Education

Origins of Humanistic Education

Humanism was the major intellectual movement of the Renaissance. In the opinion of the majority of scholars, it began in late-14th-century Italy, came to maturity in the 15th century, and spread to the rest of Europe after the middle of that century. It emphasized human potential to attain excellence. It is often seen today as the goal of producing fully-rounded individuals accomplished in all the basic tenets of civilization, this was seen as the ideal model to emulate especially with regards to princes: the young prince Henry (later King Henry VIII) was regarded as an example of this.

This is a little different from its application and development in education, however.  In terms of educational theory and practice, humanism was developed as an educational philosophy by Rousseau (1712-1778) and Pestalozzi (1746-1827), who emphasized nature and the basic goodness of humans, understanding through the senses, and education as a gradual and unhurried process in which the development of human character follows the unfolding of Nature.  Rousseau was the first philosopher to give childhood a specific place in society and of the importance of education according to the needs of the child to explore and fulfill potential without. He also developed the concept of a social contract between the individual and society.  Pestalozzi emphasized that every aspect of the child's life contributed to the formation of their personality, character, and capacity to reason. His educational methods were child-centered and based on individual differences, sense perception, and the student's self-activity.

Modern humanistic education has become more specific in the last 120 years or so. It is largely an approach to education based on the work of humanistic psychologists, most notably Abraham Maslow and Carl Rogers. In a more general sense the term includes the work of other humanistic pedagogues, such as Rudolf Steiner (1861 - 1925-  who inspired the development of the Waldorf Schools education system), and Maria Montessori (1870 - 1952), and Phyllis Wallbank (b.1918)

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My Educational Ethos

The essence of the pedagogy of my Trust might be termed a form of humanistic education. This means that the education is based on the student to enable the fullest development, (rather than the imposition of a body of knowledge with no consideration as to the aptitudes or needs or state of being of the student). And whilst the teacher and the Trust has a certain ethos, precepts, outlook, values, and philosophy, the student is not expected to blindly follow these- but is encouraged to understand, appreciate and absorb them in order to enhance their own skills for life and stake in society.

Humanist education in the context of which I write and teach should not be confused or linked with any other organisations,  movements or philosophy which seek  (for example) to promote atheism, or non-secular philosophy, or political reform or change of society. Humanistic education for me is simply a pedagogic approach to understanding how best the individual human can grow and flourish via education to better enrich the individual and society. 

At its core humanistic education is a humane approach to education that helps students believe in themselves and their potential, encouraging compassion and understanding, and fostering self-respect and respect for others. It is thus an ethical approach to enable the individual to contribute to society, unleash their full potential and enrich both themselves and their community. As I have often said: with rights go responsibilities and thus empowering the student to believe in their duty to society and the planet and in their own self worth and role is essential.

This being said a goal of the Trust is also to impart both knowledge and skills, as well as ethics and morality.  My approach is not to totally disregard aspects of attaining standards, or grades or some element of testing for if undertaken in the context of humanism these too can aid the self-confidence of the student.

Overall then, the goal of my educational ethos might be said to strive to enrich the individual by (i), strengthening their individual potential, (ii) bringing forth aptitudes; (iii) enhance social, communication, leadership and teamanship skills, (iv) improve career prospects, (v) strengthen their stake in society and (vi) empower them with citizenship values and pride.

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Context and Environment

Of course, it must be borne in mind that this form and philosophy of education has been designed with specific regards to the Trust and how it operates: that is one-to-one or small groups and may not be suitable for larger institutions or bigger groups. In the context of the Trust, the corpus of knowledge and skills can be imparted as stated above via the humanistic approach embracing the individual condition and aptitudes (or latent aptitudes).

In this manner, the relationship between teacher and student may be likened to one of partnership and exchange and joint discovery. Rather as in past ages, a master might have an assistant or protege. This does not mean there is an absence of discipline or of protocols. The Trust has strict guidelines as to the conduct and structure of how teaching takes place and what both the teacher and the student can expect from each other.

For example, the ethos of my Trust pedagogy requires that the context and environment should attain the following as part of its overall procedure and structure:                                   (i) enabling the student to feel comfortable with how teaching or instruction is undertaken.     (ii) enabling the student to feel relaxed to ask questions and to have instruction/guidance repeated if necessary.      (iii) to enable the student to feel that the teacher is attentive to understanding the condition of his learning, the speed of his ability to learn.    (iv) to provide a safe and positive environment and to feel that there is support.  (v) to provide an environment where the student is not overwhelmed by yet is given challenge and encouraged to exert and extend himself.      (vi) to ensure the student is able to perceive his own progress and attainment.   (vii) setting clear guidelines and parameters with regards to the ethical, social, moral goals and behaviour that is required.

The teacher must have in mind that he has a corpus of knowledge or experience even perhaps of wisdom and the job of the teacher is to share this to enable the student to have what the teacher has. It is his job to enable the student to grow so that one day the student may surpass the teacher perhaps.

But even on the most modest level at the end of their association, the teacher should feel that he has benefitted the student and enabled growth to take place and the student should feel that he is more accomplished, confident, and enriched and better equipped for his journey through life.

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Goals and Methodology

The experience of the joy of learning and discovery which I developed as a child and which was engendered in me triggered my belief in the value and the process of education. Gradually emerged and was refined what is now the core of the teaching values and ethos which now guide the educational aspect of the Trust.

Leading on from the above Ethos, Context and Environment this takes practical forms of guidance and relationship before we approach the imparting of knowledge or skills. Some of the keys to this are partnership, fulfillment and self-belief, respect and duty.

The environment in which the teaching takes place is paramount. That is not the physical situation although (being created as a place of joy, harmony) it has its place. Some of the guiding principles in the teaching method are as follows:

1. Respect for the student (and respect for the teacher) and for others in general.

2. Humour (a sense of fun and pleasure in what is being done and studied.).

3. Practice: the importance of the teacher to physically demonstrate to the student and help him master what needs to be done.

4. Trust and self-reliance: giving the student tasks to do without interference having explained the task, the standard, the goal, and the method. 

5. Generating a sense of pride and involvement in what is being done and a sense of satisfaction of achieving and doing something.

6. Generating in the students a form of self-belief: not overweening pride and ego but a celebratory form of accomplishment.

7. Engendering an understanding of partnership, interdependence, and teamwork Thus also of leadership, honesty, tolerance, and reciprocity.

8. Self-belief in one's value and of the importance of one's contribution to society and believing that one has a stake in society.

9. The appreciation of a social contract between the individual and society. The practice of the concept that with rights go responsibilities.

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I) Foreign Students Study Holiday

(Free) This provides a unique opportunity for foreign students age 18-27 to visit England for a short time. Here they can learn a range of skills in horticulture, conservation, art & design, and other subjects, immerse themselves in and learn about British culture and society. And take part in local community activities. The usual period of stay is between and 2 and 8 weeks.

It also provides an opportunity for local people to meet students from different cultures and backgrounds and increase their understanding of the world, and form friendships.

The foreign student can improve their English language, visit places of historical & cultural interest; familiarise themselves with Britsh society & customs and make new friends.

Subjects & Activities

1. Horticulture, arboriculture, landscape design, wildlife habitats.

2. Local conservation & wildlife.

3. Local landscape & geography & their historic parameters.

4. English language improvement.

5. British history, heritage and traditions.

6. Access to the extensive Library of the Trust.

7. Visits/studies of local architecture & venues/places of cultural & historic interest.

Ethos

• To improve international friendship and break down barriers.

• To promote cultural understanding between different peoples and lands throughout the world.

• To enable people travelling on a limited budget to fully appreciate living and studying in a foreign environment.

• To enrich our local UK community by contact and with foreign students.

• To promote exchange and communication between people from different nationalities.

• To enable language learners to immerse themselves in their target language whilst living abroad.

So far our many visitors have come from: Switzerland, U.S.A., France, Germany, South Korea, Italy, Hungary.

Induction/Preparation

Student welfare is one of our priorities, so before making a final decision each student engages in an induction process and conversations by email and WhatsApp. This provides an opportunity for questions, seek guidance and generally better find out if this placement is suitable for them. This is especially important for those students who have not been away from home before.

14 documents are sent to the prospective residential students covering all aspects of their stay here. Students are expected to regularly stay in touch with their family. 

How To Apply

Placements usually last for 4 weeks but can be longer.   Age group: 18-26 (16 to 18 by permission of parents & school).  Accommodation in a small single private room. Three meals a day. No previous experience of gardening etc is required. You help out 4 to 5 hours a day Monday to Friday and all other time is your own. Initially send an email introducing yourself and a photograph.

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(II) U.K. Universities Volunteering

(Free) The Trust is now also linked/registered with the following universities for their student volunteering opportunities:    1. Bath Spa University,       2. Bristol University,    3. The University of Bath, and 4. The University of the West of England.

This provides them with additional skills and also enriches their c.v. for future career prospects.

They can also meet our European student visitors.

Students come for as often or as little as they wish: maybe half-day a week, or weekends, or during the vacations. It is up to them. There is free on-site parking. From Chippenham railway station the 55 bus comes directly to the site.

Some students do this as an actual part of their university course: undertaking a project for example.

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(III) Special Education Support

(Free) 1 In association with Wiltshire County Council, The Trust offers placements for individuals with learning difficulties to gain skills and build their confidence, coming for half a day a week with their supervisor. This then continues until the individual feels ready to start a job or go to college. Tuition is provided.

2 The garden is a calm, unstressed environment ideally suited to those who may not feel ready for college or work or group situations. Here they can get skills, study, gain confidence. Individuals can apply with the support of their parents or college to make themselves ready for moving on.

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(IV) Unemployed Opportunities

(Free)We can sometimes take a wrong direction in life, or just can't seem to get on, or make the most of our chances.

I came from humble origins but was lucky to have a couple of role models/mentors who noticed sparks of aptitudes and nurtured my enthusiasm.

So I have created special programmes for unemployed people age 18-25 (and by arrangement age 16-18).

This provides: learning various skills; cv improving; confidence building; communication, work ethic, initiative and responsibility, citizen ethos.

The atmosphere in non-formal and supportive.

To apply for this opportunity simply send brief details of yourself to:

stephencox.gardentrust@gmail.com

(NB: Only enquiries directly about the work of the Trust are accepted)

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(V): Education Guidelines

Registered Charity Objects

The Trust is a registered charity (#1174239). The stated Objects under the terms of its governing document, as approved by the Charity Commission, being:

1. To advance education in the subjects of horticulture and conservation in particular but not exclusively by providing study courses, training placements and workshops.

2. Such charitable purposes for the public benefit as are charitable according to the laws of England and Wales as the trustees may from time to time determine.

Procedural Notes

(i) All programmes take place at different times/days. Thus students from different agencies do not overlap.

(ii) Placements for those aged 16-18 is by special arrangement.

(iii) All programmes take place under our strict guidelines regarding such as:     Risk Assessments;   Code of Conduct;    Health & Safety;    Student Welfare;    Accidents, and other safeguarding/ care procedures. 

(iv) All students are given a full induction covering: risks, health & safety, protective items, best practice, etc.

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(VI): Protocols 

The Trust has very strict guidelines, requirements and protocols as to how its teaching and training are enacted, standards of students and teacher, and welfare and procedures. These are explicitly laid out in a series of documents that the student is offered as well as any educational agencies with which the Trust associates and works. These includes:

1. Code of Conduct.        2. Risk Assessment.        3. Health & Safety.        4. Student Welfare.  5. Safeguarding.      6. Student & Teacher Rights & Responsibilities.      7. Education Schema.  8. Accidents Procedure.   9. What Is & Is Not Provided.    10. Pedagogy

These protocols are available to the student and to educational agencies with which the Trust is associated.

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STEPHEN COX GARDEN TRUST

is a Registered Charity (number: 1174239) in England & Wales

PURPOSE: To advance education in horticulture, conservation, wildlife, and heritage by providing study courses, training placements, talks, and workshops and other means for the enrichment of society and improvement of human well being in general based upon the Founder's garden, library, writings, teaching, and philosophy. Including skill enhancement for the young unemployed or those facing learning difficulties or other barriers to employment or self-advancement.

stephencox.gardentrust@gmail.com 

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