Voyagers' High School
History of Progressive Education
Schools with a progressive education philosophy allow for social construction of ideas, and values the individual.
The establishment of schools steeped in this progressive education theory date back to the mid 1800’s when John Dewey, a professor of philosophy and the head of the Chicago University’s Teacher College, expressed his belief that children should be encouraged to develop “free personalities” and that they should be taught how to think and to make judgments rather than to simply have their heads filled with knowledge. He also believed that schools were places where children should learn to work cooperatively.
In today’s digitally infused society, most parents of high school aged students would agree that this generation faces increasingly complex challenges that can greatly impact their adulthood. Educators also face the increasingly difficult task of preparing students for jobs that likely do not exist as of today. With these thoughts in mind, how do parents find the “perfect fit” for the unique learning needs of their child?
Most high schools today operate from a long standing traditional format that was successful for students of years past. In these types of instructional settings, students are placed in overcrowded classrooms where they move through a rapidly paced curriculum and only experience surface level understanding of concepts. Teachers are forced to deliver subject matter that is based solely on content standards with little to no regard for students’ interests, motivations, academic abilities, or unique current day needs.
But in our high school we are constantly rethinking the educational process and have designed a program that is tailored to the 21st century needs of adolescents? We have created a learning environment that engages students in meaningful learning experiences where we ignite a spark for learning, foster individual creativity, and instill a deep, intrinsic desire to be change makers, innovators, and confident visionaries.
We answer the tough questions facing young adults and parents, as they look beyond high school.
Our Approach In High School
In our high school, we offer Socratic Seminar and experiential, project-driven learning and provide a solid intellectual foundation for adolescents. Our high school students are asked not only to consider what to do but moreover to think on their own and ask why.We are dedicated to the idea that young adults have to take an active role in their intellectual and social learning.
We believe, from day-to-day high schoolers should be given intellectual freedom, agency, and a say in their education. We are certain teenagers are capable and trustworthy.
We do teach traditional academics but in non-traditional ways. However, we rely on an interwoven approach to studying classic subjects including literature, history, science, math, world languages, an unusual variety of electives, guided independent studies and opportunities for student leadership. We promote personal initiative and adaptability, and engage all aspects of a student’s development, not just the academic part. We possess respect for the individual student and the rewards of participation in a learning community. This approach set the stage for collaboration, inspiration, and forward-thinking intelligence.
Throughout the high school years, we place greater demand on accountability and the expectation of a higher level of expertise across subjects. Working alongside and with fellow students on projects and in developing deeper understanding students gain a foundational sense of responsibility.
Voyagers' high school students are able to create the solutions that our constantly changing world so desperately needs!
Among Our High School Offerings
Challenging Students Creates Success
By creating opportunities for intellectual development, our high school enables students to become discerning. They learn to discover and examine an extensive body of information, evaluate evidence, consider all perspectives, and only then form their own conclusions. Higher-order thinking is crucial for college and life success, where knowledge, skills, and perspectives must continuously adapt to our rapidly changing world.
We teach that questions matter as much as answers and thinking, solving, and doing are pillars of a meaningful education.
Students come to realize that discovery and adventure, in the form of experimenting and creating in a STEM/STEAM Lab, Artist’s’ Studio, Writer’s Center, or Field Laboratory, complement robust academic and social pursuits. The caveat is proven success; our graduates go on to reputable colleges and universities, into 21st century professions like eGaming and social media marketing, and join traditional trades. More significantly, they lead lives with confidence, curiosity, and a sense of social justice and citizenship. These young adults possess worldly panache.