The daily impact of this philosophical grounding cannot be overstated. It informs the shape of curriculum, but more importantly, the way curriculum is delivered by faculty and embraced by students. Teachers are respectful and nurturing of students, and students are respectful of each other and their teachers.
Imagine a classroom where questioning and inquiry feed a sense of wonder and progress, where teachers acknowledge their own continuing growth, and discovery can be collaborative. The collegiality that emerges between “student” and “expert” is one important factor in shaping the powerful and unusual quality of student-teacher relationships at Friends’ Central School. In every grade, the curriculum asks that students stand up for what they believe and behave respectfully at school and when they are out in the world.
Friends’ Central teachers believe in and model a joy for learning. Almost a quarter of Upper School students participate in extensive, regular, not-for-credit study in our annual Science Core Team, Humanities Core Team, and STEAM, or Makerspace Studio. These are collaborative experiences; though guided by the teachers, the atmosphere is one in which the students and the teachers approach the work with equal desire for insight from one another.
At times, our teachers make the connections between curriculum and Quaker testimonies explicit. At other times, the connection is present but less explicit. In fact, it would be difficult to find a moment in daily life at school that has not somehow been affected by the Friends philosophy.