Detailed Curriculum

Schedule Concept

Each day of the first week, we expose students to a new problem that is likely to be encountered in the developing world. These problems are intended to test the students problem solving skills and ability to think in a reflective and critical way when under pressure. From figuring out the logistics of reaching a field site to dealing with headaches of permitting and bureaucracy to dealing with the pragmatics of putting a plan into action, the first week of the field schools is about "breaking down" students to help re-enforce the lesson that life is filled with unexpected challenges.

The second week of the field school introduced students to a wide variety of practical issues for communities in the developing world: how to access water; how to access and produce electricity in meaningful and sustainable ways, where to put garbage, how to reduce the possible breeding grounds for insects and other vectors of disease, etc.

Daily Scheduled Curriculum

Day 1: Arrival

Immediately upon arrival, we introduce students to the 'real life' challenge that they may experience in any developing country: the challenge of not being met by their designated counterparts and having only limited means for getting to the field site.

NOTE: We actually do meet our students. For this challenge, however, we provide students with only very limited instructions and a theoretical budget, and ask each of them to figure out how they would get to a place to which they have never been before. We send out the students for a mini training, and re-convene and a designated time and rendezvous point and ask each of them how they would have solved the problem (and how they used their time).

Day 2: Language Crash Course

The second day of the bootcamp begins student's immersion in a foreign-language environment. Students are given a 'rude awakening' on this day as facilitator arrive pre-dawn, barking instructions at the students in a language with which they are totally familiar. Students are then guided by the instructors through a series of daily farm chores: feeding the animals, collecting chicken eggs, milking goats, dealing with compost, etc. Just as the physical chores help to strengthen the students bodies (and their appreciation for the physicality of work in agrarian communities), the immersion environment helps to strengthen their mind.

At the end of the day, students are de-briefed about how they felt in during the challenging work environment.

Day 3: Where's "Waldo": An Intro to Permitting

On the third day, students are informed (in a foreign language) that they cannot continue to work and learn at the bootcamp until they obtain an "activities permit". The permit can only be obtained from a person named "Waldo". Students are instructed to ask around the farm and the community about how they find "Waldo" and what the procedures are for building raised-bed garden.

Here's the first hint: there is no Waldo.

Day 4: Capitalizing on Time and Resources

On the fourth day, students are assigned a physically-demanding chore and told to "get it done" with only a day's labour. Chores may range from splitting firewood to building an irrigation system. The 'trick' will be that students are given the tools necessary for doing things "the hard way", but near to them (in plain sight) will be tools that can help to finish the task "the easy way"—should the students think to ask.

E.g. "dig a ditch" (hint: there's a backhoe sitting next to you).

Day 5: Time to Eat!

The fifth day will in some ways be the most challenging for students. It is on the fifth day that students will be responsible for bringing food to the table. This means catching and killing a chicken.

Day 6 - Decompression

After an intensive week of experiential problem solving, students are rewarded with a day of "decompression". This is a day that the student can spend however they prefer. Options in the immediate surroundings include hiking, rock climbing and canoeing. Short excursions can be organized to Great Barrington, Sheffield, Lee, and Housatonic [I just made up these examples. I note that Lee has a shopping complex.] Tours of local farms also available.

Day 7 - Self-Reflection and Mediation

Day seven is committed to self-reflection, meditation, and healing. Students are asked to observe a day of silent reflection about their personal lives and career choices.

Students will camp this night in the woods (rain or shine).

Day 8 - Module # 1 - Water systems

Day eight is dedicated to providing a holistic yet detail-rich discussion of water system

Basic health and safety precautions for ensuring sanitary water.

Principles of sustainable habitation near to water sources.

E.g. - Maintain distance from the water source. - Distribute over land liquid excrements in areas away from water sources. - Localize / congregate / isolate potentially-harmful materials in areas away from water sources.

Options for water treatment in the field. Problems of exposure to bad water. Stories.

Day 9 - Module # 2 - Agricultural Practices Globally

Visit farms where chicken are being kept for small-scale production.
Visit small-scale dairies.
Principles of animal slaughter (team discussion).
Discuss the differences in large-scale vs. small-scale production.
Discuss problems of agricultral subsidies.
Export economies and market distortions (in the name of free market).

monocropping versus permaculture.

Day 10 - Module # 3 - Principles of Basic Sanitary Systems

Composting Toilets
Running Water and Flushing Toilets
Separation of wash & rinse.

Day 11 - Module # 4 - Principles of Basic Shelters

how to build a survival shelter in the woods.
how to lash together a more robust shelter
how to weave bamboo other materials for building a shelter

principles of shelter design: heat management and ventilation, cooking, plumbing.

Day 12 - Module 5 - Principles of Food Conservation

root gardens and wintering canning means of reducing waste self sustaining cultivation gardens

Day 13: Final Challenge Definition

Students come up with their own ideas for a local development project. it should build on one of the lessons learned during the week, and capable of being implemented in one day.

we supply a range of help requests from local businesses as a source of inspiration for the student

Day 14: Final Challenge Execution

Day 15: Group De-briefing and Farewells

Supporting materials:

each day give the students (at the end of the day) a concept and de-briefing paper.

at the end of the day, provide a book .... IDEA: have the books set up so that we can enter in photos and quotes from each student so that every book is personalized (and hence less likely to be plagiarized).