The Woolman Blog

The Woolman blog is a forum for ideas about peace, justice, and sustainability education. As a Friends school, we honor all voices: you'll find students, teachers, interns, alumni, campers, and others all contributing valuable perspectives toward a more just and sustainable future.
May 27, 2010 Staff Community Life
by Coleman Watts, Program Coordinator

Welcome to the new Woolman.org! More than just a new website, this is a space for the Woolman community to reach far beyond campus, and to allow people all over the world to be a part of our community. On this quickly-growing site, you'll find monthly queries to ponder, recipes from our kitchen, blog posts on a vast number of topics, with more coming soon.

Open Source, Open Minds

In creating this new community space, we didn't turn to some fancy web-design company to sell us a slick package. Instead, we turned to the open source community and our own ingenuity to make something that's uniquely Woolman. By joining with the Free Software movement, we're helping to promote worldwide collaboration and community building.

This is YOUR invitation

As with any community, the key to success is participation. If the articles in our blog spark a response from you, please add your voice to the discussion. You can also submit your own article for publication, we'd love to to hear from you. You can also add your voice to the monthly queries and our upcoming section on sustainability. And don't forget to come back and see what others have said about your posts.

Thanks for being a part of Woolman!

Responses:

On May 27, 2010, Peggy O'Neill said:

Congratulations on the new website, Coleman! GREAT JOB! I know it was a LOT of work!

On May 28, 2010, Carl Sigmond said:

This is a great website, Coleman!  Congratulates to Woolman!  Thanks for all you do.  

On May 31, 2010, Coleman Watts said:

Thanks you two! And thanks to everyone who is already participating, I think this is the beginning of an amazing online community.

On Sep 3, 2010, Patricia Mitchell said:

Looking forward to helping your social media strategy in any way I can!

May 26, 2010 Teacher, Student Peace & Justice, Woolman Semester Classes
by Woolman Semester Students, Spring 2010

As the final written assignment in English: Peace Studies class students assembled their "Toolkit" from the semester: concepts, ideas, tactics, readings, people, music, and art, that help them to understand, engage and practice peace and nonviolence. Here are some of their responses.
-Angelina Conti, Peace Studies Teacher

Karina: ..when I go back home, I’m going to figure out how to help people who are not given the chance to thrive in life with the opportunities others have. I believe that if you are going to try to help people you should include everyone that is affected by the problem not just a certain few.

Katherine: Structural violence really showed me how everything seems to fall back to the same key word. Structural violence can be related to our service trips, Mexico trip, food intensive and everything else we have learned at Woolman. it shows how flawed our government and society really are.

Jordan: Guillermo Gomez-Pena’s “The New World Border” speaks about unity and how to combat inequality through art, music and youth activism. This gave me insight into how it might feel to be directly affected by inequality, and it inspires me to fight it. The eloquent and poetic nature of this piece reinforced my belief that one can be more powerful in writing by appealing to the artistic side of one’s brain.

Ruthie: The power of service – The Visalia service trip taught me so much about the power of service and the differences between service and activism. I define service as something that helps people survive within a problematic system. Activism is the work done to create structural change so the system is no longer problematic. Reflecting on this experience helped me see that while activism may be flashy, service brings people home.

Tsechu: I read and learned about Satyagraha, Gandhi’s activism and philosophy. Satyagraha is a non-violent movement which is dependent on the power of truth. Its goal is to convert not coerce your enemy though understanding and open dialogue. One of the main principles of Satyagraha is to make sure that no matter what harm your opponent has inflicted, you should not react with anger or violence; instead you should win them with compassion and empathy.

Rachel: Walter Wink’s article The Myth of the Domination System introduced me to the concept of redemptive violence – that polarities of good and evil exist and we can create peace through violence that we, the good, inflict on the evil. It was an idea I had never encountered before, but now see absolutely everywhere. It made me reassess the way I view mainstream pop culture and even history. I now cannot watch television or see a movie preview without thinking of the infamous myth which has plagued our society for so long. I look forward to educating others on the myth and deterring them from supporting forms of media which perpetuate violence in our society.

May 20, 2010 Student Peace & Justice, Sustainability, Woolman Semester Classes
by Rachel Brazie, student

“Obligations have no meaning without conscience, and the problem we face is the extension of the social conscience from people to land.” This is what the great land ethicist Aldo Leopold says in A Sand County Almanac, that while we often recognize an obligation to the land, it is meaningless until we extend our consciences to apply to land. No statement could have applied more to me before I came to Woolman. I had a well developed social conscience, but only as it applied to people. I recognized that I had some obligation to the land, but I didn’t have a conscience reminding me that every decision I make, from the clothes I wear to the food I eat, was either fulfilling or neglecting that responsibility. I certainly considered myself an ethical person, yet I did not even contemplate the ecological ethics of my decisions. For someone who spent so much time focused on social justice and creating a better world, it seems shameful and almost comical that I was so ignorantly naïve about the environment. In short, four months ago, I most definitely did not have a land ethic.

Leopold points out that “Perhaps the most serious obstacle impeding the evolution of a land ethic is the fact that our educational and economic system is headed away from, rather than toward, an intense consciousness of land.” Sadly, Leopold’s predictions of 1949 were tragically accurate. In my school curriculum, issues such as the water crisis and our industrial food system were not taught in any science or humanities class; nor were empowering concepts such as land ethic or environmental stewardship. This way of thinking, which separates people from nature, creates a false dichotomy between the two in the minds of youth and young activists.

When I arrived at Woolman as an anthropocentrist, I was not looking forward to the environmental science class. In the past, I had had nothing but bad experiences with science classes and saw environmentalists as tree hugging hippies who were distracting the world from the pressing issues facing humanity today (hunger, war, genocide, etc.). My, how wrong I was. In the four short months since I arrived here, my world has been flipped around. Environmental science has become my favorite class and I have become a staunch advocate for the earth. I have cultivated a new respect for nature at large and have learned to love dirt. I have, in the words of Aldo Leopold, “enlarged the boundaries of [my] community to include soils, waters, plants, and animals, or collectively: the land.” I have embraced my role as a member of this diverse biotic community, not just as a spectator who is limited to saving it or destroying it, but rather as a member who’s capable of communing with it.

In my time at Woolman, I have learned that I know absolutely nothing about nature, yet it is now a part of my conscience. Leopold says that “the evolution of a land ethic is an intellectual as well as emotional process” and I think that I have now begun both processes. On an intellectual level, I now understand how my social justice crusades interrelate with the plight of the world’s waters and trees. I am starting to recognize and change my practices that have negative impacts. On an emotional level, I am learning to embrace dirt, commune with my watershed, and take pride in the land. I used to say that I would never live in a place that smelled of cow poop and am reported to have said in eighth grade (a time when I was desperate to fit in, please don’t judge me for this) that “nature is ok, but the mall is prettier.” Now I relish the smell of sweet manure and feel like I’m going to have a nervous break down when I enter any sort of large store because of all of the consumer decisions and thus responsibilities with which I’m bombarded. Clearly, I’ve changed at Woolman.

Leopold says that “It is inconceivable that an ethical relation to land can exist without love, respect, and admiration for land, and a high regard for its value.” At the Yuba, Woolman Campus, and all of the other places we’ve been this semester, I’ve found that love, respect, and admiration, and will not soon let it go.

Responses:

On May 27, 2010, Paul Brazie said:

Congratulations Rachel, your piece shows how much you have grown and developed in these past few months. As your Dad, I have often felt remorse and guilt that you did not share my love of nature and the outdoors. Now I am sure that Woolman was the right choice for you and that learning by doing is far superior to any text book or class room. I hope your connection to the earth extends past the Woolman campus.

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