Those of us interested in serious education reform so often bump up against intense opposition, enough to make us feel there’s little we can do as educators or citizens. Thankfully, some people are not left discouraged but take action.
Introducing, The Chicago Wisdom Project and founder Theodore Richards who is also a writer and activist. My conversation with him in a Chicago tapas joint inspired me to profile his mindful and creative approach to educating at risk youth in this week’s True Community, my weekly column about men and education. I hope you’ll check it out and share. This provocative project, which teaches permaculture and art education, deserves wider attention. I feel it’s a model for serious education reform, particularly for inner city schools and urban community colleges.
From the article:
The creative process, of course, is natural. It is not an artifice we impose on ourselves. To create, one must allow ideas to come, let them take their course as we also guide them. Creative ideas grow. Sometimes they’ll be attacked by weeds or insects. They’ll dry up in the sun or get washed away. People will taste them and like or hate them. They are born, ripen, rot and die, yet they are never “finished” completely; they lead to other ideas in endless cycles. The most valuable lesson of exploring one’s creativity, especially for a young person, is that we wish to perfect things but can never be perfect. Creating—cultural participation vs. cultural consumption—is a process. Its purpose is to journey, not to arrive.