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Rationale

Rationale

No one expects the classroom teacher/administrator to vault into the intensive school reform design that characterizes THINK Global School. Yet it is surprising how little teachers, administrators, and students know about the communities that surround the four walls of their school.

We know as educators and citizens that the problems facing our communities may be local in effect, but stem from global issues. It is imperative that the institution of education takes an active role in solving these problems through real-time application. Our neighborhoods, communities, states, and countries desperately need the creative energy of the young people entrusted to our care, yet we provide very little opportunity for our kids to take an active role in making change.


“Creative neighborhood leaders across the country have begun to recognize this hard truth, and have shifted their practices accordingly. They are discovering that wherever there are effective community development efforts, those efforts are based upon an understanding, or map, of the community's assets, capacities and abilities.” 

Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets," by John P. Kretzmann and John L. McKnight.