Bird Droppings November 11, 2025
Amazing how intertwined the strands of life really are

I was asked at dinner one evening when I started teaching, and I responded that I was twelve. The group I was with was thinking I was being my typical sarcastic self. Then I explained that I started teaching swimming to beginners with my father at the age of twelve. From that point, nearly sixty-four years ago, my philosophical view of life and teaching has undergone many twists and turns, evolving as I have become a teacher and educator. That journey has wound its way around many switchbacks, trails, and pathways, now focusing on the interconnectedness of all that is. Earlier today, a dear friend and former professor posted a picture of an eastern box turtle.

“It’s interesting, finding images on the shell of the Eastern Box Turtle (Terrapene carolina). Our brains are always looking for patterns, and we do not always see the same things. It reveals a great deal about human nature. One person’s certainty is another’s folly!” Dr. Michael J Shirley

As I looked at the picture of an older box turtle, its shell, each scale filled with numerous growth rings, I thought back to a hatchling box turtle and how, as babies, their shells have scales but no rings within the scales, which come as the turtle grows. Earlier in the day, I offered a thought when another friend posted a note from 2016, trying to connect it to today’s news. The crime had been solved, and the perpetrators had been incarcerated. It had no relevance to what is happening today. As I researched further, the post originated with an extremely sexist website, which was also extremely racist. “We do not always see the same things,” as Dr. Shirley said.

“Arriving at one goal is the starting point to another.” John Dewey

I was sitting in a condo in Pawleys Island, South Carolina, writing just a few days ago, and I will be returning today. I walked out onto the beach to watch the sunrise and low tide, as I often do when visiting the island. I do miss my June retreats to the mountains of North Georgia and gatherings of teachers to discuss John Dewey and the Foxfire movement. As I reflect on the excitement and power emanating from a room full of teachers nestled on the side of Black Rock Mountain, I begin thinking about what I would write about today. Perhaps a continuation of my reflective effort from my readings this past week. However, my thoughts took me back to a question on my Doctoral Comprehensive exams, which were offered to me by one of my professors, and how I responded. Out of John Dewey came two streams of thought, although intertwined, that of experiential constructivist thinking and art and aesthetic-based learning. I answered, or should say, started to answer, using Aldous Huxley, who had published a book in 1932, titled “Content and Pretexts.”

“Experience is not what happens to a man; it is what a man does with what happens to him.” Aldus Huxley, Content and Pretexts

In the early 1900s, Carl Jung coined the term “synchronicity” to describe meaningful interconnections in life that appear to be coincidental yet have profound significance. My life has been a constant trail of coincidences and synchronous events. I attended a co-teaching seminar on Thursday at our School Board office and was immediately drawn into dialogue with one of the instructors. She had mentioned several points that intrigued me, and I went up to talk with her at the first break. I found it amusing to be talking to someone born after I started working with special needs kids, who is now teaching the class I am taking. I walked away revitalized after an idea whose thoughts I had emulated, and I was on Facebook when I sat down at my computer.

“Students, who are loved at home, come to school to learn; students who do not come to school to be loved.” Nicholas A. Ferroni

I found this simple statement by Nicholas Ferroni, an educator who primarily teaches lower-income students, focusing on history and demonstrating a deep personal commitment, concern, and care. I found it to be a profound thought for a Thursday afternoon and shared it on my own Facebook page. In class on Thursday, there was further follow-up on what I consider to be at the heart and soul of teaching: building relationships and community.

This time of year, I am traditionally back and forth to North Georgia, or so it has been for the past twelve or so summers, to a program taught by faculty from Piedmont College and housed on the Foxfire Property in Mountain City, Georgia. The course is taught for teachers from around the world who come to learn about this simple approach to teaching. Throughout my own research, I have met and discussed learning and education with hundreds, if not thousands, of teachers and trainers. One thought that has stuck with me is from Max Thompson of Learning Focus School fame. “It’s not about the teaching; it’s about the learning.”

“We would do away with examinations. They measure the inconsequential type of learning. We would eliminate grades and credits for the same reason. We would do away with degrees as a measure of competence, partly for the same reason. Another reason is that a degree marks the end or a conclusion of something, and the learner is only interested in continuing the process of learning.” Carl Rogers

With all the hoopla about testing and evaluating teachers, it is truly difficult for teachers to see the real fruits of their labor, their students twenty years from now. In my own research, I have discussed and talked with many former students of the Foxfire approach to teaching who were taught in this manner nearly forty-six years ago. A few years ago, on an afternoon while at Foxfire, a good friend joined us who had been a student of the Foxfire program in 1970 and a staff member of Foxfire from 1971 to 1976. Laurie Brunson Alteri. Laurie talked about many things during the two hours she spent with the teachers, entrancing them with her love of and enthusiasm for the program. However, she warned that it is not a template to follow; it is far more, and that is where so many teachers fall short. We all tend to be lazy and want to open the box of education, and poof, everything falls in place, and that is not how it works. Laurie used an example that has stuck with me. “In biology, when you dissect a frog and look at all the parts after you are done, all you have is a dead frog”.

As I thought, sadly, far too many dissect and then miss the whole point of a way of teaching or way of life. As Laurie spoke, she referenced the idea of an organism, a living organism, and my small bit of Greek language from my seminary experiences in a bygone era. I remembered the word “Koinonia,” which literally means community. Laurie suggested a classroom should be like an organism alive and growing, changing as it adapts. This is how she described her experiences in Foxfire.

Another student in the class during the following discussions pointed out how teacher personalities often create those great classrooms. However, the personalities of teachers cannot, or it isn’t easy to, be replicated. Ron Clark’s school came out in the discussions and his success. However, as I began to think, I started seeing parallels between various programs and approaches to teaching. Over the past few days, I have been exploring my own concept of pedagogy, examining how I perceive my teaching and instructional methods. I have borrowed extensively from Carl Rogers, Alfie Kohn, Robert Fried, Maxine Greene, Parker Palmer, Peter Drucker, Phillip Crosby, my father, Carl Jung, Ivan Illich, and numerous other authors, thinkers, teachers, and philosophers.

“Education is a social process. Education is growth. Education is not a preparation for life; education is life itself.” John Dewey

I have borrowed from Carl Rogers, William Ayers, Max Thompson, John Dewey, and, of course, the Foxfire Approach as I developed my own thinking. Many of these thinkers were controversial in their own time, considered too progressive, and their ideas are still considered perhaps utopian, to borrow a phrase from a friend. It is difficult to piece together, I have found, as many aspects of how I view teaching that are in and of themselves controversial. Much of our worldview is also reflected in our ideas, perceptions, and interactions each day and directly influences our pedagogical conceptualizations.

“As always, there is a high ground in the middle. On this knoll gather those teachers who are determined to preserve their spirit and their love for the field. Most of these individuals, like myself, have a credo that goes something like this: The profession of teaching is exactly that – a profession, not an avocation, a hobby, or a marriage of convenience. Because of its goals and potential, I selected it to achieve those goals. It did not come knocking on my door. I was searching for a way to be of real service, and I found and chose this field; I believed then, as I do now, that this is a profession of honor and true merit, and though I may not remain in it for all of my working days, it will continue to deserve and receive my best.” Elliot Wigginton, Sometimes a shining moment, 1986

For nearly thirteen years, every summer, I have returned to the mountains of North Georgia to revitalize my teaching heart and soul. Piedmont College, in conjunction with The Foxfire Fund, teaches a course on the Foxfire Approach to teaching. An approach to teaching based on the philosophies of John Dewey. Technically, it is simply a program of thought focused on six core practices. These were revamped, and a better word might be that they have evolved into six key concepts: choice, collaboration, connection, climate, critical reflection, and community.

I believe that attending this course in North Georgia has revitalized me in many ways, as I ponder scenarios and interactions with other teachers. As a course for credit, the students (mostly graduate course teachers or soon-to-be teachers) come from distinctly differing backgrounds and philosophical views on teaching. Almost immediately, you can pick the ones out who are along for the ride. They do what is necessary because they feel this will never impact their teaching. Then there are a few who see beyond the mandated state and federal standards, regulations, and testing parameters, and can see that there is a fire in the bathroom, borrowing from Kathleen Cushman’s book.

“Wanted: One teacher. Must be able to listen even when mad; Must have a sense of humor; must not make students feel bad about themselves; must be fair and not treat some students better than others; must know how to make schoolwork interesting; must keep some students from picking on others; must take a break sometimes; must not jump to conclusions; must let students know them; must get to know students; must encourage students when they have a hard time; must tell students if they do a good job or try real hard; must not scream; must not call home unless it is real important; must smile; must help students with their problems if they ask; must not talk about students to other people; if it’s a lady must be good looking.” Eighth and ninth grade students, from the introduction to Kathleen Cushman’s Fire in the Bathroom, by Lisa Delpit

On one of my ventures, as I walked into the main conference lodge and was introduced, I sat down and listened to an excellent group of teachers. The first one I heard, and I apologize for not hearing everyone’s presentation, as it was already underway.

The first presenter I heard raised questions about why the concept of Foxfire does not get off the ground. Why not have every teacher required to attend Foxfire courses? What happens when teachers leave Foxfire, and does it continue? Questions I have raised more than once, which often return to teacher personalities. Foxfire is not a template, as Laurie Alteri said several years ago. Foxfire embodies the essence of what good teachers do. I have the Ten Core Practices posted on my wall in my room, and I review them daily, asking myself, ‘Am I doing this or attempting that?’ I connected with this presenter’s questions. As I sat down and began to think, I realized in more detail how we are connected as teachers. I recalled a quote from a speech given by Chief Seattle in 1854.

“Man does not weave this web of life. He is merely a strand of it. Whatever he does to the web, he does to himself.” Chief Seattle, 1854

The next presenter raised more questions regarding her own teaching and the use of what she had experienced at the program. Laura handed out puzzle pieces to each member of the group and asked them to write about an experience they had this past week on the back of the puzzle piece. She had only been teaching for a year and was excited about Foxfire, and then she had the group put the puzzle together. She talked about John Dewey and embracing what we each bring in terms of experiences, and the pieces of my own web continued connecting. I shared my business card with her, which is covered in puzzle pieces. I have long held that education is about putting the puzzle of the child together.

“In what I have said, I have taken for granted the soundness of the principle that education, in order to accomplish its ends both for the individual learner and for society, must be based on experience.” John Dewey, Experience and Education, 1938

The next presenter continued to interact and connect with the group, and I thought it was directed at me. The presenter explained how she had been diagnosed with ADD and was put on medications, and as a teenager, she stopped and forced herself to cope so as not to be different from other kids. I thought back to my own high school experience and my own interactions with kids on medications as a special education teacher. I thought back to my Thursday conference, where an instructor presented ideas that many had never encountered before. She suggested the idea of a safe place for children. An idea I’ve had for many years is called a sanctuary. There needs to be a place where a child who may be struggling can sit down and talk with someone. I tend not to be a big fan of many guidance counselors who say Come back at 2:18, and we will change your schedule. She offered more questions and more interconnections. Teaching is about relationships, right up my alley.

“Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.” On Purpose Associates

A young lady came up to present and started crying. She shared her life experience of being in an interracial marriage and the impact that this had on her. As she talked, she said her life revolves around the love of her family. I knew immediately, even before sarcastically asking if she had been a cheerleader in high school, that she actually coached cheerleading now. She had everyone pick up a paint chip sample card and write four important words on the card. She was going to create a booklet and distribute it so that each member of the group could add their thoughts to the project. Relationships continued to be a building block in the day. A key thought is that people only ask once when questioning about her interracial marriage. I thought at first how difficult it is for all those once, and then it hit me: one time is still only one.

“The gap is so great that the required subject matter, the methods of learning and of behaving, are foreign to the existing capacities of the young.” John Dewey, Experience and Education, 1938

The young fellow who went next never thought he would be a teacher, but a series of coincidences led him into the MAT program at Piedmont and ultimately into teaching. A component of the Foxfire approach that held significance for him was freedom, the ability to do as one pleases. Granted, in education and in school, there are norms and rules within which that freedom is imposed; however, students still have input. Motivation arose, and a great illustration of a six-pack of air in a bottle. Even Foxfire air could not be sold for any amount of money. We tend to try to motivate kids in school using things that they do not want to do. My Thursday conference went into this same area of thought. It is difficult to motivate if there is no desire for the consequence. The words

“With respect to art and its meaning, I share Dewey’s view that art is a mode of human experience that in principle can be secured whenever an individual interacts with any aspect of the world.” Elliot Eisner, The Arts and the Creation of Mind

My Friday flowed from one presenter to the next, each adding to my own amazement with how we were so connected. One of the presenters placed tape on the floor and used a warm-up activity from The Freedom Writers. She emphasized that all kids are different and have to be met where they are. She was excited about her week at Foxfire and shared what she was taking home. We need to focus on kids. Many teachers forget that they are teaching for the sake of the kids, not simply to teach. She confessed it is not about what I want. I shared with her a Harry Chapin song “Flowers are red”. All teachers should listen to it.

“Many go fishing all their lives without knowing it’s not the fish they are after.” W. Whitman

The last presenter of the afternoon that I was able to stay for took the group outside and did a simple game. Several recyclable items were placed on a poster board, and each member of the group was to go towards and build a group around an item. What else could that item be used for? Everyone had a use for the many pieces of junk. After some discussion, she asked, How are you feeling and everyone wrote a word on the poster board.

“Man is never alone. Acknowledged or unacknowledged, that which dreams through him is always there to support him from within.” Laurence Van der Post

Laurence Van der Post lived, some might say, in another time. Growing up at the edge of the wilderness along the Kalahari Desert, he was raised by a Bushman nanny and later named as the first non-royal Godfather in history to Prince William of England. Von der Post often wrote about the bush and life among the Bushmen, as well as numerous articles and books detailing his travels around the world. While a very solitary and reclusive people, in part due to encroachment and government pressures, the Bushmen were still devoted to their land, tribe, and people. To them, community was life itself. I started thinking back to my paper I was writing yesterday, and the Foxfire Core Practices. Foxfire Core Practice eight: “The work of the classroom serves audiences beyond the teacher, thereby evoking the best efforts by the learners and providing feedback for improving subsequent performances.”

“Our schools have been scientifically designed to prevent over-education from happening…The average American should be content with their humble role in life, because they’re not tempted to think about any other role.” William Harris, U.S. Commissioner of Education, 1889

Over the years, my room at the high school was the destination for the school field trip for the Early Childhood classes, which included four-year-olds and their high school student teachers. My collection of various snakes, lizards, and turtles, not discounting spiders and hissing cockroaches, always amazes kids, and questions can be almost infinite if allowed. On one occasion, a four-year-old little fellow asked me how snakes go to the bathroom. Almost immediately, his student teacher said That’s a silly question, hush. I jumped in before another word was said, not embarrassing the high school student, but offering some advice that no question is silly, especially from a four-year-old. We proceeded to learn about the snake’s cloacae. So often, children are stifled by time and the constraints imposed by standards and a teacher’s understanding of what is to be accomplished within a given time.

“Only that day dawns to which we are awake,” Henry David Thoreau.

There were numerous events over the past few days, making it difficult to pinpoint a single one that stands out. There are people I have met and spoken with, and others with whom I barely exchanged a word. I was coming home after dropping off my mother’s dinner last night and stopped at a convenience store to get a drink. A young man approached me and asked about antifreeze. He was holding a jug of antifreeze and asked if it was the right kind for a 1993 Ford. On the label, it read 1989 and newer. It occurred to me that he couldn’t read. As all the events of the past few days made sense, the presentations, conferences, discussions, and conversations all came together. We are all connected. Please keep all those in harm’s way on your mind and in your heart. Namaste.

My family and friends, I do not say this lightly,
Mitakuye Oyasin
(We are all related)
bird