The foundation for effective and efficient learning is well-being, both physiological and psychological.
Yet, educational policy fails to acknowledge that those foundations, let alone require systemic support for students and teachers to be supported to meet the primary human needs that create well-being.
Parents naturally want to put their children into schools that are familiar to them, but the familiar schools will diminish learning by failing to nurture their children.
Familiar schools versus nurturing schools, these are the horns of the dilemma that typical mainstream parents are put on by the fact that 30 years of solid scientific studies show that mainstream schools fail to nurture their students (where nurturing consists of supporting them to meet their primary human needs).
Schools of Conscience is on a mission to build the nurturing capacity of K-12 schools.
My name is Don Berg, I am the founder of Schools of Conscience.
I am an education geek and this site is where I hope to engage with other people who like to geek out on education, too.
In the video below I tell my story of how I escaped from fauxchievment, the process I learned in school for going through the academic motions without mastering the material.
Below the video is a quick summary of the situation of K-12 education today and little bit about what this site offers.
3 Key Symptoms
Systemic disengagement due to deteriorating psychological well-being.
The system reinforces neglect of primary psychological needs, thus undermining teachers' and principals' nurturing instincts and behaviors.
Systematic support for primary psychological needs (i.e. nurturing). We can learn effective strategies from certain K-12 alternatives that have demonstrated positive patterns of engagement and well-being in their students.
Primary Barriers to the Educational Policy Cure
A large-scale misunderstanding of teaching and learning due to the intuitively seductive but naïve delivery theory of education, as well as misguided societal assumptions about the necessity of controlling children for their own good.
The public portion of this web site (accessible via the navigation bar in the upper left) provides a good overview of key issues that contribute to the problem and point towards solutions.
Going through the motions without mastering the material which is called fauxcheivement.
The Hidden Curriculum, which is how brains interact with policies in the classroom even though neither can be directly observed there, determines how much access the humans in the classroom have to well-being which is determined by how well they meet their primary needs.
How we got our schools into the situation in which they systematically harm children instead of nurturing is the Story of School.
Growing Mental Maps is the crucial idea, borrowed from cognitive scientists, that can replace the defective Delivering Knowledge Units idea which keeps the harmful policies in place.
Nurturing in School is the crucial behavior that will make all the difference and is undermined or contradicted at every turn in traditional mainstream schools today.
Understanding how education is just one part of how our modern human existence is co-created places us inside the Hero's Game.
Teach Attitude 1st is the essence of the shift that will bring about wholesale change in schools (as opposed to teaching academics first).
The member's only portion of the site provides additional resources and more detailed information.
Joining gives you access to growing library of e-courses that, for instance, illuminate crucial insights from the cognitive sciences that must be taken into account for education to be successful.
Another e-course delivers a chapter a week of the forthcoming book Nurture: Mending Our Education System by Don Berg, which lays out a comprehensive plan for building the nurturing capacity of K-12 schools.
One of the courses in development is professional development for school staff on how to provide supports for primary human needs, and how to design and implement effective sustainability programs.
Another course is a training program for school accreditation observers who need to know how to reliably recognize 1) enagagement in its various forms, 2) supports for primary human needs, and 3) effective sustainability programs.