我的中学的理念

我的中学的理念

Our Mission(ˈmiSHən)

Carolina(ˌkarəˈlīnə) Friends School is a vibrant(ˈvībrənt) and inclusive(inˈklo͞osiv) learning community empowering(emˈpou(-ə)r) students to think critically(ˈkritikəl), creatively(krēˈātiv), and independently(ˌindəˈpendəntli). We foster(ˈfäs-,ˈfôstər) active exploration(ˌekspləˈrāSHən) and quiet(ˈkwīət) reflection(riˈflekSHən), individual(ˌindəˈvijəwəl) endeavor(enˈdevər) and collaborative(kəˈlabərətiv) engagement(enˈgājmənt). Inspired(inˈspīrd) by Quaker(ˈkwākər) values(ˈvalyo͞o) – pursuit(pərˈso͞ot) of truth, respect for all, peaceful(ˈpēsfəl) resolution(ˌrezəˈlo͞oSHən) of conflict, simplicity(simˈplisitē), the call to service(ˈsərvis) – we teach our children that it is possible(ˈpäsəbəl) to change the world.

Our Philosophy(fəˈläsəfē)

The philosophy of Carolina Friends School is reflected in the following(ˈfälō-iNG) beliefs(biˈlēf), which are rooted in the tenets(ˈtenit) of the Religious(riˈlijəs) Society(səˈsīətē) of Friends.

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BELIEF IN SEEKING PEACE(pēs) WITH ONESELF(wənˈself) AND OTHERS, which implies(imˈplī):

Commitment(kəˈmitmənt) to achieve(əˈCHēv) a level(ˈlevəl) of self-awareness(əˈwe(ə)rnis) necessary(ˈnesəˌserē) to interact genuinely(ˈjenyo͞oin) with others; effort(ˈefərt) to foster relationships(riˈlāSHənˌSHip) founded on trust(trəst); commitment to a life(līf) of nonviolence(nänˈvīələns); belief that peace is not the absence(ˈabsəns) of conflict but the peaceful resolution of conflict; accepting that the resolution of personal and interpersonal conflict is a lifelong task.

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BELIEF IN THE VALUE OF SIMPLICITY, which implies:

Resolution to speak plainly(ˈplānlē), clearly(ˈkli(ə)rlē), and honestly(ˈänistlē); reliance(riˈlīəns) on one’s own creative(krēˈātiv) resources(riˈsôrs,riˈzôrs,ˈrēˈzôrs,ˈrēˌsôrs) when possible; wariness(ˈwe(ə)rēnis) of the slick(slik) and shallow(ˈSHalō); awareness of the oftentimes fine line between the necessary and the frivolous(ˈfrivələs); acknowledgment that our capabilities(ˌkāpəˈbilitē) and possessions(pəˈzeSHən) are gifts to be shared with others; commitment to create a community/learning structure(ˈstrəkCHər) that is sensible(ˈsensəbəl) and devoid(diˈvoid) of structural(ˈstrəkCHərəl) trivia(ˈtrivēə), appreciation(əˌprēSHēˈāSHən) of the truth(tro͞oTH) that the simple is often very complex.

BELIEF IN THE POWER OF SILENCE(ˈsīləns), which implies:

Experiencing(ikˈspi(ə)rēəns) times of silence during the school day; developing(diˈveləp) awareness of the significance(sigˈnifikəns) of shared silence; practicing(ˈpraktəs) the discipline(ˈdisəplin) of centering as a means to deeper understanding; desiring(dəˈzī(ə)r) to foster deep and profound(prō-,prəˈfound) listening(ˈlisən); including Meeting for Worship(ˈwərSHəp) as a part of significant School events(iˈvent); incorporating silence as part of the decision-making process(prəˈses,ˈpräsəs,ˈpräˌses,ˈprō-); recognizing the distinction(disˈtiNGkSHən) between quiet and a deeper, settled silence.