution when I was a little kid, and how to maintain really good relationships with people, and how to empathize or sympathize or at least be somewhat compassionate for other people’s realities so that you can get along. And it wasn’t just in terms of your own age group. In a lot of schools, they have these giant classes, and you’re only interacting with others of your own age. So people start to feel like it’s normal to interact only with others of their age. And then they feel like that’s the right thing to do, so you don’t see much interaction across age groups in the culture, which is very unfortunate.

At Living Wisdom, even as a little kid, the older students would spend time with us, and I really felt that they were my mentors. And then as I got older I played the same role for the younger students, and I learned how to be an older brother in the sense of how you can really engage and bring forth delight in the little kids and have fun with them.

Q: I was doing some work for Helen, the school director. She wanted to have more information on our website about kindergarten, for parents who were looking for a place to start their child. So I spent a lot of time with the kindergarteners, including the partner reading and partner walks with the older children. And observing the interactions they had, it was moving how the older ones were genuinely sweet and kind to the younger ones and taking care of them. It was an exercise in creating a positive school culture, and it was quite wonderful.

Hazemach: I felt that all over again not long ago when I visited LWS with one of my high school students. He’s a junior, and in the beginning of the year he was very shy and withdrawn, and it was very difficult for him even to start talking. And, fortunately or unfortunately, he didn’t get his permission slip signed to go on one of the high school service projects, so Kshama said, “Okay, you’re going to go with Hazie.” Because I also teach PE for the kindergarteners at LWS. She said, “Your service today is going to be helping Hazie with PE.”

So he had to come with me, and from what I could tell he had no experience working with little kids, so at first he was very much not sure what to do. But the kids just pulled him out of his shell. They sent so much love to him. They ran up to him, they were hugging him, they were grabbing his hands and asking him to play with them. They were the ones who pulled him out of his shell.

So that was amazing, and he started expressing himself, and as I was watching him play with them it felt so good to see that.

So it’s not just the older students serving the younger ones, it’s actually the younger students reminding the older students of a kind of relaxed openness that they might have forgotten in their years of being socialized to what the teenage culture is in our society today, which is oftentimes unauthentic and withdrawn.

Q: Did you learn those skills at Living Wisdom, of relating to others?

Hazemach: Yes, we did. There are bound to be conflicts. I remember a new girl who came to our classroom in second grade. She had experienced a lot of bullying, and she felt very, very self-conscious. When she arrived she was very sensitive, and she would cry very easily. I didn’t have any ill will to her, but I didn’t understand why she was crying, and I wondered, what’s wrong with this kid? Why is she always crying? And it augmented the problem because we were second-graders and we didn’t know what was going on.

We would ask her, “Why are you crying?” And she’d feel like we were bullying her. But we couldn’t understand what was happening.

So a teacher stepped in and helped us understand the issue. And we were receptive enough to understand that it was a difficult reality for her, and that we weren’t being expansive, and we needed to see that, okay, she just has a different reality, and there’s no reason for us to be treating her in a way that makes her feel marginalized all over again. And after that, I remember feeling that she was a close friend. I had lots of those experiences.

There are bound to be conflicts, and it’s part of growing up to have conflicts and learn to resolve them and get along.

I learned an important lesson after I left Living Wisdom. I was at a summer camp with Zachary, one of my classmates at Living Wisdom, and I had a conflict with somebody at the camp. I’d gone to the summer camp for at least five years, and I decided to break out of a ceremony, which you weren’t supposed to do. So I broke the ritual, and it made her really upset, and she didn’t want to speak to me or look at me.

I thought she was being ridiculous because, yes, she’d also been there many years, but I had spent a lot of time with the ritual, and I felt I could break it if I wanted to. It was immature, and Zachary said to me, “I know you think you’re right, but don’t you value your friendship over being right?”

I think it’s a really good example of how an EFL wisdom principle was kicking in for me. Isn’t getting along well with others and having social harmony more important than just being in the right? [Laughs]

Later, I could say, okay, that was immature of me. But even in the moment it was all I needed, and I apologized to her. I said, “Look, I know we’re coming from different places, but I’m sorry for causing the social disharmony,” and we were able to make up and be friends.

There are ways we can deal with those conflicts with people, and as I’ve walked through life, I’ve always known that I was able, by deliberately expanding my consciousness, to let go of whatever I was holding onto and relate with others and maintain a harmonious situation with them.

It doesn’t mean that I would passively let people walk over me. But it meant that I could choose harmony. And I could choose it even when people were difficult to deal with, just let go of my pride and get along with them.

I don’t know if all of the Living Wisdom graduates have learned those lessons as deeply, but when I had conflicts with people and the feeling wasn’t harmonious, I was always able to remember that harmony and happiness was a choice.

I was always aware that I could choose a wrong decision if I wanted to – maybe I could say, “I’ll try something different this time – I want to see what happens if I argue, and if I don’t stick with harmony.” And over the years I learned that harmony is the right way to go.

Q: Conflict resolution is a major emphasis at Living Wisdom School. From what I’ve observed, the teachers talk about it all the time, and nothing ever gets overlooked. If the teacher notices it, they aren’t going to let it slide because they’re busy, or because we have to get through math class. It’s part of the teachers’ training to always intervene and do something about it.

Helen had a meeting recently with several local high school principals. They were asking her what makes LWS unique, and one of the things she mentioned was that we don’t have bullying at our school. And she said that there was total silence, and she could hear the gears turning in the principals’ heads, because they were thinking, “We have bullying.”

Gary, the middle school teacher, talked about a situation that parents and educators face today, and that they don’t know how to resolve, which is that they want the kids to be extremely competitive, but at the same time they’re saying, “Oh, we don’t want to go too far in that direction, because we want them to be nice, too.” And the kids have no trouble recognizing the hypocrisy, because all of a sudden you’re asking them to turn around and be nice to one another. And in the next minute they’re supposed to be competing fiercely in academics.

What was your academic experience like, in that respect, at Living Wisdom School? I know that the teachers challenge people at their own level.

Hazemach: Yes, there was no top or bottom at LWS. I remember feeling a bit of competitiveness with another student, but it was never felt or encouraged in the classroom. There was no classroom activity that fostered that competition. I don’t think I ever competed within school. It was just a feeling I had because I knew about his extracurricular activities and what he was doing well at, and I was doing all these things, too, and there was that question, okay, so which one’s higher?

But the school didn’t foster that. And then I’ve also had experiences of people who felt threatened by my presence, and they would start trying to be competitive with me. Maybe my mom was competitive with that boy, and she was telling me I had to be better. [Laughs] But I didn’t want to care about that, so I just said, “Okay.”

The karate dojo is a space where every single moment is competitive, but it’s a very healthy version of competition where the goal is to bring out the best in others so you can try to rise to their best. And when you rise, they try to rise also. But you don’t ever try to pull anybody down. You want others to improve. You want others to be better than you so that you will have an ideal to work up to. So everybody’s scaling each other up.

That’s a model of competitiveness that I’ve never seen outside of the karate dojo, really. And it was amazing for me, just absolutely amazing. I think it was one of the best experiences for my development.

I often hear people talk very negatively about competitiveness, and I don’t think it needs to be, when there’s the attitude that we are all lifting each other, and we are inspiring each other to rise to our potential. It’s so beautiful, when you want others to be better so that you can be better.

In karate, one of the masters said, “Whenever you see something good in others, ask yourself, how can I try to work toward that? And whenever you see something negative in others, immediately pull away and think to yourself, ‘Okay, how can I make sure I’m not doing that?’”

Because it doesn’t matter. You’re not trying to identify, “Oh, this person is good or bad.” It’s, “How can I continue improving myself?” And that’s not egotistical. That’s the opposite, actually, where you’re deliberately not comparing egos anymore.

Education for Life does it very well, too, where you’ll have a child whose consciousness is very light and expansive and caring, and who’s working with students of lower “specific gravity,” and they’ll lift the ones who are heavier in their consciousness. So it scales downward. And then the teacher is lifting the students who are lifting the ones below them.

So you have a culture where everybody’s lifting each other, and you see that there are differences, but you want others to do really well, and it’s ultimately all about helping the whole group rise, and creating a group consciousness that is higher.

Q: The school has a tremendous emphasis on the arts, especially the theater program. Do you have any thoughts about that?

Hazemach: Theater was my favorite part. [Laughs] It was so exciting. All of a sudden you had this outside responsibility and you could leave class to prepare for this very big performance. Very, very serious. And the teachers take it seriously also – it’s not just some superficial little play for kids. Kids are putting on the play, but it’s not just that; it’s meant to be inspiring and uplifting and meaningful for both the actors and the audience, and you learn so many skills when you’re on stage. I think you can see that in the LWS graduates.

I talked about this with Kshama (the principal of our high school who formerly taught second and third grade at LWS) – how teaching is like acting. You have to go up there and engage people. You have to hold their attention, you have to draw them in, you have to be magnetic, and you’re going to be doing that throughout your life whatever your work is.

A young Hazemach plays St. Francis during an LWS Theater Magic production.

You can see it in the Living Wisdom School graduates, that they really know how to engage a person and draw them into conversation and magnetize something positive from the experience. And it’s all part of the learning that happens in the theater program, learning how to interact with people in a dynamic way.

You might think, oh, it’s just acting, but the way we do it, you have to project your energy. And that’s a really important skill throughout your life – when, for example, you’re speaking to a group of people, and you can project your energy. And then you can see that the people who haven’t learned to do it have never been as successful.

I remember how authentic it felt when I played certain roles; for example, St. Francis. One of the criticisms I received when we were rehearsing was, “You need to approach people with inner peace. You have to share that peace with others. You can’t just be telling people to do this and that, you have to shift your consciousness into inner peace.”

I remember thinking, “That’s groundbreaking.” It was acting from an authentic place, and some of the students had authentic spiritual experiences during the theater program.

I’m reminded of how Yogananda listened to a famous choir, and he said afterward, “Technically it was beautiful, but there was no real devotion in your hearts.”

There is a culture of profound genuineness in the theater program at Living Wisdom School, because the purpose of the plays is for the children to attune themselves to the consciousness of these inspiring historical figures, through the poetry of their words and the songs and movements.

The goal isn’t just to play a role well technically. When I was in high school, I noticed that the actors didn’t feel that sincerity. I felt that they were always just putting on a face that would suit the moment, without any inner sincerity that I could feel – I couldn’t tell where their heart was.

The acting experience at Living Wisdom was from the heart. It was from an authentic, sincere space, and then you could project that energy without putting on a mask. And in the process you were expanding your consciousness, and expanding your authentic experience into new realms.

Q: Watching the plays over the years, I’ve always felt that the kids had an inner feeling for the roles they were playing, and that they were wanting to give the audience something meaningful.

Hazemach: I was able to watch one of the plays for the first time last year, because I had only ever acted in them. And I was so moved. I was so inspired, because the student actors actually became the essential vibration of the saint they were playing. And through acting the lives of these great, inspiring figures it’s giving them a very powerful experience.

Q: It’s interesting that you’re able to look back and enjoy your memories of Living Wisdom School. And now that you’re teaching at Living Wisdom High School, how has that been for you? You mentioned that you had previous teaching experience.

Hazemach: I was teaching grad students and some undergrads, and it was very different from the teenagers. [Laughs] Grad students know what they want to be studying, and you can give them a task and know that they’ll be motivated, and they’ll do it. But with the high schoolers you first have to inspire them and get them interested.

And then there’s a whole cultural background that we’re fighting against. There are so many habits and understandings that they’ve developed – for example, that it’s not cool to be enthusiastic, it’s not cool to like something too much, it’s not cool to enjoy your school subjects. It’s something you might get made fun of for, or get bullied for. It’s something I experienced after I left Living Wisdom School, that all of a sudden liking things and enjoying things brought negative attention to me.

It’s very odd. Very, very odd. But it’s so rewarding to watch the progress that the LWHS students are making. It feels like we’re making a difference in their lives.

Hazie (upper left) with LWHS high school students.

The school culture in this area is deeply focused on the test-taking side of things, so it’s hard for the students to see beyond test results as a measure of the progress they’re making.

For many of our students, it’s a source of inner turmoil. How much progress am I really making, if I’m not spending all my time preparing for tests? Shouldn’t that be where my time needs to be spent? If I spend too much time in nature, if I spend too much time taking care of my body, if I spend too much time learning to socialize, if I spend too much time in service, I must be falling behind.

Q: Which is completely misguided.

Hazemach: It’s completely misguided.

Q: There’s a book called The Happiness Advantage that shows why it’s misguided. It was written by a psychology professor who taught the most popular course at Harvard, on happiness. He’d served as a proctor, advising the incoming freshmen, and after hundreds of visits to Starbucks with the first-year students he began to notice which ones were most successful. And he realized that it wasn’t the students who buried themselves in the library stacks intent on grinding out good grades, it was the kids who knew how to be happy. They were socially aware and engaged – they would create study groups and ask their professors lots of questions. Shawn Achor, the author, now consults with corporations on creating happy cultures.

Hazemach: Don’t we learn things better when we’re having fun? I’ve heard of studies that support it. When I started working with one of our students, she was studying 24/7. She felt she needed to be always studying, and that she couldn’t be doing anything frivolous, like going on outings. So there was a lot of tension in the beginning of the year because we were spending time in nature and service.

But I’d watched her studying, and I’d seen that she wasn’t being productive. She was trying so hard, but she couldn’t focus and so she was falling asleep, and she wasn’t enjoying it.

She said something beautiful recently, “I just wish everybody could recognize that all the other stuff mattered.” Because we spent time in nature and we did our studies outdoors, and she said, “It was so interesting, I didn’t get sleepy. I could actually focus on my work.”

Q: Because her body was relaxing, and her heart was being nurtured.

Hazemach: Exactly. Before, she didn’t want to be interacting with the teachers; she just wanted to teach herself by studying and studying because she thought it was the way to learn. And then she discovered that she could enjoy it more if she heard the teacher’s perspective on why it’s fun and interesting. So her subjects are becoming more interesting to her, and the service projects feel a lot more meaningful, and she’s starting to ask deeper questions.

She said her biggest question right now is, who is she really? And, what a question, you know? But that’s what we’re hoping for, that they are asking big, important questions like that, “Who am I, really?”

And that’s the first step. The first real step to true growth is when you can ask those big questions – who am I and what am I here for? And not just put your head in the sand and study because that’s what everybody else is doing.

Burying yourself in books is not going to take you to happiness, which is the ultimate goal, right? The ultimate goal is to discover joy, and people mistakenly believe they’re going to find it through studying all the time. But it doesn’t get results.

Q: Shawn Achor concluded from his research that we have it backward in our society – you study so you can get money and be happy someday. Only it doesn’t happen because “someday” never comes and you keep thinking that just one more thing will finally make you happy. But if you can be happy in the moment it’s a powerful aid to getting the external rewards you might be looking for.

Hazemach: I remember having so much fun with basketball, and how I played better when I was having fun. But when I got to high school the coaches were very intense, probably because their job is on the line, and a number of us couldn’t play to the best of our abilities, and we didn’t enjoy it, and it was scary because we were constantly in fear of the coach getting angry and yelling at us.

We were successful insofar as we put in a lot of work, but we could never achieve our true potential because we were being held back emotionally and we were constantly being forced to externalize.

And, in the meantime, we were internalizing all this anger, and we would get upset at ourselves every time we made a mistake. You can’t play freely if you’re getting upset at yourself. It’s one of the biggest blocks I’ve seen for athletes, where they’re punishing themselves inside for their errors, and for not playing perfectly.

Q: There were two sports psychologists in the 1970s who studied the qualities that separated extremely successful athletes from the people who could never quite make the breakthrough into the top ranks. They found that the best athletes were able to change directions. They were able to say, “Maybe I goofed up, but the game starts now.” Whereas the second-tier athletes were blaming themselves, getting down on themselves, beating themselves up and lashing themselves for their mistakes.

Hazemach: It’s something I learned in karate, where it’s called beginner’s mind. It’s a Zen concept, and we don’t actually use those terms in karate, but it’s there in the culture, where you are always approaching things as if you’re a complete beginner.

When you get your black belt, one of the questions on the test is, “What does the black belt signify?” And the correct answer is that it’s the very beginning. You’re just starting, and you constantly come to it with the attitude that I’m just a beginner, so you don’t get hard on yourself for making mistakes. You’re never looking down on yourself, “Oh, you’re so bad.” You’re saying, “I am always in the place of a beginner, and there is always an upward direction for me to go. There’s always more for me to reach up to.” You’re always trying to improve from where you are. It’s very powerful to be able to forget all the negative things and start fresh.

Whenever I made a mistake, I would laugh. That was how I broke the tendency to get discouraged. I would laugh. I have the same problem with piano, and whenever I make a mistake I laugh, “Oh, that sounded funny.” And I’ll move on. I wouldn’t laugh at other people, and it’s not a mean laugh, it’s just about not taking life so seriously. At the end of the day it’s something we can laugh at and enjoy and have a lot of fun with.

It’s fundamental to the approach we take in the Living Wisdom Schools, where mistakes are taken lightly because they’re an expected and necessary part of the learning process. It frees the students from the tremendous pressure that comes from the idea that you’re either perfect or you’re failing. It allows them to move on without beating themselves up, and just find the joy in fixing the mistakes and moving on.

Kindergarten at LWS — Portal to Lifelong Happiness & Success

Why Kindergarten Counts

by Living Wisdom School Director Helen Purcell

Can kindergarten influence your child’s chances of success and happiness in later life?

Most definitely! – but perhaps not in the ways you may have imagined.


What kind of education do you want for your child?

Living Wisdom School Director Helen Purcell

I would like to make a case for a complete, well-rounded approach that takes into account not only the child’s physical, mental, emotional, and spiritual well-being, but their individuality as well.

Play & Learning – Essential Partners

When we’re talking about a four or five-year-old, the first thing we need to consider is that children of that age absolutely need a playful, loving approach to learning. It is the single most important key to preparing little children for success now and in the years ahead. Once we have that playful, happy foundation, we find that the children feel inwardly free to achieve amazing things.

Many of our parents have come from rigid school cultures where the children were forced to sit at their desks most of the day and allowed very limited playtime. That model is neither creative nor realistic. As a result, it utterly fails to produce learning in the most efficient and natural way because it doesn’t make use of the child’s natural enthusiasm. Instead, it pounds information into young brains without opening their hearts to receive it. But that is not how children are made. Nor does this approach draw them into the learning experience in a way that helps them absorb learning naturally and efficiently.

 

The day begins with Circle Time, just before math class. The children sing, share, and practice breathing exercises to calm themselves and focus their attention. Priceless skills for all of life!

In his wonderful book Where You Go, Is Not Who You’ll Be: An Antidote to the College Admissions Mania, Frank Bruni, a long-time New York Times columnist and feature writer, laments the tragic failures of the traditional approach of forcing children into a system that ignores the way they are made. He excoriates today’s approach which is oriented toward improving the children’s high school grades and SAT scores and preparing every child to be accepted at Harvard or its equivalent. I think it is a wonderful sign that St. Francis High School in Mountain View, for example, has made Bruni’s book required reading for every parent.

I often talk with parents of kindergarten children who are deeply concerned about this very false and misleading kind of rigor, which fails to tune into the child’s actual needs at each developmental stage, and which, in kindergarten, must include play.

In the very early years, children should be learning that learning is fun and that mastering academic challenges is exhilarating. At this age, they are very open to whatever is going on in the classroom and at school. And an instructor who can bring together the twin threads of learning and play, and do it in a happy, loving way, will be very successful. As we demonstrate in our book, Head & Heart: How a Balanced Education Nurtures Happy Children Who Excel in School & Life, our kindergartners are not falling behind their Harvard-acceptance competitors. Quite the opposite, as a direct result of the playful approach, some are even able to absorb concepts at more advanced curriculum level.

During the first months of PreK-K, the students learn that learning is great fun when they are challenged at their own level. Once they have reached that understanding, they are able and eager to spend time learning quietly together – a most unusual and happy accomplishment for a classroom of four- to six-year-olds!

When learning is delivered in a format that matches their natural development, children become deeply engaged. Thus – believe it or not! – you will find four or five tiny tots working silently together, heads bowed in deep concentration.

We are intent on helping each child to be comfortable and happy within the school environment. With this goal in mind, a practice that helps us greatly is the inclusion of yoga and meditation at the start of the school day. If we can help children discover an enjoyable state of calmness and concentration within themselves – a state of happy, relaxed mental attention – they will be gaining a powerful tool that will help them to be successful throughout their school years.

At Living Wisdom School, children start the day with yoga and meditation, and then, most days, they go right into math class. When the teacher sets a tone which makes them comfortable and at ease in the environment, a great deal becomes possible in math, phonics, writing, art, and science. In fact, anything is possible when the children’s hearts are open and eager to dive into the day’s lessons.

 

The Incalculable Benefits of A Stress-Free Learning Environment

When you can give a child an experience every day at school of being comfortable and relaxed in the environment, they will inevitably gravitate toward the joy of learning.

When the learning environment is also alive with inclusivity and friendship, instead of cliques and competition, children are happier and learn better. In other words, learning and joy go together.

It is well documented that generalized stress at school interferes with learning. In a Washington Post article, “How Much Does Stress Affect Learning?” (June 10, 2011), education and foreign affairs reporter Valerie Post quotes Catharine H. Warner, a lecturer in sociology at the University of Maryland:

“Our findings indicate that stress in the classroom environment affects children’s likelihood of exhibiting learning problems (difficulties with attentiveness, task persistence, and flexibility), externalizing problems (frequency with which the child argues, fights, disturbs ongoing activities, and acts impulsively), problems interacting with peers (difficulties in forming friendships, dealing with other children, expressing feelings, and showing sensitivity, or internalizing problems (presence of anxiety, loneliness, low self-esteem, and sadness in the child). These findings suggest that stress – in the form of negative classroom conditions – negatively affects the way children pay attention in class, stay on task, and move from one activity to another.”

 

During partner walks, the youngest children spend time with the older ones, forming happy bonds of respect and caring. (Click to enlarge.)

The tremendous energy that we devote to creating a calm, peaceful, joyful, accepting classroom and school environment frees children to be exactly who they are. When you’re allowed to be who you are, and when you’re challenged at exactly that level, you will have daily successes that will give you a joyful experience of learning. By contrast, just trying to meet someone else’s rigid demands and requirements all the time, at someone else’s level creates a tension that prevents learning by shutting down energy and enthusiasm.

As a teacher for more than fifty years, it has been my experience that tension is never a positive factor when it comes to learning. On the other hand, feeling free to make mistakes, and to have those mistakes accepted as a natural part of the learning process, is an amazing, blissful, and extremely helpful experience for the child. It fuels an exhilarating learning process.

In our school, we achieve that freedom by combining learning with play, and by making sure our kids have free time. We fight against the misguided compulsion to structure every minute of the child’s day.

Children Can Be Happy and Successful in School

Krunal focuses on his math classwork. The photographer held his video camera less than a foot from Krunal for more than 30 seconds, yet Krunal remained entirely focused on the task at hand. It was not a rare or a posed event! It is simply part of the natural flow of the day, once the children become deeply engaged with the curriculum. A fringe benefit is that discipline problems become rare, even at this young age.

Parents and educators who visit our school invariably remark on how every child is completely him- or herself, and how they show a remarkable level of maturity and confidence. Our children are typically centered in themselves in a natural and real way. And when they do become scattered or upset, they are given the tools to catch themselves with the support of a discerning teacher.

You can see their ease in their eyes and in how they carry themselves. A child will walk into the principal’s office, not at all intimidated, and say, “Helen, I need an ice pack for my friend.” Someone is hurt, and they are eager to help, without fear or hesitation. Or they’ll come in to share a birthday treat with me.

If it’s a difficult situation…they aren’t feeling well, or someone needs to call a parent, they’ll come in with absolute trust. In fact, they will be at ease with every adult in the school, including all the classroom and PE teachers, music teachers, and math tutors – because there is a family atmosphere that is consistent and consciously cultivated every day.

Theater Magic – An Extraordinary Experience of Learning and Growth

Our theater program includes every child from grades TK through eight. It creates an extraordinary atmosphere for learning, and for cultivating personal success qualities. The kindergarten children are on stage, rehearsing and performing with the older children, and they develop a level of comfort and confidence that is far beyond what most kindergartners get to experience at school. When they can engage easily and confidently with an adult or an older child, even in a playful way, they feel empowered to walk in the world in a very different way. So, Partner Reading and Partner Walks and play with older children are an extension of the confidence-building practices the children experience every day.

Young elementary children dance during a Theater Magic performance.

Our methods come to fruition most clearly, especially for the youngest children, during spring quarter, when you can watch a child get out of the car in the morning, brimming with confidence, the same child who wouldn’t look at you six or seven months earlier, or who would cringe with shyness and hold their mother’s hand tightly.

I’m thinking of a child who was extremely fearful at the start of the school year, and now when her father says, “Have a great day!” she will turn and look at me with a big, confident smile and say, “Good morning, Helen!”

It is a maturation made possible because at Living Wisdom School there is a definition of self that allows for the inclusion of everybody, not just one’s own classmates and teachers, but every single teacher and every single child.

Choosing Happiness

We don’t have an intimidating or fearful culture. This morning, I was explaining to a parent that the fundamental principles on which our school is based are most clearly expressed by two of our School Rules: “Choose Happiness,” and “Practice Kindness.”

To Practice kindness means learning to be considerate and loving with one another and to recognize that doing so helps create a loving and safe atmosphere.

To Choose happiness means learning that you have the power to choose how to respond to life’s challenges. The children learn to focus on the positive rather than the negative, to control moods, and to raise their energy to meet difficulties that arise.

These two rules define the culture of the school. If you choose happiness, it means that you don’t have the right to take out a bad mood on anybody. Rather, you have an obligation to use your will power and understanding to turn the energy around with the ready and willing help of both teacher and classmates.

It is amazing to watch the rules in action. For example, a child might come to school, and maybe they aren’t feeling well. Maybe they are feeling a little moody or even snarky, yet everybody is sympathetic. The teacher might say, “I’m so sorry you’re not feeling well. Take a moment on the pillows in the corner, and don’t forget to take your teddy.” So, there’s sympathy, but there’s also an expectation that at some point— and it should be soon—the child needs to choose to be happy.

And they do because they are shown how to do it. They are given the specific steps to take in order to be kind and choose happiness. They learn that they have the power to choose positive feelings and behavior. Because all the children in the school know each other and because the older ones sincerely love to help the kindergarteners, the older ones become role models.

 

Partner reading. All of the children in the school know each other well, and the older ones love to help the kindergartners.

The right behavior is constantly modeled for the little ones, and the teachers deliberately take time to give them instructions on how to choose happiness every time the need arises.

Over several months, the older children work with the younger children at play rehearsals, and they learn to be very sensitive to the well-being of the little ones. They want to take care of them, to help them, and guide them in the spirit of friendship. Thus, they develop a sense of responsibility for others, especially the little ones.

Four and five year old children can be especially selfish and self-involved. They need to grow into a sense of the other. To see exactly that constantly modeled for them by the adults and the other children in the school environment is a priceless gift. For such young ones, it is an invaluable foundation for acquiring the maturity that we must all achieve to be successful at every level, and it is an awareness that we instill in them starting on the very first day of kindergarten – an awareness of another’s reality.

Does Living Wisdom School Over-Emphasize Soft Skills?

Parents often ask a huge question about our school: “You have a wonderful school culture, but how does it translate to grades and test scores?” And, of course, the proof is in our graduates’ high school and college acceptance and grades, and in their adult success.

In our book Happiness & Success at School, there’s a wonderful account of how, in the military and in sports, individual attention, individual freedom, and individual acceptance create a culture based on what’s best for the individual and produce the highest success. We are not simply spouting wishy-washy, unrealistic ideas that we haven’t tested and that don’t work in the real world. The interplay of happiness and success is a real-life experience for our graduates who have gone on to major universities and corporations.

Constant individual attention and encouragement help the youngest children learn to love learning. TK-K intern Ava Magholi encourages a young math student.

I received an application recently from a parent of a fifth-grade boy. Unfortunately, that class was full, so we were unable to take him. The parent was sad because the child’s predisposition to self-judge made him afraid to try anything. His fear precluded success. By contrast, our school culture supports an attitude toward learning that includes the ability to “fail happily” on the road to success and then try again—a wonderfully liberating gift.

In the late 1980s, a professor of computer science at MIT, Seymour Papert, published a book called Mindstorms in which he pointed out that the most wonderful lesson children can take from learning to program computers is that mistakes are a natural and necessary part of the process. He pointed out that professional programmers make, on average, at least 10 mistakes per hundred lines of their first code drafts.

Papert called it “the debugging approach to life.”  Kids today have so much stress around success and on getting it right the first time. There’s a tremendous competitive and comparative emphasis in the typical approach to learning which results in children asking, “Am I as good as somebody else?” as opposed to, “What am I learning?” and “Was it fun?”

In our school, the children know who excels in this or that subject area, because we celebrate those successes. But we also celebrate the small, daily successes that lead eventually to greater mastery as the most important kind of success for every child. Included in those celebrations are our children’s beginning mastery as artists, poets, singers, scientists, dancers, and mathematicians.

Success builds upon success. I’m thinking of a boy who had some very significant challenges at school until he began rehearsing for the all-school play, whereupon he flourished amazingly. The success he enjoyed in the theater program translated to an ability to self-regulate in class in order to do well. He was motivated because he had experienced what it feels like to be successful.

Each of us has an inborn drive to experience happiness and to be free from suffering. The universal spiritual law is that whenever we expand our awareness by learning something new or by overcoming a challenge, we experience a corresponding inflow of joy. And if you’re having happy learning experiences every day, you’re going to want more and more of them.

The Straitjacket of Modern Education

I often wonder how our culture went wrong when it failed to take into account the link between learning and happiness. Children are so elastic, so ready to learn, especially when it comes to learning which thoughts and actions will give them joy. Instead, they too often find themselves bound in straitjackets of expectations that may or may not be realistic. Tragic.

Learning by rote and by drill no longer needs to be the foundation of a child’s school experience. What is necessary is the cultivation of imagination, resourcefulness, and creativity, starting at the earliest age. We need to support the children who are learning at the bottom end and take the limits off each child’s horizons. That way they can surprise themselves and keep growing every day.

We had a first grader whose artistic ability was beyond all imagining. He made several sketches of a ship, beautifully executed with lots of fine detail. We put one of them on the cover of our annual literary magazine. Traditionally, an older student was awarded that honor. We had a choice – to celebrate excellence, or to abide by a more rigid standard. But it was clear that what that little boy had achieved was not equal. So, he got the cover!

Everybody in the school acknowledged and celebrated the boy’s talent. The older kids were saying, “Whoa, who did that cover?” The truth is that we don’t shy away from celebrating every child’s success, and we ensure that there are plenty of successes to celebrate by having children operate at the edge of their ability all the time.

A girl who came to us in the fall absolutely flourished in the school play. She took to her role and developed it beautifully. That talented little girl had been very unhappy in her former school, but when she came here and felt embraced by the energy, she realized that she could let loose and be as creative as her abilities allowed.

Once I spoke with parents who are brain researchers at Stanford. The father was educated at a very progressive school in Israel, while the mother had a more standard education. They chose our school because they have friends whose children go to our school, and they recognized the level of acceptance and individuality that exists here and which results in the happiness of the children. More than anything else, they simply wanted their children to be happy during their time in school. This kind of prioritizing is truly refreshing.

Yet, sometimes, it is hard for parents to hold on to the idealism that brings them to Living Wisdom in the first place. When their children reach third or fourth grade, they’re tempted to buy into the culture that is constantly pressuring them to think, “Oh my God, how am I going to get my child into Harvard, Stanford, Yale, or Princeton?”

The parents I spoke with above understood the theoretical and practical aspects of our system, but they really didn’t want to talk about that side. They wanted to tell me how the families of children in our school had told them that their kids have never been happier, and that as brain researchers they knew that a great deal of learning goes hand in hand with a great deal of happiness.

It is really that simple. Happiness and school success are not mutually exclusive – in fact, the opposite is true: happiness is indispensable for the most efficient learning to take place.

We need to help children leverage their natural gifts. Maybe the process won’t be as linear as our culture would prefer, and maybe we won’t always be able to quantify it with numbers, but our successes have proved our methods year after year in terms of where our graduates go to high school and college, and their adult successes.

Follow this link to view a list of high schools and colleges
that have accepted our LWS graduates,
and examples of their inspiring careers.

Learning Priceless Personal Success Qualities

Another factor that makes our kindergarten so special and powerful is that from the first day, we practice leading with the heart. We teach our children what it feels like to appreciate another person’s reality, and how happy it makes them feel.

If a kindergartner gets some place first, it is their nature to let everyone know that it’s their place. They can be very territorial…It’s my toy, my place, my pencil. Yet, they can also have very open hearts if they are allowed to. By showing them that the greatest happiness comes from being unselfish, together we create a wonderful learning environment. Whether in the sandbox or on the tricycle, relating to a reality other than their own is something even the youngest children are learning at Living Wisdom every day. In fact, it is a priority.

Two children were arguing over a bike, so we did a conflict resolution, and one child said, “Okay, how about five minutes for him and five minutes for me?”

The teacher said, “That seems reasonable.”

The other child thought about it and said, “Well, what if we had it at the same time?”

The teacher said, “I don’t think that’s possible.”

He said, “Oh, yeah, it is, because one of us could drive and the other could stand on the back and then we could switch places.”

It is a defining story which illustrates how, once they understand the principle of conflict resolution, children can be creative and take it a lot farther than we might imagine.

We help our children have many experiences of happiness, and we teach them how to find it for themselves. Then, they begin to look for it all the time, and they become very expansive. Once, I was talking about something with one of the eighth graders in my office, when he suddenly said, “Oh, hey, Helen, I gotta go!”

I said, “Well, we’re not quite finished, are we?”

He said, “I know, but the younger kids are about to show up, and they want me to hide the ball for them.”

This eighth grader, RJ, a big, strong, athletic six-foot tall boy, was truly connected to the younger children—tiny kindergartners and first graders, and he wanted to honor that connection based on their game in which he would hide the ball somewhere on campus, and they would have to find it.

For an older child to hide the ball might be considered hostile, but not in our environment. Here, it was an expression of friendship. The little tots adored RJ, and he was willing to break off a lively conversation with me to indulge them.

“No Bullying!” – More than Just Empty Words

The principals of two of our local high schools were in conversation with me and asked me about the culture at our Living Wisdom High School, because I’m on the school board, and the high school was up for certification, which it did receive.

The conversation came around to what makes our school different, and I boldly and truthfully said, “We do not have bullying at our school.” Immediately, I noticed a sudden change in the atmosphere. They sat quietly, and I intuited why – because they couldn’t say the same about their schools. The issue of bullying comes up quite often in my talks with prospective parents.

I always say, “It is not allowed, and it’s not that we have to come down punitively in order to enforce that rule because we have actually created a culture of kindness. Our children understand from the inside out that practicing kindness, one of our school rules, gives them the highest happiness.”

living wisdom school rulesI would say that at least 50 percent of the parents who come to my office are trying to escape a culture of bullying at another school.

I think that bullying comes from the highly competitive atmosphere in many schools today. I’m not talking about sports; I’m talking about grades, social advancement, and test scores. Unfortunately, a constant, brutal sense of competitiveness permeates so much of the social culture in schools today, particularly high schools.

Many parents in Silicon Valley have had to struggle to get where they are, and they naturally value material success. So, when you have an efficient and balanced environment such as we have here, one that brings the whole child, not just their will power and intellect, into the educational process, we can initially look a little suspicious, especially when there is anxiety about a child’s chances of getting into a “good college” – even though we can hold our heads high when it comes to our graduates’ successes.

Our supportive culture frees a child to do extraordinarily well. I’ve seen extremely introverted and fearful children, who were not able to thrive in the highly competitive cultures of other schools, blossom when they come to Living Wisdom School where they are respected, accepted, and naturally part of the group.

I’m sure that we will reach a tipping point in this country when parents will wake up to the simple truth, one we have demonstrated for many years – Children can be highly successful at school and be happy and well balanced at the same time.

 

 

 

Happiness & Success at School

Living Wisdom School of Palo Alto is overjoyed to announce the publication of a new book: Happiness & Success at School.

Our director, Helen Purcell, says, “It’s a wonderful book and fun to read. I hope that all parents who are seeking an education for their children that includes a balance of academic excellence and the development of indispensable personal qualities that will help to ensure their success in school and for all their lives will read this book.”

How to Read Happiness & Success. You can read the chapters online (see table of contents below), download the book as a PDF (2nd Edition, July 2022; 6mb), or purchase a copy on Amazon.

Table of Contents

1. Introduction

2. What Do You Want for Your Child?

Happiness & Success in the Real World

3. Happiness and Success at Google

4. Ancient Secrets of Happiness & Success

5. Happiness and Success at Harvard

6. Happiness and Success at Stanford and MIT

7. Happiness and Success in Math Class

8. Happiness and Success in the History of Education

9. Happiness, Success, and the 5 Stages of a Child’s Development

10. Happiness and Success: the Love Plant Approach

11. Happiness, Success, and Academic Achievement

12. Happiness, Success, and Education for Life: Grades Tell the Story

13. Bill Aris’s Truth: Happiness and Success in Sports & the Military

14. How to Improve Schools Using Coaching Principles

15. Sir Ken Robinson on Creativity at School

16. Happiness, Success, and Feelings: A Brief Photo Essay

The Science of Happiness & Success

17. Happiness, Success, and the Science of Positive Feelings

18. Happiness, Success, and the “Social Brain”

19. Two Kinds of Feelings

20. How Raw Feelings Interfere with Learning

21. It’s Time We Started Raising Organic Children

22. The Super-Efficient Classroom

Meet the Teachers

23. A Conversation with Former LWS Second Grade Teacher Kshama Kellogg

24. A Conversation with LWS Kindergarten Teacher Lilavati Aguilar

25. Rose Atwell: LWS Alumna, Teacher, Actor, Chef

26. Can the Arts Help Children Excel Academically?

27. Happiness, Success, and the Curriculum in Grades TK-8

Meet the Parents

28. Meet the Parents: Esther Peralez-Dieckmann

29. Meet the Parents: Jack Dieckmann

Testimonials for Living Wisdom School

30. Living Wisdom Graduates Enjoy Varied and Exciting Careers

31. More Testimonials for the Living Wisdom Schools

32. Final Thoughts: On Choosing Your Child’s School

Appendices

Appendix 1: Education for Life Resources

Appendix 2: Education for Life and the Living Wisdom Schools

Appendix 3: Research that Supports Education for Life

About the Author. George Beinhorn serves as our school’s web content manager. A graduate of Stanford University (BA ‘63, MA ‘66) he has been associated with the Living Wisdom Schools since 1976. George has enjoyed a long and fruitful career as a writer and editor with clients in technology, publishing, and academia. (Among his more interesting projects, he edited the “Best doctoral dissertation in computer science in 2008 at Stanford University.”) He is the author of The Joyful Athlete: The Wisdom of the Heart in Exercise & Sports Training.

Appendix 3: Research that Supports Education for Life

To obtain a PDF copy of this book with clickable hyperlinks, visit the website of the Palo Alto Living Wisdom School: www.livingwisdomschool.org. Follow the links to articles that support the principles and practices of Education for Life.

Most education research focuses on how teaching methods affect academic performance. But forty-five years of experience have shown us that practices that enhance a child’s inner development can powerfully contribute to their academic success.

(If you come across supportive research, please let us know. You can send us a message through the contact form on the website of the Palo Alto Living Wisdom School: www.livingwisdomschool.org.)

 

Teaching/Academics

Education for Life online teacher development: http://edforlife.org/courses/. For teachers-in-training, and for continuing teacher education.

Active Focused Learning Approach. Quotes: “I’m not really held back anymore, just sitting in class waiting.” “There’s not a lot of lecturing, which makes it easier to stay focused.” “I really like working with other students.” Students spend more time working in groups. The strategy is getting more students to achieve better in class.

Longer school day and year failed to improve test scores.

Task to Aid Self-Esteem Lifts Grades for Some.

Crisis in the Kindergarten: Why Children Need to Play In School (PDF)

The Heart in Holistic Education. (PDF) Educational programs based on new scientific discoveries about the heart lead to improved emotional stability, cognitive functioning, and academic performance.

Tutoring Tots. MSNBC News feature.

10 Ways to Improve Schools Using Coaching Principles. An important article by Tony Holler, a public high school honors chemistry teacher and football and track and field coach (Plainfield North HS, IL). Living Wisdom School has followed Tony’s 10 recommendations throughout its 40-plus-year history. And because we’re very clear that they’ve played a large part in our success, the principles are engrained in our school’s philosophy.

We’re destroying our kids — for nothing: Too much homework, too many tests, too much needless pressure. A Salon article argues that we’ve gone overboard on academics, destroying the enthusiasm in kids that’s essential for academic success. The result? “Children are born curious, and it’s pretty easy to facilitate that, to groom it,” says Vassar College neuropsychologist Abigail Baird. “We’re doing the opposite. We’re squishing their desire to learn new things. And I think that’s a crisis.”

Impact of Homework on Academic Achievement (PDF).

Going in circles puts students on path to better choices. Quotes: “The goal is not so much to punish as to get students on paths to make better choices, to understand the impact of what they do, to deal with people better”… “We’ve become more like a family and not just kids who go to school together,” said freshman Leah Brito. “We’ve grown up big time in the last few months.” “One result of the new approach is that kids are giving more thought to the effect what they do and say can have on others,” she said. “In eighth grade, the he said/she said stuff was horrible when many of the students were together at Audubon middle school,” Brito said. “This year, there is much less of that.”

Is Test Prep Educational Malpractice? In many elementary schools there is little or no time for non-tested subjects such as art, music, even science and history.

Preschool Controversy – Academics or Play? Quotes: “People who attended play-based preschools were eight times less likely to need treatment for emotional disturbances than those who went to preschools where direct instruction prevailed. Graduates of the play-based preschools were three times less likely to be arrested for committing a felony.”

Why I pulled my son out of a school for ‘gifted’ kids. In this Mashable article, a mother tells how her son thrived after she transferred him out of an elite academically oriented elementary school in New York City. “If you are privileged enough to be selective about what schools your children attend, please consider how they are learning and not just what they are learning. School isn’t only about cramming as much as possible as quickly as possible into their little brains.”

Pressure Cooker Kindergarten. Quotes: “Kindergarten has changed radically in the last two decades in ways that few Americans are aware of. Children now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. Many kindergartens use highly prescriptive curricula geared to new state standards and linked to standardized tests. In an increasing number of kindergartens, teachers must follow scripts from which they may not deviate. These practices, which are not well grounded in research, violate long-established principles of child development and good teaching. It is increasingly clear that they are compromising both children’s health and their long-term prospects for success in school…. Kindergarten has ceased to be a garden of delight and has become a place of stress and distress…. Blindly pursuing educational policies that could well damage the intellectual, social and physical development of an entire generation…. There’s ongoing concern about American children catching up with their counterparts in countries such as Japan and China. Specifically in areas such as science, math and technology, schooling in those countries before second grade is “playful and experiential.” And youngsters in Finland, where teens consistently score high academically, also attend play-based kindergarten and start first grade at age 7 rather than age 6.”

School starting age: the evidence. An article on the website of Cambridge University. “In England children now start formal schooling, and the formal teaching of literacy and numeracy at the age of four. A recent letter signed by around 130 early childhood education experts, including myself, published in the Daily Telegraph (11 Sept 2013) advocated an extension of informal, play-based pre-school provision and a delay to the start of formal ‘schooling’ in England from the current effective start until the age of seven (in line with a number of other European countries who currently have higher levels of academic achievement and child well-being).”

What Americans Keep Ignoring About Finland’s School Success. The Scandinavian country is an education superpower because it values equality more than excellence.

One in Five Girls in Upper Secondary School Suffers From School Burnout. Quotes: “A sense of optimism during university studies along with high self-esteem tend to predict job engagement ten years later on, while an avoidance strategy tends to predict work-related burnout…. The more encouragement the students got from their teachers, the less likely they were to experience school burnout.”

Explaining Math Concepts Improves Learning. Quotes: “Teaching children the basic concept behind math problems was more useful than teaching children a procedure for solving the problems – these children gave better explanations and learned more,” Rittle-Johnson said. “This adds to a growing body of research illustrating the importance of teaching children concepts as well as having them practice solving problems.”

Social Skills, Extracurricular Activities In High School Pay Off Later In Life. Quotes: “High school sophomores who … [had] good social skills and work habits, and who participated in extracurricular activities in high school, made more money and completed higher levels of education 10 years later than their classmates who had similar standardized test scores but were less socially adroit and participated in fewer extracurricular activities…. “Soft skills” such as sociability, punctuality, conscientiousness and an ability to get along well with others, along with participation in extracurricular activities, are better predictors of earnings and higher educational achievement later in life than having good grades and high standardized test scores…. Schools are increasingly cutting…activities that foster soft skills in order to focus almost exclusively on achieving adequate yearly progress on state-mandated standardized tests.”

Students Benefit From Depth Rather Than Breadth. Quotes: Teaching fewer topics in greater depth is a better way to prepare students for success in college science. Teachers who “teach to the [standardized] test” may not be optimizing their students’ chances of success in college science.

Task to Aid Self-Esteem Lifts Grades for Some.

Teacher Teaming. (Teachers routinely engage in “teaming” at Living Wisdom School, thanks to the integrated curriculum and school environment that encourages teacher collaboration.)

Teaching Resilience With Positive Education.

Ten Steps to Better Student Engagement. Quotes: Students who have been shamed or belittled by the teacher or another student will not effectively engage in challenging tasks. To learn and grow, one must take risks, but most people will not take risks in an emotionally unsafe environment.

Creating Positive Classroom Management. (A teacher developed creative ways to encourage positive attitudes and behaviors in younger students. The method and theory are very similar to the “Rocks in the Basket” game used at LWS and described in this video.) Quotes: “I’d spent years offering students rewards (stickers, tickets, tangibles, intangibles) for good behavior and I’d come to realize how they were often self-defeating…. One change I had already made was … I would celebrate ‘great work’ by reading aloud the child’s name and stating what they had done well. Often their classmates would give an actual round of applause – which was lovely.”

Learning and Motivation Strategies Course Increases Odds of College Graduation.

Recess Makes for Better Students. Quotes: Study finds getting enough of it [recess] each day helps kids perform better in classroom…. Children learn as much on breaks as they do in the traditional classroom, experimenting with creativity and imagination and learning how to interact socially…. Conflict resolution is solved on the playground, not in the classroom…. The more physical fitness tests children passed, the better they did on academic tests…. Walks outdoors appeared to improve scores on tests of attention and concentration.

Algebra-for-All Policy Found to Raise Rates Of Failure.

Lectures Didn’t Work in 1350—and They Still Don’t Work Today. A conversation with David Thornburg about designing a better classroom.

 

Physical Education

Physically fit students do better on tests. Quotes: “Physically fit students … are more likely to do well on … tests and have better attendance…. Fit students are less likely to have disciplinary problems.”

Schools use mind-body relaxation techniques to help kids fight anxiety. Quotes: “Mind-body relaxation, including yoga, can improve self-esteem and boost grades and test scores…. Regular exposure to the [relaxation] training boosted students’ work habits, attendance, and academic performance.”

Physical Activity May Strengthen Children’s Ability To Pay Attention. Quotes: “Following the acute bout of walking, children performed better on the flanker task…. Following acute bouts of walking, children had a larger P3 amplitude, suggesting that they are better able to allocate attentional resources…. The increase in reading comprehension following exercise equated to approximately a full grade level.”

A Fit Body Means a Fit Mind. Quotes: “Cardiovascular exercise was related to higher academic performance…. Regular exercise benefits the brain, improves attention span, memory, and learning … reduces stress and the effects of attention-deficit hyperactivity disorder…. Aerobic exercise pumps more blood throughout the body, including to the brain. More blood means more oxygen and, therefore, better-nourished brain tissue. Exercise also spurs the brain to produce more of a protein called brain-derived neurotrophic factor, or BDNF, which Ratey calls ‘Miracle-Gro for the brain.’ This powerful protein encourages brain cells to grow, interconnect, and communicate in new ways. Studies also suggest exercise plays a big part in the production of new brain cells, particularly in the dentate gyrus, a part of the brain heavily involved in learning and memory skills…. [Many] schools are cutting back on PE and reducing recess hours. It’s a huge challenge with budget restraints and No Child Left Behind.”

 

Joy in Learning

The Joyful, Illiterate Kindergartners of Finland (The Atlantic),  by Tim Walker, a former teacher based in Finland. He now cares for his two young children and writes regularly at Taught by Finland and Papa on the Playground. Research and school experience show that play time is crucial for children’s academic and social development.

How Positive Psychology Can Improve Student Success. An Illinois school district uses a program that encourages a positive outlook to improve academic performance.

How to Parent Like a German. German students excel, yet in German schools academics are balanced by other kinds of learning.

Stay Focused: New research on how to close the achievement gap (The Economist, UK). A review of How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, by journalist Paul Tough, a former editor at New York Times Magazine.

Psychologist explores how childhood play influences adult creativity. Sandra Russ’s new book, Pretend Play in Childhood: Foundation of Adult Creativity reveals how high-achieving innovative adults use methods learned in childhood play to help them achieve success.

Most 1st Grade Classes Not High Quality. Quotes: “Only 23 percent of classrooms could be judged to be of ‘high quality’ in both their instructional practices and social and emotional climate.”

Happiness Contagious as the Flu. Posted on the LiveScience website. At Living Wisdom School, we create a joyful, caring environment among the students. When a new student arrives, he or she immediately feels supported and positively affected. Parents routinely comment that soon after their children enter LWS they seem happier than at their former school.

 

Meditation, Breathing, Yoga, Affirmations

Meditation Program in the College Curriculum. Quotes: “[Meditation] produced significant freshman-senior increases in intelligence and increased social self-confidence, sociability, general psychological health, and social maturity.”

Self-Affirmation Can Break Cycle of Negative Thoughts. A report from the American Association for the Advancement of Science.

Meditation in the Treatment of ADHD. Meditation-training showed significant decreases in levels of impulsivity [and significant improvements in] selective deployment of attention and freedom from distractibility in the behavior of the children.

How Meditation Can Give Our Kids an Academic Edge

Meditation seen promising as ADHD therapy. Quotes: “The effect was much greater than we expected.” – lead researcher Sarina J. Grosswald, a cognitive learning specialist in Arlington, Virginia…. The children also showed improvements in attention, working memory, organization, and behavior regulation.

Faith rites boost brains. Even 10 to 15 minutes of meditation appear to have significant positive effects on cognition, relaxation, and psychological health.

Schools use mind-body relaxation techniques to help kids fight anxiety. Quotes: “Mind-body relaxation, including yoga, can improve self-esteem and boost grades and test scores. Regular exposure to the [relaxation] training boosted students’ work habits, attendance, and academic performance.”

Silence is Golden Mindfulness Meditation study).

Smacking Hits Kids’ IQ.

Smiles Predict Marriage Success. (Many parents report their children smile more after attending Living Wisdom School.)

Vedic Science based Education and Non-verbal Intelligence. (An increase in student problem-solving ability was found.)

Meditation and Assertive Training in the Treatment of Social Anxiety.

Meditation Effects on Cognitive Function. Meditation practice produced significant positive effects.

Meditation Program in the College Curriculum. Quotes: “[Meditation] produced significant freshman-senior increases on intelligence and increased social self-confidence, sociability, general psychological health, and social maturity.”

Meditation Improves Leadership Behaviors. Quotes: “Subjects who learned [meditation]… as a self-development technique improved their leadership behaviors.”

 

Social Skills

UCLA neuroscientist’s book explains why social connection is as important as food and shelter.

Psychosocial stress reversibly disrupts prefrontal processing and attentional control.

 

Music

Adolescents Involved With Music Do Better In School. Music participation has a positive effect on reading and mathematics achievement for both elementary and high school students.

Adolescents Involved With Music Do Better In School.

Music Education Can Help Children Improve Reading Skills. Quotes: “Children exposed to a multi-year programme of music … display superior cognitive performance in reading skills compared with their non-musically trained peers.”

Music Training Linked To Enhanced Verbal Skills. Quotes: “Music training … may be more important for enhancing verbal communication skills than learning phonics…. potential of music to tune our neural response to the world around us…. Music training may have considerable benefits for engendering literacy skills…. (Musicians have enhanced subcortical auditory and audiovisual processing of speech and music.)”

 

Other Articles and Papers

It’s Official: To Protect Baby’s Brain, Turn Off TV (from Wired online). Quote: “A decade ago, the American Academy of Pediatrics suggested that parents limit TV consumption by children under two years of age. The recommendations were based as much on common sense as science, because studies of media consumption and infant development were themselves in their infancy. The research has finally grown up. And though it’s still ongoing, it’s mature enough for the AAP to release a new, science-heavy policy statement on babies watching television, videos or any other passive media form. Their verdict: It’s not good, and probably bad.”

The Human Brain: Wired for Values? This article was published as a sidebar to an article in Mothering magazine that strongly praised Living Wisdom School.

Lack of Playtime Killing Joy of Learning.

Smart and Good High Schools. A “Report to the Nation” from the State University of New York)

The Heart in Holistic Education. (PDF) Quotes: “Educational programs based on new scientific discoveries about the heart lead to improved emotional stability, cognitive functioning, and academic performance.”

After Abuse, Changes In the Brain. Quotes: “Affectionate mothering alters the expression of genes in animals, allowing them to dampen their physiological response to stress. These biological buffers are then passed on to the next generation. [There is] direct evidence that the same system is at work in humans.”

Loneliness Spreads Like a Virus. (At Living Wisdom School, feelings of connectedness and joy spread like a virus.)

Positive Action Program. (The program focuses on helping students be aware of which behaviors are positive and will increase their happiness in the long term.)

National education standards can end up hurting students.

Self-Control Is Contagious.

Nature Makes Us More Caring.

College prep math failure full study. (PDF) Quotes: “This study indicates that artificially pushing children beyond their current capability is counter-productive.”

Studies Reveal Why Kids Get Bullied and Rejected. The researchers’ recommendations for teaching children social skills uncannily reflect how LWS teachers practice conflict resolution during playground time.

Mothering magazine praises Living Wisdom School.

Education in the Age of Energy. Human awareness is becoming less materialistic and more energy-aware. How will schools adapt? Living Wisdom leads the way.

National education standards can end up hurting students.

Nature Makes Us More Caring, Study Says.

When Friends Make You Poorer. Quotes: “Students tend to gravitate to a major chosen by more of their peers. And the students whose choice was driven by their peers were then more likely to end up in lower-paying jobs that they didn’t like.”

Kids Get Worst SAT Scores in a Decade.

APA review confirms link between playing violent video games and aggression.

Exposure to TV violence related to irregular attention and brain structure.

School Starting Age: The Evidence.