Virtual High a synergistic learning community - Vancouver 1993-97 the community of learners and mentors Virtual High Learning Centre - a rented house in the Shaughnessy district of Vancouver   Virtual High Learning Community ran from September 1993 to June 1997 and was one of the most unique learning projects in Canada and North America - if not the world. Our learning centre was a remarkable hub for a group of teens, educators, parents and mentors who often stayed morning through night. Its main ingredients were passion, love, and openness to learn about the world and from each other. The model remains applicable and transferable to any community worldwide where there is the will and interest in supporting it.   Comments about the Virtual High program ... 1993-97 (for youth ages 13 to 18): "I believe your ideas and those of the students for learning is one of the most important designs. You have created a learning community that honors the knowledge of the learner and the educators." - Alan November acclaimed educator and speaker, Illinois, USA "Virtual High (is) a revelation. To see students who have learned how to learn, so committed to their learning was impressive. .... Perhaps most exciting of all was the quality of work some students were producing. ... My congratulations on what your students are achieving." - Lockwood Smith Ph.D. - Minister of Education, New Zealand "Virtual High Learning Community is the model for education in the 21st century. VH has made the paradigm shift that Joel Barker has stated is long overdue in education. VH prepares students to be responsible problem solvers in an increasingly complex world... by letting students live, work, and play in the world as a natural part of their learning. ... VH truly empowers students to direct their learning. These students will go on to being citizens who make a real difference in their communities and the world." - David Hazen - Education Specialist, National Civilian Community Corps, Denver, USA The following stories are told by graduates of Virtual High several years after they took their new insights out into the world and .... Jeff's Comments on Virtual High - after independently completing his Grade 12 with straight A's "It's true enough that freedom requires responsibility, and this was one of the primary lessons that many of us learned during our time at Virtual High. We weren't required to go to classes, told what to study and what to think. We were free to make (or break) our education in any way we wanted. The self-directed nature of Virtual High was such that a student's only obligations were those that he chose. Many would (and did) say we would waste our time, never getting much accomplished and would fall behind our contemporaries in high school, and I'd agree with them until they neglect to look beyond. A lot of the kids coming out of public school (including myself) 'wasted' a lot of time. There were also many students who took the opportunity we had at VH by the horns and created something exciting. During my early days at VH I remember watching people who were intelligent and perceptive, had admirable music or computer skills, were kind and patient, and always invited me to join in the fun of living a meaningful life. Meanwhile I watched. This 'cooling off' (from authoritarian high school) period was necessary before I decided for myself to try something new. Another student and friend at VH had set a particular example that interested me a lot. A source of my low self-esteem was that I was overweight and I saw my friend easily overcoming this mutual affliction. With surprising ease I traded my teenage diet of slurpees, kraft and instant noodles for one of practically nothing but rice and vegetables. Getting rid of stored toxins in my body, I effortlessly lost more than thirty pounds in about three months. This was the catalyst that got me to make the effort to squeeze more value out of Virtual High. I committed to doing terrifying things, getting the courage I needed when I was in the middle of them. I had no idea what I was getting into when I took a ten day vow of silence and mediated 10 hours a day at a Buddhist retreat. Another time I remember being so nervous that I was watching myself in the third person while giving my first presentation before a hundred people at a conference on education at UBC (they later told me I did well but I don't remember well enough to believe them). During those times it was hard for me to always follow through on what I said I would do, but I had learned first-hand that the rewards for those who persevere far outweigh the pain it takes to get there. Along the way I (and my fellows) did a lot of growing up and internalized many values that define who I am: be kind and listen to others, pause before reacting and reflect, try new things and keep an open mind, set goals and see them through. The things that made Virtual High so wonderful, and make me very grateful that I had the good fortune to be a part of it, are not easily quantifiable in the terms that most people are used to. I didn't get grades or a diploma to file in a drawer or put on my resume, but I got something else that most people can see by just meeting me: a certain 'joie de vivre' visible in most unschooled young people; a foot on the path that is lifelong learning." Stephen's Comments on Schooling and Virtual High Learning Experiences "I had nine years of excellent public education. I learned everything I needed for an unsatisfying, unproductive life: bad posture, destructive social tendencies, blind acceptance of authority, self-hatred, irresponsibility, and apathy. I was obese, subject to the occasional beating by a classmate, prone to apparently random fits of deep depression and uncontrollable anger. On a good week I would only suffer one crippling migraine attack. By Grade 9 I had marks ranging from 1 to 45 percent in all my classes. But I loved learning. By the age of eight I was reading at the Grade 12 level. I in Grade 4 I was writing essays for myself and my family on nuclear physics, astronomy, and marine biology. In Grade 7 I was studying classical mythology and learning the rudiments of logic from my older brother, a student of philosophy. My parents provided me with an informal education in theology and politics. I enjoyed these learning experiences, but they lacked an important social component. Working by myself, my resources were limited. I didn't know anyone my own age who I could work or share ideas with. And my social development was significantly retarded by the lack of friendship in my life. Five years before I entered Virtual High, I had recognized that an education worth having is self-motivated and self-directed, but also requires some kind of outside support. In other words, freedom is a social condition, not just an individual one. In Grade 4, I succeeded in organizing a study group of six people. Although the group quickly fell apart, the experience stayed with me. When I was fourteen, I left the public system on the advice of a school board representative and joined up with VH two weeks later. Noam Chomsky said that "a fundamental element of human nature is the need for . . . creative inquiry, for free creation without the arbitrary limiting effects of coercive institutions. Virtual High was my first experience of an educational model that actively acknowledged this truth. In other words, it was my first experience of social freedom. The most important things I gained at Virtual High seem basic and central to a fulfilling existence and yet so neglected in the public education system. I created many important relationships that have helped guide and support me through my continuing learning experiences. I learned about consensus, communication and cooperation and, by extension, respect, leading me to the study of political theory. I gained the courage to deliver a speech in front of hundreds of people; to put an aeroplane into a spiral dive; to eat a piece of broccoli; to tell someone that I love them. And do it with a smile. Finally, Virtual High opened my mind and showed me that we all have the capacity to create our present and our future. Although the program shut down years ago, I still feel like I'm part of something larger than myself; a sort of meta-community of all natural learners, self-described or not, connected through the common experience of free creation and free inquiry." A Short Essay on Living by Devon Girard - Graduate of Wondertree and Virtual High Tools for living -- a course of self discovery -- some ideas for extending what Virtual High created My desire is to create a vessel for awakening the hearts of young people. For us all, really. I feel that the community created as a direct result of these courses will end up being the single most powerful tool we offer -- and benefit from ourselves. Living within our fear based society has a profound everyday effect. It is difficult to trust in our personal power -- and pursue our dreams -- when constantly being reminded of the eminent doom which awaits us if we don't hurry up and make a living. Something tangible. Something material. Something that adds up on a spreadsheet. The pressure! Connecting with people who encourage our efforts, and are following their own heart's desire, is inspiring! It keeps us on track. Keeps our energy flowing. This is so valuable. I want to co-create a course that helps people -- youth to start with, I think -- to find the courage to "become the change they seek in the world." Everyone has a different level of awareness of themselves, and we will have to do some work individually. Somebody who is in touch with their passion, and wants support to manifest it, will be prepared to "receive" different elements of our material than a person who really has no idea what they want. I imagine that everyone who comes will at least have the desire to look within, simply because they showed up. I can imagine four basic components: 1 -- the intensive. Friday evening to Sunday night, all day group workshops. We are planting the seed of change. 2 -- the passion plan. Within the week following the intensive each participant will outline their goals/desires/projects, and practices/commitments (daily, weekly, monthly). This document will evolve, with the person. The vision is clarified continually. These things can take time. Passions can be buried deeply -- yet once found, and nourished, they will grow. 3 -- mentor support. Periodic meetings with one of the course facilitators. Are you doing what you want? How can we figure out what that is? Once disrupted, our minds old habits patterns struggle to preserve themselves. They can provide convincing arguments as to why we should not change -- not evolve. Continued support is invaluable. Without water, the sprout will die. 4 -- group support. An intensive sharing/learning like this creates strong connections and serves to generate mutual support in guiding people through a shift -- no, an evolution -- of consciousness. We are asking them to change the way they live their lives. There are so many difficult questions, and from my own experience, they can only be answered by direct experience. We can "make a living" by following our hearts. It will only become easier with practice! Our passion has an intoxicating effect on all that receive it. We will influence people with our enthusiasm, and support will return to us in ways we can hardly imagine. If each of us did only what we truly felt was worthwhile, the universe would be a friendly place indeed!and a nice piece that is just great in itself." Virtual High program founders Brent Cameron and Michael Maser One of the most significant projects that grew out of the Virtual High Program was the VillageQuest project. To learn more about what happened and what we created go to the Synergistic Community section of the website.