Beech tree forest: Looking forward to gleaning what presidents of Quaker Colleges and schools in the US think about Ffriendly learning and education, and also learning about this 'guild,' while remaining wiki, open, C.C. and service oriented?, Ffriendly Education Queries

Looking forward to gleaning what presidents of Quaker Colleges and schools in the US think about Ffriendly learning and education, at the FAHE-FCE Quaker educators' conference Haverford College in Philadelphia this weekend, and also learning about this 'guild,' as the president and head clerk of startup Ffriendly-informed, MIT OCW-centric World University and School.

http://www.haverford.edu/quakeraffairs/story.php?id=78489&u=311

http://quakerfahe.com/annual-conference/

Barclay College, Haviland, Kansas

Bryn Mawr College, Bryn Mawr, Pennsylvania

Earlham College, Richmond, Indiana

Earlham School of Religion, Richmond, Indiana

Friends University, Wichita, Kansas

George Fox University, Newberg, Oregon

Global College of Long Island University, Brooklyn, New York

Guilford College, Greensboro, North Carolina

Haverford College, Haverford, Pennsylvania

Malone University, Canton, Ohio

Pendle Hill, Wallingford, Pennsylvania

Swarthmore College, Swarthmore, Pennsylvania

Whittier College, Whittier, California

William Penn University, Oskaloosa, Iowa

Wilmington College, Wilmington, Ohio

Woodbrooke Quaker Study Centre, Birmingham, United Kingdom

How too to become the Ffriendly-informed MIT / Harvard of the Internet and in all 7,106 languages and 242 countries with these planned degrees in many languages ...

http://worlduniversity.wikia.com/wiki/Admissions_at_World_University_and_School#World_University_and_School_Links ...

while remaining wiki, open, C.C. and service oriented?


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We offer these queries* to seed our reflection, our dialogue, and our actions.

*Queries are tools for individuals and communities seeking a clearer way forward which stimulate reflection both inwardly and outwardly.



How do we build generative and nourishing relationships? With colleagues? With students?

How can we come to know that our many relationships are rightly ordered?

What are our obligations if we find that they are not?

How do we respond to the complex needs of students and colleagues – spiritual, social, intellectual and physical?

How do our history and our Quaker philosophy of truth seeking inform our educational and scholarly practices in the 21st century?

How can we bring our values—nonviolence, simplicity, environmental stewardship—into our organizations and the wider society?

How do we discern a sustainable balance in our many competing commitments?

How do we structure our organizations so that everyone has a seat at the table and a forum where each voice is genuinely heard and seriously considered?

How can we use our collective strength to cross boundaries, overcome obstacles and move towards our visionary goals?

...