We stubbornly seek that what is learned in schools be no different from what we learn among family and friends, with interest, effort and manifest results; mostly with joy and satisfaction.
We specifically seek learning in dialogue because it incites the interest of the learner, her/his pace, culture, disposition and personal style is attended to, reaches fruition and what was learned can be shared by others. In such a way, the multiplicity of talents makes for communities in which all become teachers and learners.
The standard design of ordinary schools, however, tends to favor imposition of themes, rather than choice, homogeneous progression, and rigid schedules. No wonder we often have to row against the current, depending on the tolerance of administrators to the autonomous movement of teachers.
Even if the liberating work does not stop, it often experiences ebbs and flows. Right now the pandemic and associated factors is forcing an unexpected ebb. We believe it will be temporal, but in order to move forward we look for help from friends and those who rejoice on the stubbornness with which liberating learning is pursued in public schools.