FROM AN I MODEL TOWARDS T AND π MODELS:
One of the important values underlying the Budding domain is embodied in the transition that has taken place in recent decades between an approach that promotes disciplinary depth expertise embodied in the English letter I as a metaphor, and an approach that promotes horizon width – the top line balanced by the letter T; Alongside the critique of the traditional “I” approach, which in the eyes of critics nurtures a narrow Specialist disciplinary view, the approach that sanctifies the breadth of horizons is also criticized for creating a situation where one knows “little about many things”, instead of knowing much about one thing in the disciplinary “I” approach. In this view – the breadth of horizons (which is absent from the domain deepening) may lead the person to superficiality – Generalist.
WHAT IS THE BUDDING DOMAIN DESIGNED TO BUD IN ITS GRADUATES?
Following are some of its main goals, which also act as its success indicators:
Learning alone and in a group from internal motivation: As part of the basic components necessary for developing Lifelong learners, the Budding domain promotes students’ self-motivation for learning based on broad consciousness of themselves and their surroundings.
HOW IS IT CONDUCTED IN PRACTICE?
Following are some pedagogical instruments that characterize the Budding domain:
The safe home for the dedicated classrooms: Students who start their first year at the Budding domain are granted several dimensions of “safe havens”:
- They become part of a “mother classroom” which will remain their fundamental social group for the full duration of the 4 years of high school.
- They are placed in physical classrooms which are their safe physical harbor for the first Highschool year on the Campus.
- A dedicated tutor will accompany their class at least for the first two years.
This scenario will assist ninth-grade students in the transition and smooth absorption into the open campus of Beit Biram.