James Moffett

(Jossey-Bass, 1994)

The Universal Schoolhouse is a remarkable, visionary work that applies holistic thinking and a deep understanding of human spiritual development to the problems of modern education and society. The late James Moffett, a leading figure in English education and curriculum reform for over thirty years (and an advanced student of meditation and spiritual traditions) opens broad new horizons with this gracefully written yet powerful reflection on the essential educational questions of our time. He asks us to consider human development and cultural life in the largest possible contexts — the spiritual and cosmic — rather than in the stunted view of economic growth and political expedience. In these larger contexts, the evolution of culture — and the growth of individual persons — toward freedom and wisdom would be the primary mission of education. Spiritual development, as Moffett carefully explains, does not bind education to religious dogmas or institutions, but does require us to go beyond the limitations of secular materialism.

Moffett’s “universal schoolhouse” is a society totally dedicated to humane, spiritual, and democratic learning; he challenges us to throw out the entire bureaucratic structure of graded classrooms, standardized curricula, reductionistic testing, and even mandatory attendance in isolated buildings called “schools.” He argues that a hierarchical, state-controlled institution is not an appropriate model for a democratic or spiritual education, and envisions networks of learning that bring together people of all ages to become involved in projects, activities, and explorations that grow out of their true vocations and avocations. Schools, in this system, would be richly stocked community resource centers. Moffett points to actual learning experiments — in schools and colleges, public and private, past and present — where some of the principles of the “universal schoolhouse” have been put into practice with great success.

Holistic education, as Moffett describes it here, involves an organic relationship among all disciplines, a completely individualized curriculum that allows each person to develop his or her unique calling, and a profound respect for the developmental stages people experience throughout their lifetimes (though particularly in childhood) — stages that Moffett says are more accurately portrayed in Rudolf Steiner’s and Maria Montessori’s spiritual models than in the materialistic paradigm of cognitive psychology. Reflecting on the vast problems of urban industrial society — from homelessness and violence to teen pregnancy — Moffett concludes that we must begin to move our culture away from its commercial, corporate, consumerist orientation toward a central goal of helping individuals attain spiritual maturity and fulfillment. Education, integrated with other social services, could be the key element of this massive cultural transformation.

The Foundation for Educational Renewal
Box 328, Brandon, VT 05733-0328
1-800-639-4122
http://www.great-ideas.org
info@great-ideas.org