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The Four Atmospheres

The four Atmospheres form a protective womb that fosters enthusiasm for learning and love for all life in minds and hearts of children. In such an environment adult/child relationships, based on loving, insightful encouragement and mutual empowerment, accomplish far more than the methods of fear and coercion.

1. An Atmosphere of Love - School systems that rely on power over children and enforce docile obedience are graduating millions of people ignorant of relating to others in any other way. Coercion is not only an unintelligent way to relate to children, it is unethical and barricades paths to world peace and brotherhood. Children deserve to learn in an atmosphere of love where they are absolutely fearless. They become much nicer and more respectful people when their elders treat them with courtesy and respect. Creating an atmosphere of love is both a demanding science and a sensitive art. Adults increase their relationship intelligence when they arduously develop their own generally unsuspected and unexercised ability to "draw out" the best in the child. This generally requires a lifetime of increasing self-knowledge. It also requires that the adult develop responses that foster emotionally secure children and students who are eager to learn. In an atmosphere of love the adults lead with compassion and tenderness, and use words that encourage and inspire. Such teachers lead with strength that empowers and invites collaboration in worthwhile activities.

2. An Atmosphere of Patience - is far more hospitable to the child's development than anxiety and pushing. An atmosphere of patience is one "wherein the child can become normally and naturally a seeker after the light of knowledge, wherein he is sure of always meeting with a quick response to inquiry and a careful reply to all questions, and wherein there is never a sense of speed or hurry..." An atmosphere of patience honors the child's natural unfoldment and is responsive to inner processes. A sign that we are designing healthy environments for children is that their curiosity has been whetted and they are asking questions rather than simply regurgitating answers. In such an atmosphere, our discourses kindle a lifelong love of learning, the capacity for deep thinking, and self-initiated involvement in meaningful activities.

3. An Atmosphere of Ordered Activity - Regimentation is society's most primitive attempt to establish order; the most expedient way to assure lock step conformity of a group of people. It is essential for war machines and factories. However, life-affirming order is characterized by a rhythm and flow that is harmonious and respects the subtle realities and individuality of its constituents. A well ordered classroom is the opposite of a regimented classroom because its rhythmic, ordered flow is organic, fluid, and flexible. It follows the expanding patterns of life rather than the rigid dictates of oppressive regimes.

In an intelligently ordered learning environment, there is a hum of activity that evolves naturally. It is created out of the synergy of the children's natural rhythms and the friendly learning challenges presented by the environment, the society, and the teacher. It becomes a group flow, a busy community that thrives on daily rhythms and yet is flexible enough for interesting departures from routine.

An atmosphere of ordered activity is actually more demanding of the children than regimentation because it encourages the self-discipline to achieve self-initiated goals. It is an atmosphere "wherein the child can learn the first rudiments of responsibility." Certainly, children count on the guidance of caring adults as they learn the rudiments of self-discipline, responsibility, and group protocol. However, the World Core Curriculum teacher encourages self-governance. He invites the children's participation by establishing an environment where the rights and needs of each individual are respected and balanced with the well being of the group as a whole.

4. An Atmosphere of Understanding - Threats, shame, admonitions, punishment, and pressure are the methods of fear. They activate brains that all too often become the servants of cunning and ambition. These unhealthful methods never get past the domination of the stimulus-response animal brain. Even though the person may attain expertise in some field, the survival instinct and self-interest of the lower brain remain in charge.

Seldom do children have lives of blithe emotional security. Sensitive adults are aware that the emotions of the children in their care often boomerang between a bewildering maze of disappointments, frustrations, and conflicts in their private and social lives. Often these lead to unpleasant coping mechanisms that require compassion and psychological insight in order to lead the child to healthy relationships. Children resist adult authority that imposes itself on them. Yet, they are beautifully responsive to our natural authority which lovingly accepts and understands the child while guiding him to self-mastery. Only with sensitive responsiveness to the developmental stages, distinct personality types, and innate tendencies of the children in our care, can we assist the unfoldment of each child's potential.

An essential element of the environment to which we entrust the psychology of our children is an atmosphere of understanding, "wherein a child is always sure that the reasons and motives for his actions will be recognized, and that those who are his older associates will always comprehend the nature of his motivating impulses, even though they may not always approve of what he has done or of his activities." The single most powerful factor to either inhibit or ignite learning and ethics is the psychological atmosphere we provide for the child on a daily basis. The soul is the sacred vessel bearing the seeds of potential. The grains of encouragement and faith of teachers and all significant adults activate the intelligent codes of complex strands of development. Having glimpsed this reality, who would presume the audacious right to control and direct this process down civilization's homogeneous, linear routes without regard for the impetus of the soul?

The secret code for the full flowering of the soul includes sufficiently available elders who model ethics and enthusiasm, including keen interest in the world, enjoyment of challenging work, enjoyment of creative thinking, encouragement, responsiveness, trust, patience, and respect. When children are treated with the greatest love and respect, the essence of this reverence is reflected in the brightness of their eyes, their enthusiasm for learning, and their humane treatment of one another. To whatever extent humanity will unite to overcome intolerance and coercion, love and understanding will reverberate around the world, revealing itself as the formula for the redemption of humankind and the planet.