Philosophical+Underpinnings

As we develop an approach to discipline for Crefeld, we must start by exploring our beliefs about human nature. Are children, as Thomas Hobbes believed, "nasty, brutish, and short?" In traditional schooling, the view of human nature is a dim one. Students need to be controlled because if you don't control them then they will, in turn, create chaos. The philosophy leans more toward trying to manipulate students to do what the adults want them to do. The overarching belief is that students, and by extension humans, are naturally inclined to do things, good or bad, because they are self-serving and driven primarily by the rewards and punishments imposed on them.

At Crefeld, we side with a more optimistic view of human nature. We ask ourselves the question, on a regular basis and with every student in the school, what can we do to help this student thrive? What are their needs and how can we support them in accessing them? We attempt to promote three primary characteristics in our student body, Self Advocacy, Community, and Competence. These three qualities, which are not unique to Crefeld (Ryan 1990) [** from Beyond Discipline, pg. 9], form a foundation for the design of the community. Self Advocacy refers to the goal of building individuals into self sufficient and competent adults who know their own strengths and weaknesses. They will know how to support their areas of challenge and make use of their strengths to promote blah blah blah

The very word "discipline" seems flawed. //Discipline// conjures up a either a feeling of control, like in military service, or a harsh response, as when people are flogged for bad behavior.