Curriculum
There is really only one, and that he said, is human life - our humanity. So that it is important that "we get as close as possible to it" (Paul Goodman). The arts should always lead the way. In the amplitude that is a city: its museums, boulevards, restaurants, community centers, neighborhoods, parks, libraries, colleges, universities, bodegas, candy stores, historical societies, museums, gardens, theatres where the civic in civitas gets discovered and rediscovered; where learning is continuous.
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The city as school, like Commenius' notion of the world as encyclopedic, as a place seeped in history and the future; the traffic of culture makers and artifacts; the city as school, in the sense that Goodman suggested: of bringing the young and the old in contact with one another. Of archiving and documenting family histories, oral histories, stories. A pedagogy that ensures that kids are never again kept strangers to their cultures, or deprived of their history, as Tara claims, or "left as lost souls of the world", according to Chris.
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To see the question of learning comprehensively, relationally, and publicly (Cremin). Cities and schools as the Greeks understood and practiced in urban places: as sites of adventure and culture