Philosophy

Educational Philosophy

Shenandoah Valley Community School is a noncoercive educational community in which students are free to pursue their interests and direct their own learning. We believe in the natural ability of each person to determine what they need to learn. When a person is allowed to freely choose how to spend their time and where to direct their energy, they learn how to choose what is meaningful and valuable. Students at our school must decide what, when, and how to learn. With this type of freedom and responsibility, students become experts at learning. Our school exists as a resource and community for that learning. As a resource center we provide materials and opportunities for learning and exploration. As a democratic community we provide practical experience in relating to others, making choices, and influencing one's environment.

Why Learner-Centered Education?

One of the most important skills that any person of any age can have is knowing how to learn. Traditional schools often focus on teaching students certain skills and information at a certain age--a body of knowledge that is supposed to prepare them for life after graduation. This body of knowledge may be expressed as "The Three R's," "the basics," or "The Standards of Learning." The problem with this approach is twofold. First, it assumes that everyone needs the same information and needs to (and can) learn it at the same time. Second, the skills taught often do not fit well with what citizens need to know currently, let alone what they may need in the future.

In regard to the first problem, children vary widely in development and "readiness" to learn skills and there are a host of factors that influence when a child is ready to learn particular information. Trying to teach a child a skill when they are not ready is usually counterproductive and can interfere with later ability to learn.

With regard to the second problem, having a preset body of knowledge considered "the basics" that everyone is expected to learn assumes an ability to predict what facts and skills a graduate will need in order to be successful. While all systems of education rely upon this assumption to some extent, the "basics" taught in traditional schools do not fit well with the skills needed in our society today, much less what may be needed when students graduate. Relying on teaching a preset body of knowledge does not prepare students well for life after graduation. According to the National Association of Colleges and Employers Job Outlook 2006 survey, the top 10 skills employers seek in potential employees are communication skills, honesty/integrity, teamwork skills, strong work ethic, analytical skills, flexibility/adaptability, interpersonal skills, motivation/initiative, computer skills, and detail-oriented. None of these fit particularly well with the traditional "basics" taught in most schools. In contrast, in learned-centered education all of these skills (with the possible exception of computer skills, #9 of 10 on the priority list) are foundational to the curriculum.

In learner-centered education, instead of learning someone else's idea of "the basics," students determine for themselves what knowledge is worth learning. Through this process, they learn how to learn. This skill, more than anything else, is what allows students of learner-centered education to be successful, both in school and after graduation. Since they know how to learn, students find are able to pick up any of the facts and skills that they need in order to complete a new endeavor. Not being taught "the basics" at a certain age is no hindrance--indeed, if something is truly "basic" they will learn it anyway.