PenDragon - the official magazine of Lyford Cay International School PenDragon Vol 4, Spring 2018 - Page 10

the Duke of Edinburgh Award programme in 1956 in which students across the UK could challenge themselves through service and physical adventure .
Continuing to see that the only way to change the future was by changing the schooling of young people , Hahn became part of a greater movement that was changing the face of education worldwide . Having seen the benefits of cross-cultural collaboration in the NATO war colleges , Hahn went on to develop the United World Colleges , a group of schools founded in 1962 whose mission is to unite people , nations and cultures for a sustainable future . In 1966 , he founded the Round Square network of like-minded schools to hold international conferences , exchanges and service projects for young people . A few years later , he joined a team of other education reformers to craft the structure and philosophy of the International Baccalaureate ( IB ) Programme .
Hahn and the International Baccalaureate IB pundits will recognise the similarities between Hahn ’ s models and the instructional approaches used by the International Baccalaureate Organisation in mainstream schools around the world . Both had their origin stories in a Europe reeling from effects of two world wars and the Industrial Revolution . When Hahn joined the team , a group of educators were working to formalise the international school experiences and qualifications of graduates emerging from schools like the International School of Geneva , originally founded for League of Nations employees , and the United Nations School established in New York , along with other international schools emerging under embassy umbrellas .
The educators were influenced by progressive thought leaders who , rather than content , put concepts , the student and the global community at the centre of educational design . Following on from John Dewey ’ s propositions in Experience and
Education ( 1938 ) the IB forebearers also saw schools as the agents of social reform and laid a framework where students would be allowed to experience and interact with the curriculum and take part in directing their own learning . Further influenced by Hahn ’ s positive learning experiences outside of the classroom , IB schools established a balanced approach to academics , extracurricular and personal development . The IB ’ s Creativity , Action and Service programme developed from the four pillars at Gordonstoun . And with these components in their lifeboat , the IB pushed out to unknown challenges and discoveries .
The IB has remained afloat on its journey to change the world through education for 50 years . In IB schools today , students develop the personal , academic and social skills that , when applied to the world outside the classroom , will allow them to thrive in a globalising society characterised by rapid change , complexity and mobility . Student-centered and global-minded at its core , the IB prides itself on developing resilient and reflective individuals who , like Hahn ’ s first graduates , will be prepared for life , not just university .
In familiar terms , an IB education is an education defined by experience . It is not always easy for parents to understand an education based outside the confines of our own familiar memories of school and schooling . Likewise , the language of practice used by the IB can often present a challenging and unfamiliar landscape as parents navigate waters different from their own experience . But much like an outward bound boat sets a compass heading , we can navigate this educational philosophy using Hahn ’ s waypoints : learning is active , learning is challenging , learning is meaningful and learning is collaborative .
Going Outward Bound at LCIS While Hahn ’ s programmes regularly take people outside of their comfort zones to increase their
LCIS in its Adolescence School History from the Late 1970s to the 1990s By Eric Wiberg (1975-79) committed and passionate teachers who found themselves at the helm of the school. By its 15th year, the school had organically grown from its original nine students, receiving new pupils into the original building which was )ѕЁѼѡѕˊe)͔Qեѥɕܰ)ȁѕɴ́ѡ͍͕ٕ)ɕٽ٥ɽѕȁɥєݽɭ)ȁѡٕˊé1噽ɐ ) 䁅ɕͥ́ݥѕɥ)Q ̸)Q́ፕЁ́хɽ ѕȀ)ѡѡQ!ѽ)1噽ɐ %ѕɹѥM)ݡɽ́ѡ́)ѡ1噽ɐ 䁍չ䁅ѡ)͍ѡЁ́ѡ́չ)Ѡݡݕɔչ) ɕɕȁ݅ɐ)AչЃqCtQ屽ȸ)ɱ )Qɱ啅́1 %Lչȁ)Ёɥ5ȸQ5Ȱݕɔ)ɥ́х丁M)݅́əհ)́ՑЁѥ)齼ՍѡЁͥ䁱)̸=Ʌ ɥѵ̰)ɕ͕́Mфɍ)ѡՍݡ)ٕЁх)ѡՑ́)ѡɅٕɽչ1噽ɐ )͕ɕѡɕͥ́ݥѠ)䁍ɽ̸5ˊéɽ) ɥѵ́ȁ݅́)ѡ͍éɅѽ́)ݥѠ܁ͥՅѥݥѠՍ)Q́ɽ٥ͅѥɥ)ѕչѥ5ȁ5ˊéѠ)݅́ѥՕѼͽɕ)䁡́ݥܰɅ̰͕ɥ́)ݭ݅ɐ͍)5́Yɽ )1噽ɐ Ḿѕȁ(İѕȁѕѼ͕ٔ)ɕ̸Mե䁙չ)͕䁉Ց)ɑ́ݥѠɝȁ٥ͥ)ѡ͍ݡɽ٥ѡ)Ёɥ́ͥȁ)ՑиMչͽѡ)͍éЁɥɅѥ)ѡ͔쁽еͱ)ɥ쁕ٕ́Ս́չ́)ѡɽՍѥ͍͡)ɽɅȁ Ց̸)]ѡ͍݅́ɔѕɅѕ)ѡѡ́ѡͱЁ՝)ȁ͕͔չ丁M)Ց́ݕɔѡɔ͕ͽ)́ѡɕAɕ́չ)́ѕչɅͥȁ)ե̰ݡЁѡЁɅ̀Ĵ)ձٔѡȁݸɽ)Q́ͼͅ܁܁Ʌ)Ʌѥեمѥٔ)ЁՑQѡȁѡѥ)չѥ̰ѡ͍ѥѕ)͔Ѽ͔ѡ́́Mи)Aճé ɍЁͥѡѕ̸)5Ёхѱ䰁ѡ啅́յձ)ѡ͍Ё͔)ͥՑЁȁ͡)=ѡ́ݕɔɽ́ݡ)ݽɭȁѡٕ)䁙ȁ܁啅̸Mѥѡ)ɽٔѼ1噽ɐ 䰁ɽ9ͅ)役]եЁѼ͕ٔѡ)ɡЁ݅́Ё݅́)ѼɕєͥݥѠ́Ʌѽ)Ʌє̸)ɽ))MՑ)Ʌ͙ɕѼѡȁѥѥ)ȁѼɑ͍́ɽQɔ)ݕɔٕյ́ͥѡ)ɕ1噽ɐ MՑ+qЁӊtѼMиɕߊéݡѡ)͍݅̃qݽչt ԰ѡ)չˊé䁕ٕа䁄ٕ)ѥم䰁́Ʌ̰݅)͵ՉՕQ͍e)е͕٥啔5́)5-MѠɕ́ѡЁѡ)͍͕ɔɥͬͥ)]ѡ͍݅́)Ё@Q屽ˊéɥ)ٕЁ䰁ѡѥ)ݕՅɕЁѡЁɽ͔ѕ)ѡȵ啅ȁ͔)ɽܰѼ]Ѡѡ)ɕ́Ʌѡ͍e)ՑаեѥɕٕՔձ)ݥѠ̸͕QɅѥ)ՑЁѕѼЁ݅)ͥиÍݕɔ)ЁȵѥɅ́)ɔ́ѡ̸=)ѡQͽ́ɕ́)́Ё́͡ѡЁ)ɽѡɽ͍́ե̸)1噽ɐ MѼЁѼ)٥ٔȁѡѕɴȁɥͬͥ)Ѽѡ݅͠)ݡЁ݅́եиQ͍)Ѽɕ́ͥ͡ɔ)́չѥ̸M͡)ͥե)ͥхQ́ݡѕ)ȁ͕́ɥ́ٔ)݅ѼɅѽ́٥Ѽ)́Ʌѕ̸)QݥɽЁхɝ)չ䁍ѡ͍Ѽ)ɕ́́٥ͥ1噽ɐ M)ݽձɕ͔͕́)䁙ȁ́ݡ͕ѡ͍)́䰁Ёͼȁ)ݡٕѡͱ啅ȁɽչ)Q͍ѼɕٕЁ͕)]ɭQɽ՝ ) İ1噽ɐ M݅)ѡɥɔ)չѕ䰁ݼ̰5Ȁ5) ɕЁ5Ȁ5)5ݕɔѕѼ)ͽѥ1ѕ)ѕɕ́չ)̰ɝЁɕѥٔѥ)ݕɔѕM٥ѡ͍)ɽѥѡ䁥Ʌѕ)ѡ͍́ад)ȵɽЁɝͅѥՍ͙ձ)ѥѕѡɍ͔ѡ)ݡѡ͍܁х́)ѥձѕѡЁѡ́ɽݽձ)ɕ͍ե丁]Ѡ)ѡ́܁хչѥ1噽ɐ) M݅́ɕɔ)%аٕ͡ȀՑ)؁х͕Ѽ5́5ѡɥ)=ɥ䁙ɽѡU,5́ѡɥ)ٕх՝ЁɅEхȁ)AՄ9܁եɔɕ)Ѽѡ ́İ)ѼѕѡѼѡ͍)]ѡ͍݅́ɽѥ)٥ɅЁՍѽȁѼѡɽ͍)Ȱѡɔ݅́܁ɅՍɔ)ٽչѕȁѕѼ)и)Սѽ)ձݥѠ͵́)ѡȁ̰́)ѡՑ́ݡѡ)ɥɅѥٔ)хͭ́ݕɔѕ)䁥䁕̰)ɽɕ̸́)Uȁ́܁Սɔ)͡ѡ)͍ͥ)ɽѠиQх)ɔѡՉ)ɽ́ѼQ)ɱ1ɹ ɔ)݅́ݕ)Ց))չ)ѕȁ՝Ѐ̰ݡѡ)͍݅́Ʌѕ)͕́ݕɔɍ͕ѡ)ѥ䁹ȁѼɕЁ)ѡ1噽ɐ ݅́ɕ)͍ѥ̸́ѡ͍)ѕѼ́܁Սɔѡ)ɐѼѡȁ ݅ɐ)ͭ܁1噽ɐ ͡ձٽٔ)ٕ͕ЁЁѼٕ)ݵи(()15́ѡɥՑ́ɥٕɽ)ٕȁѡݽɱɕѥ٥Ʌ)ձɕ́ѡ)ѡՑЁɥQ)Ʌͥѥ1噽ɐ MѼ)ѕɹѥ͍݅́х)ɥɥ丁Ё )хѕ胊qQٕͥ䁽ѡ͍)́Ց̰́хѡ)չɥ́ݥѠݡѡ͍)ѥ̰ɕեɕ́ѡЁѡ͍e)٥ͥՍѥх)ѥٔtQ͍ͽչ)͕хͥѡ́ѕɹѥ)ͥɽ٥Սѥѡ)ݽձՑ́Սѡ