CALIBRATED TO THE
SPEED OF CHILDHOOD

Our school values the preservation of childhood and the importance of it unfolding at each child's natural pace so as not to cause unnecessary disruptions in their learning or impede social-emotional development. We believe we should do things as well as possible, rather than as fast as possible. Each child's school day is filled with purposeful, student-led work. This intentional activity steers them towards greater self-awareness. In his book ‘In Praise of Slow,’ Carl Honore explains how the "cult of speed" is hijacking children's ability to be fully present in the moment, “They also don’t learn to look inside themselves to work out who they are because they are so busy trying to be what we want them to be.” In addition, they are able to retain a greater scope of knowledge because they are intimately involved in acquiring it.

Our school days are filled with stillness & movement, contemplation & inspired pursuits, Honore says ‘It’s in those moments of quiet....that kids learn how to look into themselves, how to think and be creative, how to socialize. We are doing a great disservice to our children...by keeping them so busy. They need time and space to slow down, to play, to be children."

All knowledge is produced and has effects in a context. We value teaching students to self-reflect because a more aware person is better able to activate prior knowledge to assimilate new discoveries. Teachers craft the opportunities necessary for students to engage in deeper, more creative thinking about complex matters. This more considered approach greatly improves productivity because it improves thinking strategies and levels of focus. When you prioritize respecting a more intentional learning pace, then the child's drive stays more intact. It's the ultimate Tortoise and Hare paradox that by slowing down you get there faster.