Welcoming Spirit into Our Schools

by Gary Tubbs

 

Welcoming Spirit into our schools is no small task, no vogue instructional strategy. It is about reminding (re-minding) ourselves of how powerful and wonderful we are, about releasing old habits that no longer serve us and expressing a more conscious way of being in the world.

Spirit is experienced and expressed uniquely by each of us. Yet, there are common themes cutting through the core beliefs of the world's religions, faith traditions and indigenous peoples, such as:
· Thoughts and words create our experience of life.
· Love is a powerful force.
· There is wisdom in following one's heart and joy.

We should practice and teach these beliefs to our children by our example. These – and others like them – create a solid foundation for what I call, "welcoming Spirit into our schools."

From my perspective, schools historically have been knowledge-based institutions of structure, control, and the domestication of children. Although many schools have taken strides to become more nurturing communities of purposeful learning and/or have made attempts to give children voice and choice, I'm suggesting we intentionally welcome Spirit into our schools as a microcosm of a greater societal urgency. Let's set the example and lead the way rather than playing victim to society. Let our schools be safe places to practice being our higher selves and coaching the children as we practice.

To welcome Spirit into our schools means that each child entering the school door is seen by all the adults in the school community as "a bright spirit on a magnificent journey." Clearly, we don't have to "fill" the child with Spirit. They come to us that way. Just look in their eyes! They are whole yet wide-open to receive amazing information about the Art of Living, including the tools and knowledge associated with rigorous academics (and passing the WASL!)

We must tap into their spirit, nurture and guide them into becoming fine human beings who know, accept and love their authentic selves, their HIGHER selves. We must give them support, encouragement and permission to know themselves as precious natural resources who have the power to contribute powerfully to the co-creation of their lives and a better world through the choices they make in each moment. This sounds so basic, so simple, and yet it's not easy. We are out of practice and we've developed – as a society – some "bad" habits.

When we honor the whole child: body, mind and spirit, we give attention to a harmonious daily program that balances the infusion of knowledge with opportunities for self-expressions via a host of creative outlets:
· A culturally responsive curriculum built around the interests and joys of the children
· Purposeful projects and activities that contribute to character development, community improvement, humanitarian efforts, etc
· Discipline that nourishes the child's spirit rather than depletes it
· Encouragement vs. praise
· Opportunities to solve problems with adults coaching yet not controlling
· Voice and choice
· Time for reflection, contemplation, silence and stillness
· Multi-arts such as music, dance, yoga, drama, visual arts, etc.
· Consistency AND freedom
· Encouragement to take safe risks, making many "mistakes"

Institutionalized practices and policies that separate and label children do not contribute to the healing of our confused society. It's time to value cooperation over competition, wisdom along with knowledge, and stillness along with action. It's time to practice more equity and compassion. Let's stop being such a frightened society and practice relaxing as a "basic skill".

There is nothing new about exploring the big questions of, "Why am I here?" and "What is my purpose?" Yet, the impact on a school is amazing when parents and educators revisit these questions, becoming very present, aware and honest around them. Let's stop pretending we have the answers, stop living within the illusion that we're "in control." It's time to be fully responsible for the roles we've been called to play and re-awaken to our personal connection to spiritual living.

Transforming our schools is not about changing the children. It's about each adult being willing to evolve from the "inside-out." Children are highly sensitive and receptive to the adults in their lives. They "sponge" from the energy and essence of the world in which they live – home, school and community. Adults addicted to "drama" such as gossip, worry, criticism, complaining and control, are often not even aware of their unhealthy choices. Yet children suffer the effects of these "poisonous" behaviors. I believe schools must become intentional communities where the adults agree not to bring their personal "mess" into the school. As role-models we must be mindful of the seeds we are planting. Let us plant the seeds we want to nourish, nurture, and grow. Let us be fruitful so that life on this planet is sustained.

We have this Knowledge. We have this Wisdom. We have this Power. Now are we willing to welcome Spirit into our schools? A simple, "Yes", is all we each need to say. Yes.

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About the author

Gary Tubbs is currently the principal of The New School at Southshore, a public/private partnership in the Seattle Public School District. It is the vision of The New School to "be a loving community committed to equity and purposeful learning that honors the whole child: body, mind and spirit!"

Gary was previously the Director of Academic Achievement for Superintendent John Stanford, Gary's mentor. Mr. Tubbs has also been the principal of four other schools over the past 20 years. As he completes his 30th year in public education he is committed to "welcoming Spirit into America's schools".

For more information, feel free to contact Gary at gtubbs@seattleschools.org or visit the website for The New School at www.seattleschools.org/schools/southshore.

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© December 2003 New Horizons for Learning
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