Students who follow a project-based or a portfolio curriculum approach are typically encouraged to “learn from life.” These approaches afford students a greater latitude to explore personal experiences and beliefs in relation to what they learn at school. For many students whose lives have been upended by the pandemic and the social and racial divide roiling the nation, that charge has taken on new significance—school has become a place for processing these changes.
But how does that actually look? Recently, I spoke with three such students, who say that the scientific temperament developed in their schools helped them analyze challenging personal experiences and derive real, meaningful learning.
Escaping the Information Bubble
Two years ago, Thomas (a pseudonym) got caught up in the alt-right movement, a set of far right ideologies popularized by social media. He tells me about his journey into the movement, how he drew himself out and how