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We share brief presentations from the first of the “Saturday Salons” that Ethical Schools is sponsoring with three international partners. Juan Mora of the Center for Artistry and Scholarship and Ramji Raghavan of Agastya International Foundation talk about how educators and communities can cultivate awareness of and relationship to the natural world. Learn more and register for the next salon at globalconversations.net   Overview 00:00-01:36 Introductions by Amy and Jon 01:36-02:45 Introduction of Juan Mora by David Penberg 02:45-12:36 Juan Mora: Separation of people from nature; What would you do if you were starting a school from zero? Experience in Córdoba, Argentina of basing a school on nature; Integrating the curriculum into nature-centered activities; And kids never asked, “Why are we doing this (activity)?” We’ve left nature out of our learning environments; A shift in learning that will help us understand how to teach and what to teach and where to teach differently. 12:36-14:09 David Penberg: Reciprocity, centrality of relationships, “nature deficit disorder”; Introduction of Ramji Raghavan 14:09-23:59 Ramji Raghavan: Transforming a barren wasteland of 170 acres into an ecological preserve; Nature-centric learning; Eco-walk; Constructing a giant figure showing herbs benefiting different parts of the body; Constructing a termite hill; Bandhu—everything is connected; Distributing learnings throughout India. 23:59-25:15 David Penberg: How educators can create conditions for people to think the kinds of worlds that they would like to inhabit and live in, whether it’s a school, a community; Creative learning and what that looks like, creative being; Being intentional, observant and continuously in relationship to the things around you. 25:15- Outro Transcript Click here to see the full transcription of this conversation.  Soundtrack by Poddington Bear

We speak with Dr. Mia Hood, author of  Pop Culture Literacies: Teaching Interpretation, Response, and Composition in a Digital World, about analyzing popular music and films along with more traditional literature. Dr. Hood talks about helping students to think about their ethical perspectives while engaging with "entertainment," and the importance of  educators'  resisting the temptation to impose their own “expert” interpretations in favor of modeling the process. We also discuss how teachers can resist imposing their views while teaching for democracy and social justice. Overview 00:00-00:48 Intros 00:48-02:48 Pop culture literacies 02:42-04:22 Schools’ ethical duty to help young people navigate the world as it is 04:22-06:23 Helping students to thin about their ethical perspectives 06:23-11:58 Students’ responses; Intersection of pop culture literacies and schools 11:58-15:01 Critical literacy and text analysis 15:01-19:09 Power operating within and through texts 19:09-21:56 Piercing the veil of “entertainment” to encourage critical analysis 21:56-26:25 Impact of AI 26:25-30:48 Kathy Hytten’s article, “Ethics in teaching for democracy and social justice” 30:48-33:55 Parental pushback? 33:55- Outro Transcript Click here to see the full transcription of this episode.  Resources Book Pop Culture Literacy: Teaching Interpretation, Response, and Composition in a Digital World by Mia Hood Soundtrack by Poddington Bear

Collaborate with teachers and learners worldwide! LEARN MORE AND REGISTER AT GLOBALCONVERSATIONS.NET Along with our partner organizations – Agastya International Foundation, Center for Artistry and Scholarship, and Thinking With You – Ethical Schools is bringing together educators, youth workers, and students from around the world to discuss ethical, democratic, and regenerative education strategies. Hear exciting presentations from visionary practitioners and participate in group discussions. Come with your co-workers! Attend with a cohort from your school or out-of-school program to maximize the benefits for your organization and students. Series 1: Ethics and the Natural World Saturdays, January 10 and 31; February 21 8:30-10:00 AM EST Pay what you wish. Suggested donation: $25 per session, $50 for all three sessions Additional participants from your organization: $15 per session, $30 for all three sessions. LEARN MORE AND REGISTER AT GLOBALCONVERSATIONS.NET

We speak with Dr. Susan Jean Mayer about her recent book, "Practicing Pragmatism Through Progressive Pedagogies: A Philosophical Lens for Grounding Classroom Teaching and Research." Dr. Mayer defines pragmatism in today's world and discusses the importance of critical exploration, democratic construction of knowledge, and openness to diversity of perspectives in the classroom. As teachers and learners, we can construct a shared set of values based on our experiential realities and come to understand these realities in coherent terms. Overview 00:00-00:36 Intros 00:36-02:55 How to define pragmatism in today’s world 02:55-05:34 How to define final truth 05:34-06:53 How to define an ethical classroom 06:53-11:29 Ethical and democratic classrooms: the same or how they may differ 11:29-15:03 Knowledge, experience, and education 15:03-17:55 Critical exploration in the classroom 17:55-21:05 Classroom example of critical exploration 21:05-23:49 How a critical exploration teacher can intervene when students are wrong 23:49-27:25 When inviting different perspectives and belief systems doesn’t come naturally to students 27:25-28:56 Schools aren’t encouraging students to talk to one another; have succumbed to discourse of test scores 28:56-33:20 How teachers can become more comfortable with perspectives they may disagree with 33:20-37:11 How pragmatic teachers can deal with a school system structured to eliminate or minimize cultural diversity 37:11-40:47 Balancing ties to local communities with supporting students who want to break from the consensus of the community 40:47-47:19 How teachers can help create a system of education based on pragmatism 47:19- Outro  Transcript Click here to see the full transcript of this episode.  References Book Practicing Pragmatism through Progressive PedagogiesA Philosophical Lens for Grounding Classroom Teaching and Research by Susan Jean Mayer Susan Jean Mayer's website Soundtrack by Poddington Bear 

We speak with Deborah Meier and Jane Andrias, pioneers in the democratic small-school movement. Debbie founded the Central Park East Schools. Jane Andrias was an art teacher and principal at Central Park East I. Debbie and Jane discuss these ground-breaking schools, their ethical foundations, the “habits of mind” they worked to instill, and the challenges they faced. *This is Part Two of a two part episode. Go back one episode or click here to listen to the first part. Overview 00:00-00:41 Intros 00:41-07:30 Parent involvement 07:30-12:05 What happened to Mission Hill? 12:05-23:04 Survival of innovative, democratic schools;  What do we have education for? Education and democracy 23:04-24:45 Justice and fairness 24:45-26:37 Community service; connections to the adult world 26:37-29:37 Choices schools make based on what they value 29:37-36:46 Documentary about impact of CPESS on graduates’ lives 36:36-38:39 Human capital 38:39-40:57 Need funding for the documentary 40:57-42:41 Films and TV about the schools 42:41- Outro   Transcript Click here to see the full transcription of this episode.  References Here's a list of all the books written by Deborah Meier.  Click here to know more about the CPESS documentary and other initiatives by Deborah Meier and Jane Andrais. https://youtu.be/lgehMroRLnsSoundtrack by Poddington Bear

We speak with Deborah Meier and Jane Andrias, pioneers in the democratic small-school movement. Debbie founded the Central Park East Schools. Jane Andrias was an art teacher and principal at Central Park East I. Debbie and Jane discuss these ground-breaking schools, their ethical foundations, the “habits of mind” they worked to instill, and the challenges they faced. *This is Part One of a two part episode.  Overview 00:00-00:43 Intros 00:43-01:52 What would a school fully focused on preparing students for a democraticsociety look like? 01:52-03:08 Impacts of curriculum and school environment 03:08-05:40 Students’ voice in what they are learning 05:40-11:01 Democratic, progressive, ethical schools: are they synonymous? 11:01-18:32 Examples of ethical dilemmas and decisions 18:32-22:07 Negative effects of tracking and what the alternatives look like 22:07-24:19 Building long-term trust 24:19-26:05 Including all school staff members in decision-making and obstacles 26:05-29:57 Including parents and students Transcript Click here to see the full transcription of this episode.  References Here's a list of all the books written by Deborah Meier.  Click here to know more about the CPESS documentary and other initiatives by Deborah Meier and Jane Andrais. https://youtu.be/lgehMroRLnsSoundtrack by Poddington Bear

Robbie Torney, director of AI Programs at Common Sense Media, analyzes teachers' use of AI. We focus on AI teaching assistants, their uses and abuses, and how teachers' judgment and skills remain central. We discuss the need for school- and district-wide education and policies on using AI in teaching and learning.   Overview Intros Common Sense media and its AI work Evaluation principles for AI risk What teachers use AI for What happens with users’ data AI teacher assistants, risks, and advantages AI and cultural sensitivity AI as assistive or adaptive technology Recognition of AI as enhancements not replacements? Special risks of AI teacher assistants for IEPs and behavior plans How teachers can protect against “invisible influence” risks AI and complex historical events such as California missions or slavery “Tools,” “functions,” and prompts Four specific steps teachers should take when using teacher assistants Purchasing AI: Consultation and training Role of school boards, administrators, and state departments of education Legislation to protect students Importance of discussion of values and ethical questions Outro Transcript Click here to see the full transcription of this conversation.  References Common Sense Media AI Initiatives: click here   Soundtrack by Poddington Bear

We  speak with Tom Roderick, founding executive director of the Morningside Center for Teaching Social Responsibility; Jan Zuckerman, Co-founder of Sunnyside Environmental School in Portland, Oregon; and Graham Klag, an alumnus of Sunnyside Environmental School. We discuss Tom's book, Teach for Climate Justice: A Vision for Transforming Education. Tom explains that climate chaos and social justice are inextricably linked, and proposes a program for addressing both. He centers the concept of the beloved community. Overview 00:00-01:07 Intros 01:07-03:57 Why “Climate Justice?’ 03:57-06:00 Connection between climate change and social justice 06:00-07:34 The book’s primary audience 07:34-09:30 Teaching for climate justice and SEL 09:30-11:51 Sunnyside Environmental School 11:51-15:37 Meshing hands-on learning with Oregon’s state testing requirements 15:37-16:43 Storyline 16:43-19:24 Creating a “beloved community” 19:24-21:23 Impact on Graham Klag’s life as an alum 21:23-30:10 Wolf education project with ranchers’ families 30:10-34:37 Encouraging students to be hopeful 34:37-37:22 Landless Rural Workers Movement (MST, Brazil) and “contentious co-governance) 37:22-40:00 Teach for Climate Justice Project 40:00-41:27 Civil resistance 41:27-43:13 SEL in Phoenix Talent schools in Eastern Oregon 43:13- Outro Transcript Click here to see the full transcription of this episode. References Book "Teach for Climate Justice: A Vision for Transforming Education" by Tom Roderick  Sunnyside Environmental School in Portland Morningside Center for Teaching Social Responsibility Soundtrack by Poddington Bear Photo teachforclimatejustice.org

We speak with Dr. Cynthia Ballenger about her recent book, “Teaching is Inquiry: Observation and Reflection as the Heart of Practice,” in which she explores the role of ethnography in inquiry-based teaching and learning, i.e., cultural practices in terms of speaking, storytelling, and conveying information. Teachers can discern a lot more about students if they listen to them in the context of their ethnic/ cultural styles of communicating. Dr. Ballenger also addresses the children she calls “puzzling.”  Each of them has something to offer, she says, even those who seemingly have social-emotional challenges. Overview 00:00-00:58 Intros 00:58-01:45 “Teaching Is Inquiry” 01:45-08:56 Ethnography of education 08:56-11:12 “Every child has something to offer the class.” 11:12-20:45 The “puzzling child”: more stories 20:45-24:10 Cultural and individual differences 24:10-27:43 Obsessive compulsive disorder (OCD) 27:43-30:17 “Stopping time.” 30:17-31:17 Importance of stories 31:17-34:41 Strengthening systemic support; ethical implications 34:41-36:45 Testing culture as anti-democratic and unethical 36:45-38:13 More reflections on OCD 38:13-38:37 Jerome Bruner on negotiating meaning 38:37- Outro Transcript Click here to see the full transcription of this episode.  References Book “Teaching is Inquiry” by Dr. Cynthia Ballenger Soundtrack by Poddington Bear

We speak with Dr. Dawn Hicks Tafari, Professor of Education and Coordinator of Elementary Education at Winston-Salem State University in North Carolina. Dawn is author of "The Journey of Kamau Miller: Hip Hop Composite Counter Stories for Black Men Teachers." She uses hip hop as a way to communicate with students and composite counter stories to communicate beyond the academy. Transcript Click here to see the full transcription of this episode.  References - The Journey of Kamau Miller: Hip Hop Composite Stories for Black Men Teachers, book by Dawn Tafari - If we treated teachers like Pro Athletes by Key & Peele on YouTube - Wet Dreams by J. Cole on YouTube   Soundtrack by Poddington Bear

We speak with Arlene Goldbard, writer, visual artist, speaker, social activist and consultant,  whose most recent book is “In the Camp of Angels of Freedom: What does it mean to be educated?” An autodidact from a working-class background, Arlene challenges “the certainty that academic qualifications are the best measure of ability.” She interweaves the stories and portraits of her “angels,” her personal story, and a critique of standard narratives of education. We talk with her in particular about two of her “angels,” Paulo Freire and Paul Goodman. Overview 00:00-00:38 Intros 00:38-02:41 What “In the Camp of Angels of Freedom: What It Means to be Educated” is about 02:41: 03:55 Definition of auto-didact 03:55-05:39 Project-based education/Action civics/"What Would YOU Do?” 05:39-07:12 Removing bachelor’s degree requirement from State jobs 07:12-09:03 Advice to high school students about options 09:03-10:34 When is a liberal arts education valuable beyond credentials? 10:34-20:42 Alternative ways to expand horizons beyond/in addition to college 20:42-25:28 K-12 education 25:28-27:31 Paulo Freire 27:31-31:18 Paul Goodman 31:18-32:50 Cultural citizenship 32:50- Outro Transcript Click here to see the full transcription of this episode.  References Arlene Goldbard's website Book "In the Camp of Angels of Freedom: What Does It Mean to Be Educated?" by Arlene Goldbard  Soundtrack by Poddington Bear Visual artwork by Arlene Goldbard "We Burn" (2019)

We speak with Dr. David Penberg and Adhirath Sethi about Agastya, a unique educational ecosystem serving students and teachers in 22 Indian states. Agastya has a hub-and-spokes design, with an elaborate 172-acre campus outside Bangalore and a fleet of mobile vans and bicycles delivering science and art programming to poor and rural children in far-flung towns and villages. Overview 00:00-00:43 Intros 00:43-03:26 Agastya’s programs 03:26-04:51 Arts and interdisciplinary learning environment 04:51-07:58 Teacher training 07:58-11:10 Young Instructional Leader program 11:10-11:52 Ages of girls who started the YIL program 11:52-13:33 Where the YIL do their work 13:33-17:02 Teachers learning in the ways that students learn 17:02-18:43 Alignment with Nell Noddings’s “ethic of care” 18:43:21:48 Relationships with animals other than human 21:48-24:09 Common elements with schools like Central Park East in different settings 24:09-26:14 Agastya relationships based on trust 26:14-27:27 Agastya as a source of inspiration 27:27-29:07 Agastya’s vision of reaching more children 29:07-30:33 Relevance to U.S. 30:33-35:49 Measuring success 35:49-38:19 Adhirath’s book about Agastya: The Moving of Mountains 38:19- Outro Transcript Click here to listen to the full transcription of this episode.  References Agastya International Foundation: agastya.org Book The Moving of Mountains: The Remarkable Story of the Agastya International Foundation by Adhirath Sethi (on Linkedin) Soundtrack by Poddington Bear

We speak with Dr. Tovah P. Klein, professor of psychology at Barnard College and the director of the Center for Toddler Development, about her book, “Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty.” Dr. Klein describes how parents and teachers should build children's resilience BEFORE anything frightening or traumatic occurs. Most importantly, children and teens need to know they will never be alone, that their parents or trusted adults will always be there for them. Overview 00:00-00:38 Intros 00:38-02:12 Building resilience proactively 02:12-04:22 Responding to traumatic situations at school 04:22-09:18 Five Pillars of Children’s Resilience 09:18-10:51 School environments that support resilience 10:51-12:48 How teachers can prepare to respond calmly to their own triggers 12:48-16:52 Responding to the temptations of screens 16:52-20:56 Secrets, including how to handle necessary secrets 20:56-24:20 Dealing with fears and threatening situations 24:20-27:36 What schools can do 27:36-30:50 Allowing kids to ask 30:50- Outro Transcript Click here to see the full transcription of this episode.  References Book "Raising Resilience: How to Help Our Children Thrive in Times of Uncertainty" Dr. Tovah P. Klein Barnard Toddler Center Soundtrack by Poddington Bear

We speak with Dr. Elizabeth Birr Moje, dean and professor at the Marsal Family School of Education, University of Michigan. Dr. Moje discusses Detroit’s School at Marygrove, a university-school partnership serving children and families from before birth through grade 12. We talk about design-based research, Marygrove’s innovative teacher-residency program, and what being a model means to Marygrove. Overview 00:00-00:46 Intros 00:46-03:16 How the school at Marygrove came to be 03:16-06:27 Teaching and learning in Detroit 06:27-11:05 Why this neighborhood and community for Marygrove 11:05-12:05 Demographics of the community and the school 12:05-15:20 What an ethical partnership between a university and a school looks like 15:20-18:24 Funding—current and for sustainability 18:24-20:08 Proof of concept, scale, “translatable modules” 20:08-24:17 A model for curriculum and pedagogy 24:17-29:51 Design-based research 29:51-38:36 Selecting teachers and providing professional development and support 38:36-42:13 Promoting social justice 42:13-48:29 Cell phones, distractions, AI 48:29-49:11 Centrality of inquiry 49:11-56:45 Replication 56:45- Outro Transcript Click here to see the full transcription of this episode.  References The School at Marygrove website Soundtrack by Poddington Bear

We talk with Sarah Stitzlein, author of "Teaching honesty in a populist era: Emphasizing truth in the education of citizens." Dr. Stitzlein, a professor of education and affiliate professor of philosophy at the University of Cincinnati, is concerned with how to teach in a political context where truth and honesty seem increasingly at risk. She contrasts the philosophical approaches of populism and the pragmatism of educational philosophers such as John Dewey.  Overview 00:00-00:41 Intros 00:41-02:10 Why the book and the title 02:10-03:15 Defining populism 03:15-04:24 Differences between left and right populism—book is mostly about right populism O4:24-08:00 Contrasting populist and pragmatic notions of truth and honesty 08:00-09:55 Defining honesty, and what it looks like in a classroom context 09:55-11:59 Honesty as a habit, not just a virtue 11:59-13:13 Is there a difference between truth and reality? 13:13-15:36 A truth claim in an educational context 15:36-16:49 Doing honesty as a verb 16:49-21:15 Seeking truth versus seeking solutions 21:15-23:20 “Alternative facts” 23:20-24:22 Philosophy, ethics, and education 24:22-25:58 From honesty in the classroom to honesty in the wider world 25:58-27:41 Scalability 27:41-29:30 Ethical outlook on civics 29:3o-31:40 Connections between democracy and education 31:40-35:56 Impact of AI 35:56- Outro Transcript Click here to see the full transcript of this episode.  References Book "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" By Sarah Stitzlein  Soundtrack by Poddington Bear