More about your question of next steps. You can read into it in this Blog entry, it’s about the Experience of Wholeness and how important it is.

http://playhuge.com/wpblog/?p=73

To be more explicit than that, I think that these kinds of experiences are ones that must be nurtured in our young people. When they are nurtured and cultivated, then when they have the abilities and support to bring them into the world it is much, much easier.

But, I also think that we can be creating extraordinary experiences and excellent learning environments in our work places and in our lives. The more people that have access to what is possible, the better!

Here are a couple places that I think it’s happening.
http://www.odemagazine.com/doc/69/workplace-autonomy/
http://www.danpink.com/drive

Enjoy.

Playing Huge
morgan

Great question and thank you for your response.

The students have been exploring what a neighborhood is, what they would want in their neighborhood, and so much more that my wife and the students could explain. They explored it with words and ideas and lots of listening (the secret behind all the magic) while they created a miniature neighborhood in the classroom…they all have houses, there are parks, places for animals, and more…

So they have a place in their classroom that they call “The Neighborhood”.

The miracle that happens is that The Neighborhood, while a part of the classroom, has become an imaginary place where things are different – it’s a place of kindness, listening, respect, creativity, and aliveness.

I’m crying now, which I do every time I think about it, because the students have created a kind of place where I wish we all could enter…a place that we don’t know very well, but would really make a difference in our lives.

I’ll write more…but for now, check out pictures of the neighborhood here.

http://www.portlandonline.com/portlandplan/index.cfm?&c=50730&a=299908

Playing Huge.
morgan

This is wonderful! Great story, and I’m super-glad Sam Adams both witnessed the class project and is leveraging it in ways to support the Portland Project.

I’m a tad confused about “The Neighborhood,” though, which is just a detail rather than having anything really to do with the amazing takeaways.

You mention that the students “have been studying what it takes to make a neighborhood,” and then you mention something they have created that they are calling “The Neighborhood.”

Is this Neighborhood a specific location apart from the classroom?

I ask this because your wife makes a distinction between what normally happens in the classroom and something else that occurs in The Neighborhood.

As a means of extension and transfer, I wonder what the “next step” can be. How can these new collaborative behaviors transfer to a more “real” environment?

That is very exciting…and we’re eager for Phase III. Thank you for all the work you do with that, it’s so important.

Your appreciation and understanding of the remarkable work and commitment the educators at the Portland Children’s Museum and Opal school make to young people means a lot to our community.

From our Board of Directors, to the parents, to the amazing staff, there is a a tremendous amount of time and energy put forward to make a difference in the lives of young people. There are amazing things going on in that building (and beyond) every day – what we call Playful Inquiry.

There is a serious (and playful) commitment to make a difference in many, many lives, and your support is greatly appreciated!

Playing Huge.
morgan

I could not agree with you more. The kids were totally engaged on many different levels at the same time. It was very inspiring to see their kindness, thoughtfulness and innovation. We are going to use the film we took of their presentation and use it to introduce the Phase III Portland Plan workshops.

Yours,

Sam