Nurturing Initiative: A School Where Students Lead the Way

At 'Silsangsa Small School' in South Korea, a unique educational culture thrives, where students willingly engage in physically demanding activities like farming and long-distance walking. Unlike typical public schools where such tasks might be met with resistance or demands for external incentives like academic record entries, these students participate enthusiastically and voluntarily. This intrinsic motivation is a stark contrast to the common reliance on rewards to encourage participation in collective efforts.

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I am also most surprised and curious about this: the children do not shy away from difficult physical labor and mostly do it voluntarily.

The school cultivates this spirit through several key practices. A foundational element is the acceptance and respect for each student's individuality, ensuring no one feels lost in the collective. Daily 'circle time' discussions provide a safe space for open expression and debate, fostering comfort in communication and a sense of belonging. The school's small size and its integration with the Silsangsa temple community and the wider village create a tightly knit environment. This interconnectedness means students cannot easily hide behind anonymity or adopt a 'not my problem' attitude, as their actions are visible and have a direct impact on their immediate surroundings.

Perhaps the most significant factor is the absence of comparative academic assessments. While excellence in subjects like math or English is acknowledged, the school emphasizes diverse activities, including sports, farming, and experiential learning. There are no rankings of 'first' or 'last,' eliminating the competitive pressure for external validation. Recognition comes not from academic superiority but from actions like taking the lead in difficult tasks, organizing group activities, or showing care for others – qualities that earn genuine admiration rather than a formal evaluation.

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The most decisive reason is the absence of comparative academic evaluations.

This approach cultivates a sense of intrinsic motivation and shared responsibility. While challenges and conflicts naturally arise, and some students leave, the core philosophy remains focused on nurturing individuals who 'take the initiative.' As educational psychologist Alfie Kohn suggests, children learn to make good decisions by making decisions themselves. Creating an environment where students feel secure enough to make choices, free from the burden of constant comparison, is crucial for fostering this self-directed initiative and a genuine sense of community contribution.

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Children learn to make good decisions by making decisions themselves, not by following instructions.