Education has always been important to me; while I was at DLNR, environmental
education was a focus.
Ultimately, the goal was about making sure young people understand the
interrelationship of the things around us and the responsibility we share on
making sure we do the right thing.
Ultimately, it’s about the future, not what’s in it for any of us, now.
We started meetings with the DOE and looking at opportunities and
programs to consider around the state; Aka‘ula School on Moloka‘i kept coming
up in peoples’ conversations.
Something good was obviously happening there and we needed to
understand what it was and include them in the process.
I called the principal and asked if I could visit the school; I spent
the day watching what they were doing and interacting with the kids.
On that visit I was inundated with pointed questions from the student
body about invasive plants and animals, endangered species, ballast water, etc.
The students demonstrated a surprising awareness of their surroundings
and factors that may impact the quality of life for them, their family and
future generations.
It was immediately evident that these students were engaged by the
curriculum developed at Aka‘ula and by fields of study in which their
"laboratory" was in their back yards and neighborhoods.
The lessons they learned about our fragile and precious resources were
obviously strong, clear and lasting.
Aka‘ula School is a private middle school in Kaunakakai Moloka‘i. Their school motto is “Learning and Leading
Together.”
The school incorporates the concept of PRISM (Providing Resolutions
with Integrity for a Sustainable Molokai) it its curriculum.
The PRISM program has a long history on Molokaʻi and has received
recognition and awards at local, state, national and international levels as an
exemplary environmental education program.
PRISM was started to engage students in learning skills to become
effective participants in their community.
To do this, teachers bring students, community resource managers and
other leaders together on issues such as solid waste, land use, energy,
ecotourism and biodiversity.
Developing these connections and networking with the community has led
to increased interest in school by students, parents and community
members.
The ultimate intention of PRISM is to prepare environmentally literate
citizens who are willing and able to make informed decisions which promote both
the quality of human life and the quality of the environment.
In 2003, National and Molokai-specific research showed that PRISM
students improved their critical thinking and problem solving skills and
demonstrated the ability to be contributing community members.
Students participating in the program were reported to be more mature,
have more poise, self-esteem and leadership ability, and were more autonomous
than their peers.
Based on this commitment to education and recognizing there were good
models to follow, at DLNR we initiated a legislative bill to expand the number
of Charter Schools in the State through the establishment of new environmental
education-focused charter schools (at least one per island.)
We suggested the Aka‘ula School was a perfect model for schools with a
curriculum based on environmental issues.
Unfortunately, the legislature did not pass the bill. Hmmm.
Too often, neighbor island initiatives are overlooked and must yield to
Honolulu-centric thinking. It’s too bad,
Moloka‘i and Aka‘ula School have a lot to teach the rest of us.
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