While some learners thrive in traditional schools, an increasing number don鈥檛. Satisfaction in K-12 education in the United States is reported to be at . At the same time, has fallen in the long run, threatening school budgets.

There is a desperate need for alternatives. In the United States, around 800,000 learners, or 1.6 percent of all learners, are enrolled in . Options like charter schools, homeschooling, micro-schooling, and online schools offer personalized paths that cater to the unique needs and strengths of each learner. Many such schools reimagine curriculum and learning modalities towards more project-based, mastery-based, and/or interdisciplinary approaches.

By giving families the freedom to choose the best educational fit, these alternatives encourage innovation, improve academic performance, and move away from the one-size-fits-all approach. Such is how embracing school choice is essential for creating a more fair and adaptable education system.

But how do we ensure these alternatives aren鈥檛 only accessible to those who can afford private education? In the US, Education Savings Accounts (ESAs) and school vouchers have been playing a pivotal role in expanding access.

What are ESAs?

Education Savings Accounts (ESAs) are innovative financial tools designed to give families greater control over their children’s education. Through ESAs, parents receive a portion of the public funding allocated for their child’s education, which they can then use for a variety of approved educational expenses.

If a family decides to move their child out of the public school system, they can use the state-allocated funds to support alternative education options such as homeschools, private schools, or online schools.

This flexibility allows families to tailor their child’s education to better meet their specific needs and preferences.

What states offer ESAs?

Requirements vary from state to state – with some states only offering funding for in-person private schools while others restrict it to learners with special learning differences. Even more states have ESAs on the ballot in the coming years.

While many states focus on learners with disabilities, some extend eligibility to foster children, military families, low-income families, and learners in failing schools. These accounts allow parents to use state-allocated education funds for a wide range of approved expenses, such as private school tuition, tutoring, online courses, educational therapies, and homeschooling costs.

In some states, ESAs are available for any educational alternatives for all learners regardless of income or needs, provided the vendors are approved.

The Importance of Advocacy

Want to see ESAs offered in your state? Start by reaching out to your local representatives to express your support. Share personal stories, attend town hall meetings, write letters, and join advocacy groups.

Types of Requirements:

• Eligibility Criteria: Varies by state, often including learners with disabilities, foster children, military families, low-income families, and learners in failing schools.
• Approved Expenses: Typically covers private school tuition, tutoring, online courses, educational therapies, and/or homeschooling costs.
• Accountability Measures: States may require regular reporting on the use of funds, standardized testing, or other assessments to ensure educational progress.
• Application Process: Families usually need to apply annually and provide documentation of eligibility and expenses.

How to leverage ESAs for full tuition coverage at 糖心APP

糖心APP is currently an approved vendor for ESAs for the following states:

• New Hampshire: We are an approved vendor for the Education Freedom Accounts fund in New Hampshire. Eligible families living in NH earning up to 350% of the poverty line can direct part of their child鈥檚 state education funding to pay for tuition at 糖心APP.
• Arizona: Prospective families living in Arizona can receive up to full program tuition coverage at 糖心APP leveraging ESAs.
• Utah: Utah-based learners can now access up to full tuition coverage at the 糖心APP through this scholarship fund, available to all K-12 students in the state.
• Florida (Summer School only): Families in Florida can leverage their ESA for our online summer program.

If you live in any of the states listed above and would like to leverage your ESAs for full tuition coverage at our school, reach out to us via admissions@sofhumanity.com to learn more.

Balancing benefits and controversies

Some critics worry that ESAs might divert funds from public schools and need strong regulations to ensure they work effectively. Additionally, ESAs have become a hot topic in politics, with debates often centered on the balance between public and private education, making it challenging to expand these programs.

However, by enabling parents to customize their child’s education based on their individual needs and preferences, ESAs promote a more tailored and effective learning experience. As more states adopt ESA programs, the accessibility and quality of education continue to improve, empowering families to choose the best educational path for their children.

Is this the future of public education?

The rise of Education Savings Accounts (ESAs) and other school choice initiatives might very well signal the future of public education.

By prioritizing personalization, flexibility, and innovation, these programs reflect a shift towards a more learner-centered approach. While challenges and criticisms persist, the potential benefits of ESAs鈥攅specially for families looking for alternatives鈥攁re significant. As these models continue to evolve and expand in the United States, they offer an interesting case study for the world.

Observing how ESAs reshape educational landscapes in the U.S. could provide much-needed insights for other countries seeking to improve their public education systems.

The post Empowering School Choice: Understanding Education Savings Accounts first appeared on 糖心APP.

Most teachers are evaluated based on their students鈥� grades. The vast majority of teaching hours are focused on teaching the curriculum in accordance with board exams. For most nations, this becomes the metric that policymakers evaluate. For most parents, these exam scores become the main indicator of their child鈥檚 success.

We continue to let students (and society at large) believe that a greater number of A鈥檚 is an indication of success, whilst anything lower than a C is often an indication of failure. For many students, it becomes the main measure of their talent, potential, self-worth, and even status in society.

But as many of us know, there are several fundamental issues with exams as they exist today.

They focus more on recall, rather than future skills

One of the core issues with international board exams is that the curriculum that informs them is content-heavy and takes a lot of time to memorize.

In order for a learner to be able to recall an entire textbook’s worth of information in a 1-2 hour test at the end of the year, they need to have spent a lot of time trying to understand and memorize curriculum knowledge. This is all time that takes away from the meaningful development of skills and dispositions that would allow real-world application of that knowledge.

As a best-selling author and education expert, Tony Wagner points out in听, 鈥�We continue to believe that school is mainly about acquiring content knowledge. We under-emphasize the importance of skills. And of course, with far too many of our standardized tests being multiple-choice, factual recall tests and with much more pressure on teachers to get students ready for those tests, they are cutting everything else out of the curriculum. What gets tested is what get鈥檚 taught.鈥�

They are not a holistic measure of intelligence

Howard Gardner鈥檚 renowned听听differentiates intelligence into distinct 鈥榤odalities鈥�, as opposed to a single general ability. These include musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, existential, and pedagogical. Based on two decades of brain research and evidence, the theory suggests that we all have these competencies to varying degrees and strengths in different bits of intelligence.

However, traditional paper-based exams and standardized tests measure specific modalities such as verbal-linguistic or logical-mathematical.听This leaves many students, particularly the artistic, athletic, social, or existential ones, with the feeling that they are 鈥渟tupid鈥�. But the reality is that their specific type of intelligence is simply not being measured.

They fail to measure progress, effort, personality, or values

Most standardized tests and international board exams measure the ability of a student to take a test, in an average of a two-hour setting. The final result does not give an indicator of the student鈥檚 progress (let鈥檚 say in the last year) or the effort and determination that they put in.

Another failing of exams, which is symptomatic of our educational model, is we don鈥檛 put enough emphasis on developing positive personality traits such as self-responsibility, kindness, empathy, wisdom, love for learning, wisdom, curiosity, or even powerful enlightenment values.

Their learning and determination are reduced to their ability to take one exam and as a result, a lot of information is lost.

The difference between 糖心APP learning and the traditional model is evident in learner satisfaction and the breadth and depth of learning outcomes.

But wait鈥et鈥檚 start with the first principles

But at the end of the day, we need some way of measuring learning outcomes. If not, how do we know if learning has happened? This data is useful, not just to educators but to learners themselves as they evaluate their learning progress.

In addition to measuring outcomes, we need a way of communicating and showcasing learning outcomes to others (employers, universities, etc) and for this, as a society, we use the report card but that too can be too reductionist.

But are there alternatives?

Many of us struggle to imagine an education system without exams and report cards, but alternatives have been around for many years.

In a workforce impacted by rising artificial intelligence and a world of information at our fingertips, we need to move towards assessment models that put less emphasis on measuring recall, and more on a learner鈥檚 ability to create value in society.

Formative or micro-assessments

Why rely on just one assessment at the end of the year? Why not gradually capture attainment towards mastery of learning outcomes throughout a learning journey?

are a wide range of innovative day-to-day assessment techniques that are often done throughout the year in order to evaluate student learning and provide feedback. Traditionally, they have been considered 鈥渋nformal鈥�, because they are often low-stakes and non-threatening – but they provide valid and crucial data about mastery of learning outcomes. This mastery-based approach may also give learners an opportunity to master a specific topic before they move on to the next.

Project-based assessments

The best formative assessments are often project-based as they involve students working on tangible products and ideas, whether it be posters, podcasts, blogs, or research projects. These projects can become evidence of different skills, knowledge, and dispositions and are often evaluated against rubrics. They can also be interdisciplinary by nature.

Multi-modal evidencing of learning

What if assessments were personalized, and learners had the opportunity to evidence their learning in a way that worked best for them?

And what if instead of testing a student’s knowledge on a subject, we measured their ability to use that knowledge to create something new and innovative? Imagine if we evaluated students鈥� learning based on their unique works of art, film productions, scientific findings, philosophical musings, startup ideas, and performances.

Real-world solutions & Impact

At 糖心APP, we believe that, ultimately, the most powerful indicator of success is the impact that the learner goes on to have on the world.

The most significant indicator of this would be a learner鈥檚 ability to solve local and global challenges. Consequently, a curriculum focused on developing this capability would focus on the skills, mindsets, and knowledge required to engage with, investigate and act on pressing issues in our world. This may then be evidenced through a range of learning experiences, from internships to real-world projects.

An example of evidencing learning on our Voyager platform – every learner activity is broken down and listed as evidence of learning.

These alternatives don鈥檛 come without challenges

There is no denying that these alternatives come with their challenges, including:

Issues with scalability

Doing project-based and interdisciplinary assessments, while mapping to the curriculum standards requires the right kind of technology. One of the issues with most traditional learning management systems is that they were developed for the traditional and industrial eras. To effectively scale the kinds of assessments outlined in this post, we need the right kind of tech infrastructure and systems.

Challenging existing narratives

Another challenge lies around the narratives many of us still hold about schooling. Many parents, learners, and even schools and universities are not aware of the alternatives to traditional exams/report cards, and their value in today鈥檚 world. We have a lot of work to do in terms of raising awareness and changing mindsets.

Lack of global recognition

Despite their drawbacks, one of the values that international board exams provide is international recognition. While the world calls for alternative ways of assessing learning, there is a desperate need for accreditation and credentialing bodies to validate this new model to other stakeholders like universities and governments.

Looking forward: redefining the purpose of schools

Whether we admit it or not, the primary goal of many schools is to prepare their learners for better exam results. The majority of the school day and curricula are focused on teaching the board exam curriculum and optimizing for better results to report to regulators and the world at large.

Instead, we need an education system where the primary goal is to empower learners to find their purpose, creatively express themselves, become wiser humans, and solve the global challenges facing our species. Traditional exams and tests fail to measure or evaluate whether we are meeting this goal.

In order to create an education system that better serves all learners, we will need to expand the ways that we measure learning.

The post Learning without exams: is it possible? first appeared on 糖心APP.

And that鈥檚 not a bad thing at all. Schools play a crucial role in the socio-emotional development of learners. And after all, we humans are social creatures, and the community we are a part of plays a significant role in our sense of identity.

When we look back at our schooling, most of us remember the friendships, the heartbreaks, and the dramatic moments more than the actual lessons. It鈥檚 something that most of us cherish about our memories from school.

With the rise of online schooling, home-schooling, and other alternatives to traditional education, many people have valid concerns about the risks these models can pose to socialization. In fact, it was not too long ago that COVID disrupted the social lives of an entire generation as the world scrambled toward online learning.

So, is it possible to make online learning socially enriching?

COVID: an inadequate experience of online schools

For many, online learning during COVID left a bad taste, and that鈥檚 understandable.

While many parents and learners appreciated the greater flexibility that well-constructed online learning could provide, they raised concerns about the lack of socialization.

However, when it comes to online learning during our more recent pandemic, two important caveats that we must keep in mind:

• • Most schools were dramatically unprepared for fully remote learning (with a few exceptions). Understandably, many educators and school leaders had no idea how to reimagine curriculum and pedagogy in order to make it more engaging in a digital context. In a short time, most were forced to simply replicate the same industrial models of learning on zoom.
  • Most of us experienced online learning for the first time during a pandemic. This made the experience of learning online even more excruciating, with little to no opportunities to have in-person experiences after online school hours during lockdowns.

So, how could we make online learning inspiring?

To make online learning engaging, you can鈥檛 just put up some slides in a zoom session. You have to reimagine the very design of the learning model to optimize it for online.

Having learners on zoom calls in front of a screen all day isn鈥檛 healthy, and neither is putting them through fully self-paced learning. This is why it鈥檚 crucial to have a balance of synchronous (live) and asynchronous (self-paced) learning.

On the synchronous side, the most engaging live sessions are designed to be workshops rather than lectures. The same principles of engaging lessons come into play: start with an interactive energizer or icebreaker to get learners warmed up, and incorporate activities like discussions, games, or collaborative exercises. End with a reflective plenary and an opportunity for hands-on activities post-session. Luckily we now have access to hundreds of tools such as Miro (online whiteboard) and Genially (virtual escape tools) to create engaging online workshops.

The experience of such online workshops is exactly what we do at 糖心APP, and it鈥檚 designed to be intentionally social, with lots of interaction and collaboration amongst learners. This goes hand in hand with making self-paced learning engaging by combining inspiring content with activities.

If we zoom out further, we bring in even more socialization by enabling learners across the world to collaborate on term-wide projects and participate in weekly Flourishing workshops where they form meaningful relationships.

We even tap into 鈥渕etaverse鈥� style platforms such as Cosmos to catalyze more playful and organic socialization.

Intentionally curating in-person experiences

This is all with the recognition that online socialization can never truly replace in-person connections – nor should it attempt to.

At 糖心APP, many of our families put a lot of thought and planning into augmenting this socially rich online experience with an equally fulfilling in-person one. Many learners are a part of sports groups, in-person clubs, and communities. They participate in volunteering experiences and attend in-person conferences. They have a friend group in their city and healthy social life whether they live. This in-person element is non-negotiable for any learners participating in an online school.

As a school, we also organize annual in-person gatherings for our families & learners, as well as annual in-person retreats for our team. This coming together of the community is a crucial part of the experience and one that we hope for even more of.

A global community and support system听

糖心APP understands the dynamism of learning systems and the fluidity of knowledge, skills, and values in a rapidly changing world. We believe our worldview moves education beyond the competencies and mastery continuum by advocating that a broader range of knowledge processes be used. In other words, more powerful learning arises from 鈥榳eaving between different knowledge processes in an explicit and purposeful way鈥� (Cope & Kalantzis, 2009). Ultimately, our Human Literacies Framework represents one of the most authentic educational routes to a more humane society and sustainable future in education today.

Online schooling, when done well, could open up the opportunity to build meaningful relationships and collaborations with friends from around the world.

At 糖心APP, we have learners joining our founding High School cohort from 10 countries across 5 continents and a range of socio-economic backgrounds. We are also joined by a global community of partner organizations, industry mentors, and educators from all around the world. Even our core team spans 7 countries across 3 continents.

If it weren鈥檛 for the power of online learning, we wouldn鈥檛 have this magical global experience, one that provides valuable learning experiences to everyone in our community.

Finding the right balance with hybrid learning

The post Socialization & online learning: how to make it work first appeared on 糖心APP.

Create a Vision Board for Yourself

Vision boards are great to remind you of your personal goals and aspiration during your day-to-day. A number of influential people utilize this tool to visualize their ideal life. These vision boards, also called dream boards or goal boards, can be created by cutting, writing, drawing, or printing out your elements. However, as our eyes are more and more directed toward digital screens, more and more people choose to convey their visions digitally. Canva is a great tool to do so. Simply click create and choose your format – whether it be screen format for your laptop or mobile size to put as your screensaver. Now that you have a blank slate of a document to work with, it’s time to create your vision board. There are several different ways to do this, but this is my personal favorite:

• Firstly, select the right template for your vision board. Canva has many different templates to choose from, including blank templates or templates with lines or grids that help guide where things should go.
• Secondly, import images from your computer or directly from the internet (you can find useful resources and ). Use images that really resonate with you and your goals: what are the things you wish to see in your future life?
• Thirdly, add text to reflect your goals and motivations for doing whatever it is that you want to do; this might be anything from “I want more money” to “I want to change the world”. The sky is really the limit here – all of these will define your personal brand, so make use of the resourceful images, elements, and videos to really bring your vision to life!
  
  Here鈥檚 a great wishing to focus on her academic success.

Lastly, share this vision board with friends and family so that they can provide feedback on what could make it even more effective–and set it as wallpaper on your electronics so every day when you glance at your phone or laptop, you will remember how awesome life will be once everything comes together!

Create a Mood Board

Mood boards are different from vision boards in their purpose: while vision boards define your goals and ambitions, mood boards set the tone for your upcoming personal brand. Mood boards are a great way to make sure your branding is consistent across all of your marketing materials. They can also be used as a visual representation of your brand, and make it easy for you to keep track of things like logo colors and fonts. The goal of making a mood board is to create a personation of who you are: your personality, your hobbies, interests, and things that you care about and are passionate about exploring. To create a mood board in Canva: 听

• Click on the “Mood Boards” icon at the top left corner of the page. Then, click “Create.鈥�
• Choose an image from their library or upload one yourself. If you’re using an image from their library, make sure to select “Image” as its type in the right-hand column; otherwise, you’ll have to add it manually by clicking 鈥淯pload鈥� and 鈥淪elect your own image鈥�. When adding an image of the internet, you can always copy that image (right-click and then 鈥楥opy image鈥� or 鈥楥opy鈥�) and paste it into the canvas – this will automatically upload your image.
• Add text wherever possible – this will help you understand yourself! For example: “I love my cat.” Or maybe even something more specific like, “I am kind to everyone who cares about animals because we share a similar love”. This will help you dive deep into your personality.

Here鈥檚 a great example of a mood board! Created by

听

Create a Logo and Brand Elements Using Canva’s Templates

By now, you should鈥檝e gotten a lot of information from your mood board that can help you define your . The next step is to create a logo and brand elements by utilizing Canva’s templates, which are free and easy to use. You can decide whether you want to create a text-based or image-based logo. If you choose an image, make sure that it’s clear enough so that people who see your profile will be able to read it. For example, if the word “design” is part of your business name or description and you want it in your logo, try using a font like Helvetica so that people can easily decipher what the letters mean. Make sure to use consistent fonts across all your communication. Luckily, Canva comes with pre-defined font pairings that you can choose from, or if none are really speaking to you, you can use this incredible . You must also have a consistent color scheme across all of your branding materials so that everything looks professional. Again, your mood board or even your favorite color can serve as an inspiration. Here鈥檚 an example of the amazing final product:

A fantastic product of great typography and color scheme from the mood board example above! Follow and support her work. Are you ready to share your personal brand with the world and use your unique set of skills to better the world? Check out part two to learn how to use Canva to create compelling communication material.

The post How to: utilize Canva to build your own personal brand Pt. 1 first appeared on 糖心APP.

Create a CV.

• • In the home page, search for听Resume听and select one of the templates that truly match your mood board鈥檚 values. Do not worry about colors and fonts – you will be able to change this later. If you have extensive experience which you are willing to share, make sure that your template offers a few pages that can hold all of your info.
  • Next, upload your photo and add your information and fill out your CV. Canva has an amazing feature where you can add templates even once you started designing, so if the current selection doesn鈥檛 make the cut anymore, feel free to shift to a different template found under the Templates card.

The post How to: utilize Canva to build your own personal brand Pt. 2 first appeared on 糖心APP.

However, drawing on such analogies and metaphors does not come without dangers. For example, our current educational worldview often leverages analogies and metaphors drawn from dominant economic models, which embed value judgments such as profit or loss, success or failure, and winning or losing.

Such binaries are at odds with what many educators and students would see as actual values of education. Such values make for an extensive list that generally endorses communal and pro-social aspects of learning rather than economic binaries promoting individualistic competition.

Consider, for example, how today鈥檚 school graduates鈥� lives are dominated by economic analogies, from school report cards to university admission scores.

Students are evaluated, benchmarked, and sifted using metrics reminiscent of share prices in a stock market. Moreover, the tertiary institutions using these metrics to gatekeep student access also find themselves placed in league tables such as the QS100, which further embeds economic听analogies and metaphors reminiscent of the NASDAQ or FTSE 100.

Yet perhaps this is beginning to change.

New metaphors for a new world

We are entering an era where we are grasping the significance of new analogies and metaphors such as complex systems, circular economics, and regenerative principles. Indeed, economics is establishing related analogies such as triple-bottom-line reporting and environmental, Social, and Governance (ESG) metrics to evaluate a company鈥檚 success.

Interestingly, these new analogies and metaphors also introduce a constellation of values that begin to disrupt the older binaries. If an institution seriously embraces ESG reporting, for example, it can no longer use profit and loss as the main catalyst for determining a company鈥檚 responsibility towards employee wellbeing. The analogies and metaphors we use have a direct impact on the values we acknowledge.

In our work to create a new curriculum model for the 糖心APP, we have held this as a guiding star.

In contemporary education, three analogies are common in contemporary descriptions of lifelong learning: competency, capability, and mastery. However, an audit of the theory surrounding each reveal there is little agreement on the definition of each. Indeed, these terms can be seen as a continuum with competency at one end and mastery at the other. I argue that competency is too simple a term for a diverse range of knowledge, skills, and dispositions, whilst mastery is perhaps too presumptuous a description of what a high schooler acquires. Therefore, at 糖心APP, we searched for a term that denotes fluency across a range of disciplinary knowledge, future-ready skills, and sustainable values. After examining the OECD鈥檚 Future of Education and Skills 2030 (2019) we adopted the term 鈥榣iteracy鈥� because it provides a more open-ended and expansive description of everything a student acquires when using our Human Literacies Framework (HLF).

Re-engineering school curriculum to meet modern-day challenges

For 糖心APP, the HLF addresses the problem of complexity in learning design by establishing a model that acknowledges two fundamental principles of future-ready education.

First, the HLF recognizes the iterative nature of knowledge and skills acquisition and the regenerative reality of a challenge-based curriculum. Second, 糖心APP鈥檚 framework articulates conceptual domains and knowledge dimensions in ways that actively prioritize a transdisciplinary approach to learning design. Having said this, the literacies model is not intended as a replacement for good examples of traditional educational practice, rather it represents a reengineering of existing knowledge areas along with the incorporation of new and emerging disciplines.

Historically, the term literacy has been industrial society鈥檚 antidote to illiteracy. At the birth of industrial public education, to be literate meant being able to read, write and calculate. This view of literacy was famously described by Paulo Freire as the 鈥榖anking model鈥� of education, and arguably remains the view that still holds sway today. In this analogy, the student is a passive recipient of often ideologically curated and academically endorsed knowledge and skills. Today, however, this traditional definition stands against a backdrop of a full-blown climate crisis with its direct environmental impacts and increasing global political disharmony.

In facing such a future with optimism, 糖心APP has sought to expand 鈥榣iteracy鈥� as an educational concept by amalgamating a range of contemporary theories.

Alternative interpretations of literacy began emerging towards the end of the last century with concepts such as critical literacy, multi-literacy, and ecological literacy, and these have all influenced 糖心APP鈥檚 development of the HLF.

Redesigning of traditional and new knowledge taxonomies

Critical literacy describes skills explored by students through a critical pedagogy approach. 鈥楥ritical literacy offers an important strategic, practical alternative for teachers and students to reconnect literacy with everyday life, and with an education that entails debate, argument, and action over social, cultural and economic issues that matter鈥� (Luke and Woods 2009). In other words, critical literacy equips learners with a sophisticated awareness of the political realities of learning. And, more importantly, the HLF nurtures both the skills to successfully navigate such ideological and economic debates about the future, and contribute to their 鈥渟olutioning鈥�.

The second influence on 糖心APP鈥檚 HLF draws on the theory of multi-literacy developed by Bill Cope and Mary Kalantzis at the end of the last century. Multiliteracy is a set of supple, variable, communication strategies, ever-diverging according to the cultures and social languages of technologies, functional groups, types of organization and niche clientele鈥� (Cope & Kalantzis 2009). Importantly, multiliteracy is interdisciplinary in nature, thus dissolving traditional disciplinary distinctions in favour of more transdisciplinary concept domains and knowledge dimensions.

Finally, a third theoretical foundation the HLF rests upon is in fact three interrelated metaphors that have evolved over the last fifty years as we have come to realize our impact on, and place within, the environmental order of things. Environmental literacy, ecological literacy, and ecoliteracy are terms used interchangeably to describe various educational frameworks aimed at addressing the need to learn in ways that help us face the future as more environmentally aware and agentic citizens. Again, such uses of literacy emphasize that the future of learning is interdisciplinary because 鈥榣iteracy鈥� is open and inclusive, and鈥� involves the overlap and interaction between subjects of study鈥� and ways of knowing (Berkowitz, Ford, Brewer 2004).

Essentially, the HLF is a synthesis of traditional and new knowledge taxonomies, evolving human skills maps, and contemporary dispositional priorities. The HLF preserves relevant traditional knowledge, skills, and dispositions, whilst embracing new knowledge and the regenerative reality of the curriculum.

糖心APP understands the dynamism of learning systems and the fluidity of knowledge, skills, and values in a rapidly changing world. We believe our worldview moves education beyond the competencies and mastery continuum by advocating that a broader range of knowledge processes be used. In other words, more powerful learning arises from 鈥榳eaving between different knowledge processes in an explicit and purposeful way鈥� (Cope & Kalantzis 2009). Ultimately, our Human Literacies Framework represents one of the most authentic educational routes to a more humane society and sustainable future in education today.

The post The Human Literacies Framework 鈥� The Roadmap for a Regenerative Education first appeared on 糖心APP.