PenDragon - the official magazine of Lyford Cay International School PenDragon Vol 4, Spring 2018 - Page 6

ability to deal with challenges, students in the IB programme at LCIS do not typically find themselves uncomfortable in the outdoors on a daily basis. However, Hahn’s essential approach is not lost within the four walls of these classrooms. Within the nurturing environment of the IB at LCIS, there is a lot of room for mistakes. Reflection and growth are often more important to accomplishment than mastery of a task. Projects such as the Grade 10 year-long Personal Project or the Grade 5 Exhibition foster the universal skills of self-confidence, decision-making, communication and cooperation that students will remember and use long after they have forgotten their presentation topics. 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. Because the learning environment at LCIS also includes numerous spaces beyond the formal academic subjects, students can also explore challenges outside their comfort zones and in the outdoors. Examples of the opportunities include a broad range of co-curricular activities such as sailing and Model United Nations, off-island field trips to remote locations, international student exchanges, expeditions with the Governor General Youth Awards (GGYA), the local chapter of Hahn’s Duke of Edinburgh programme, and Interact and Gambier service clubs. With the further addition of the IB’s Career Programme and formal membership in the Round Square Organisation on the horizon, there will be even more opportunities for students to grow through hands-on, collaborative experiences out in the real world. The benefit of an outward bound style experience inside a mainstream school setting is that it fills many of the gaps that traditional schooling leaves unfilled. LCIS provides students these opportunities to move out of the bounds of their normal experiences and gives students the skills to navigate unknown challenges so they can discover what lies beyond the horizon. Grade 11 student, Taylor Haines, says, “GGYA has shown me what I am capable of both physically and mentally. I feel like I have grown to be more trusting of my own strength.” Experiential education builds individuals’ capacities to make and remake themselves as people, as a society, as markets and as an environment. In the rough seas that that will at some point threaten our students’ outward bound journeys, Hahn’s legacy is their lifeboat. Going Outward Bound at LCIS While Hahn’s programmes regularly take people outside of their comfort zones to increase their 7 The benefit of an outward bound style experience inside a mainstream school setting is that it fills many of the gaps that traditional schooling leaves unf [Y