Our Philosophy

This draft document was developed by Dr Stefania Giamminuti (Curtin University, Western Australia), and is based on an interview recorded in Rote Island (Indonesia) on 19 June 2019. This document emerges out of the individual words, shared vision and shared hopes of the founding committee. This is intended to be a flexible document that will inform pedagogical, social, and organisational choices for the centre, as well as its design and construction. It is a declaration of values and intents on the part of the founding committee.

IDENTITY AND AIMS

1.    Imagine learning centre as a place of welcome and exchange

We envisage a community learning centre as a place where adults and children feel welcome to exchange knowledge and expertise, with the aim of developing a shared stewardship for land, traditions, and values. Exchange is conceived as a process of caring for people and environment, in an effort to preserve and transform relationships with place and with each other. 

We recognise children as fundamentally strong, social, and rich with potential. Curious about their world and possessing a desire to explore and discover it. Therefore, we seek to provide a rich and stimulating environment for children from diverse backgrounds and beliefs to come together to exchange knowledge in playful learning encounters. We see a place where children can discover their gifts and find how to use them to make a difference in their local community and in the broader world.

We value the Centre as a place of research, where children and adults of all cultures together engage in shared research projects which are born from curiosity and connection to place and to each other. A place where environmental and community projects are birthed through the sharing and exchange of knowledge and a place where these projects can flourish.

We recognise the learning centre as a transformative centre for knowledge in the local context. A place of collaboration and learning together with a common goal of seeing responsible and sustainable development in the context of the growing tourism industry here in Rote and as a centre for innovation in education and exchange of ideas. 

We wish for the local community to feel welcome in the learning centre. For it to be a hospitable place for local and expat children alike. Together, we are stewards of people and place through upholding and valuing culture, language and knowledge.

“We have to take care of nature together and teach them from a young age so they don’t forget Rote’s traditions” (Elias).

“The people here have been living here for hundreds and hundreds of years. On this environment, in a way that is connected to nature on a level that us from the western society cannot even comprehend…. And at the same time, we come and bring other types of knowledge, so it becomes an exchange” (Diego).

“Where the community, local as well as the expats, are working together on projects that benefit both sides” (Kim).

“An exchange between the local community and the expat community learning from each other” (Matthew).

2.    Imagine Learning Centre as a lively centre of culture

We envisage a community education hub as a lively centre of culture, a place that extends its welcome to children and adults of diverse values, cultures, languages and beliefs. 

We recognise children as bearers and producers of culture. We recognise children as citizens of the present, with the ability to transform relationships for the future. We believe that education should provide opportunities for children to act as citizens, and to develop shared citizenship, care, and stewardship of the place where they live and the people and environment within it. 

We hope that this liveliness and exchange will eradicate fear of the “Other”, we hope for a place where the past, present, and future of the local Rotenese and the expat, international population grow from the seeds of respect and knowledge of each other and of place. This includes the knowing and sharing of languages and cultural traditions, for shared benefit and custodianship of cultures. 

The learning centre will be an international and multilingual place, with a commitment to developing a love of languages in children and adults in the community, nurturing a desire and competency in communicating with each other across linguistic boundaries.

“So we can all unite and generations to come will recognise and understand the culture and traditions of others without forgetting their own culture…. If the children don’t know our culture, they can’t protect it” (Elias).

“We all come from cultures that have something to give. But we are here, and by embracing the local culture, it’s a way of embracing your own culture too” (Diego).

“I want to put all the cultures together” (Adriana).

3.Learning as a process of alliance

We recognise the fundamental human desire to know others, and we aim to build a centre where different points of view are welcome and enrich and transform both education and organisation. 

We value education as an essentially social process, and we provide contexts, experiences, and materials that facilitate and extend opportunities for children and adults to learn and research together. 

We commit to building ongoing reciprocal relationships between the local community and the expat families, so that the centre may be driven by a culture of alliance. We hope for the school to be a place where alliances are valued alongside differences, and where children come together in shared endeavours – to play, to know each other, and to learn together. 

We hope to create a place where local people feel welcome, and where a sense of belonging is shared amongst families of all young children who call the island of Rote home. 

We will work to build alliances between people and place, recognising the fundamental contribution of the environment to our well-being and flourishing in the region and in the world in uncertain times. 

We aim for Imagine Learning Centre to be a metaphor for unity in the local community, and to be an example for other community centres in the region on building alliances between people of diverse cultures, beliefs and backgrounds, for the benefit of children and place.

We are committed to an international alliance, where an international vision encounters a firm desire to nurture and protect the local culture and traditions.

“I just want the local children to be useful and have a better future. I also want

families from other countries to unite with the local children” (Elias).

“Together let’s find the best solution so our children can be better in the future

and unite with one another even though they come from different countries”

(Elias).

“We want something different for our children: to love learning, and enjoy the

environment, and to be good stewards, and to be part of the community [...] playing

together” (Natalie).

“Things that are related to education, and to community needs, and to environmental

needs, so just a place that funnels all that. That centers it” (Maria).

“We want to create an education centre that is also passing on all the real-life skills for

survival on the planet” (Kim).

“I wanted my girls to grow up and get educated among others. Learning how to relate

to their peers and all alongside a beautiful education” (Maria).

“The local experience and foreign experience we put together and they feel like one”

(Adriana).

Principles

Children as bearers and transformers of Culture

Young learners and cultural diversity will be valued as the children of the centre will be pioneers of mutual respect and belonging as they grow together and develop a strong foundation of exchange. This fusion of cultures, unique only to this centre on Rote will be a model for others.

“I see the children as active community members. When given the opportunity Children of all walks of life may play a vital part in community problem- solving as well as creating a strong foundation of exchange fusing different cultures together to rise as one with purpose” (Kim)

Place and People

With the help of the local inhabitants of Rote the centre will place value on local traditions and languages.  Encouraging and protection of local adat (customs and belief systems) and connection to land and environment.  

“We will come together in daily classes and shared experiences of learning each other’s ways…. Also, children will come together simply to PLAY. We envision a fun and stimulating environment. Soccer games, skate ramp/terrain” (Nat).

“The Locals have a deep Nature connection, traditions and cultural skills that could die out in a time of Smartphones and Plastic revolution - I see the centre as a place that can support the protection of cultural skills. A Place to build awareness…...We all wish for a thriving, clean and pristine, economical stable and healthy Island and community, a common goal in which we unite, and Education may be the actual Key” (Kim).

“I feel like we have so much to learn from this place and its people and at the same time we have so much to give back. I have been experiencing this exchange for nearly 20 years now, and it's so rewarding and fulfilling to see positive effects on both sides of the exchange, I believe and hope that if we bind together our children could take this exchange to the next level.

We will come together on the simple bases of respect, tolerance, acceptance and embracing of diversity, simple but meaningful ideas that are fundamental for human relationships” (Diego).

“The local context and the local people are the most important priorities of the centre. We need to be mindful of local history and respect and preserve the local culture. We need to establish links within the local community that will provide opportunities for them to able to

communicate freely and openly.

I feel we are blessed and privileged to be able to live and exist in this very special part of the

world. I would hope that we can learn from each other. That the local people would see the

centre as a meeting place. A place where cultural traditions are revered, and ideas are shared” (Anne Marie).

Languages

The centre will teach in Indonesian and English, however, all languages will be encouraged, embraced and valued, especially Bahasa Dehla, the local dialect, as a way to respect the local culture. Greetings can be given in all languages of the children represented at the centre and all languages encouraged as children play together.

“Teaching different languages will make a lot of sense in a multicultural environment. Probably our kids will pick up different languages naturally by themselves, as for them it is an everyday thing” (Maria)

Play and Learning

“Learning through play is essential and should form the basis of the curriculum. Through play children's minds are challenged and stimulated. They problem solve, they strategize, they use all their senses but also through play inquiry begins, a longing to find out more, work out more, delve more.

The space provided needs to adhere and incorporate this need for children’s exploration. Play or learning areas that foster creativity and experimentation. Room to move but also quiet places to think and reflect” (Anne Marie).

“Designing and building a space that allows for playing will be great, and if it could be built by a community effort involving the kids in the process would be even better, everybody would be learning, playing and having fun in the process. Could even be built on the local way, (a communitarian cooperative way, where everybody contributes with whatever they can” (Diego).

Professional Alliances

The role of teachers will be facilitators of learning. Observing and gently guiding young minds by establishing a supportive and caring relationship. Catering for the best pathways and individual needs of all children to fulfil their highest potential. Teachers would come from various places. It is more important that the teachers who are given this unique opportunity understand the local people and environment and are committed to the community. Teachers would have undertaken a 4-year university degree in a “Bachelor of Education” or “Bachelor of Early Childhood” or similar educational degree. Professional learning and development are essential for teaching given the remoteness of the area. The possibility of a relationship with a professional institution such as Curtin University and a Reggio Emilia facility will be explored to support and offer teachers professional pathways and growth for future development.

“Passion in teaching with a holistic and wholesome approach based on following the children’s interests, remaining open, and receptive rather than fixed on set ideas and curriculum, with a respectful and mindful attitude will be qualities of highest value, in my point of view” (Kim).

“Teachers’ role as partners, encouragers, modellers, questioners. Facilitating inquiry. Facilitating knowledge exchange and research” (Nat).

Responsive Spaces

Sustainably designed from predominantly natural materials where possible. The spaces should contemplate local traditions, weather and functionality, and modern building techniques for durability. Free flowing designed buildings with individual areas for quiet spaces, working stations, agricultural zones, play areas and staff quarters. The centre design concept will be done in consultation with local traditional building techniques. A welcoming communal hub.

“I envision open spaces, circular spaces, building material found in Nature and / or Up cycled to act as an example to others, buildings that blend in - in harmony with the surroundings to inspire and welcome.

I see a big Communal area, one indoors and the other outdoors (Playground) where different age groups can work on projects and play together, workshops, trainings and afternoon activities can be held (mainly indoors) Sports, Yoga and Games can take place (mainly outdoors). Four walls do not contain the shaded indoor area; it is a semi open space for multiple purposes.

Community gatherings and meetings can happen here outside of class times. 

The outdoor area includes the playground that is opened to public in the afternoons, its simple purpose to invite the local kids for play. This Playground may include the Basics such as slides and swings, perhaps a pretend pirate ship, a water play area all created as natural as possible to stimulate imitative play. 

In the future this area may also include a skate ramp and/or a basketball field.

I see a library, a quiet space where anyone can come after school and have a clean and quiet place to study.

 I see an area designated for the toddlers and little ones, very much an open for design classroom that offers different stations for play and exploration connected to a sand play area, water play area, safe playground for young kids.

I see a classroom for the older kids, light and welcoming with a big table to learn together.

I see a lush permaculture and Herbal Garden, a place of life and daily interaction for the children to learn Real life skills and tender nature together.

On site as well ( perhaps connected to the communal indoor area) - a Communal kitchen to create and share healthy meals and host workshops on healthy living, hospitality and more.

The Space also includes an office area for the Core Team running the Community Centre” (Kim). 

“Community/school garden. Kitchen with facility to have cooking lessons using produce from the centre's garden. Separate toilets for children, staff, community using the facility. First Aid room.

I envisage the space to be used not just as a school but as a communal hub and meeting place for all members of the community to use” (Anne Marie).

Daily Research; looking beyond traditional education

A curriculum and centre that is child centred and designed around exploration and hands-on discovery learning. Real world inquiries, particularly relevant to this community. Conceptual learning in a stimulating environment. And around discovery of children’s passions and gifts to build on particularly as the child grows into adolescence and the higher years.

“Imagine learning centre is trialling an online program for elementary students which provides a flexible frame for learning. ‘Acellus’ provides a guide and structure for teachers in terms of curriculum, recognition of learning and accreditation for students, and all the benefits of being part of an existing institution. This program is then applied through hands-on learning that supports deep conceptual understanding rather than ‘rote’ learning or formulas. Teachers approach the curriculum through student centred Inquiries that are meaningful to the students and the community they are part of. For example, water research projects or study and analysis of septic. Innovating and testing ideas for answers for real world challenges in the community. We believe in teaching children how to think (not what to think) to problem solve, discover, and research. Versus the traditional ‘guru’ style teaching where the goal is to fill the child with information. An Education that fosters a love of learning. Where students are motivated intrinsically rather than by extrinsic rewards. By their innate satisfaction rather than outside rewards.

Core Values

Culture and Internationality:  Preserving the inherited indigenous arts and customs whilst sharing the diversity inherent to new settlers to Rote. Value of all cultures and languages and multinational students and teachers. Promotion/preservation of all cultures and languages.

“Culture means identity for me. By integrating and honouring different cultures, starting for your own” (Maria).

“Culture to me describes the beauty of diversity we as human being inherit. It is worth to share and preserve so that knowledge and skill sets can be exchanged and brought forth to future generations” (Kim).

“Ancient knowledge, wisdom and values that are transmitted from generation to generation” (Diego).

Alliances and Reciprocity: Committed to building local alliances

It’s of the utmost importance and priority that through the early stages we remain as

one with the local community. It is because of the local context and its people that we

have chosen to create our lives here. We need to establish connections that tie us

directly to those who traditionally own the land and build upon those relationships. We

must always remember we are guests in this place and consultation with local people

should take precedence in our planning.

Committed to an international alliance, where an international vision encounters a firm desire to nurture and protect the local culture and traditions.

Exchange and Locality: Children simply playing together is an opportunity for knowledge exchange. The centre offers free classes in the afternoon: English classes, Hospitality classes, environmental classes and clean-ups. (Already happening) Working together for solutions for waste management/recycling/crafts made from waste. Working together (kerja sama sama) with local schools and through the Karung Taruna. Local Government assignment/appointed association to work with youth. Specifically to pass down local traditions.

“I’m sure local kids will teach our kids a lot about simplicity, and how you don’t need a lot of things to be happy. Something different of what is on demand on western world. Hopefully we can bring something to teach them that is of a value for them, beside what “we” think they do need” (Maria).

“The opportunities are endless but without the support and guidance from the local

community we won’t be able to achieve the dreams and goals the school sets out to

achieve. We may think we are doing the community a favour by offering programs and

services, but we need to make sure that what the school/community centre is offering is

what the local people want. They need to have a ’voice’ in the project and they must be

part of the process” (Anne Marie).

Beauty and welcome:  Aesthetically blending in with the environment to give all people a sense of welcome and belonging when in the centre. Keeping with Rote style in using natural local resources.

“A centre that somehow blends in. and where all people (local and expat, children and adults) feel a sense of belonging and ownership. Physically blending with the environment and use of local and natural resources. Except where recycled materials are used” (Nat).

“The key to create that space is to use materials, techniques, and quality of space that respect and embraces our environment and it brings together knowledge and traditions that makes a suitable place to gather and exchange” (Diego).

Transformation and Innovation: As a rapidly developing outpost of Indonesia, we hope that the centre will be the incubator of ideas that provide new solutions to development issues

whilst developing expertise at the local level. Becoming a leader of synergy and a united front with strong connection to local community heritage.

“The actual environment and the context of the centre already makes it innovative. The

combination of using local knowledge and resources with the drive and commitment of

those involved will empower and provide the local community with a place that ‘gives

back.’ It will be a centre that will have it roots firmly integrated with the people who live

in Nemberala and will been seen as not only as a meeting place but a space that can be

used and shared by all” (Anne Marie)

“On a place like rote, everything we are doing is innovating because nothing of this kind has been done before” (Diego).

Elias Faturaja: As long as I live I will try to find a solution so together let’s find the best solution so our children can be better in the future and unite with one another even though they come from different countries. I love children, the children of both my western friends here, and of Rote.

Financial Summary

-Land. Donation. Value?

-Playground Value?

Proposed Build Cost

-Build will cost approximately….

Financial Sustainability

-Once built the ILC will by financially sustainable and therefore has long-term viability.

References

Wright, C., & Lewis, B. (2012). On the edge of crisis: contending perspectives on development, tourism, and community participation on Rote Island, Indonesia. ASEAS - Austrian Journal of South-East Asian Studies, 5(1), 102-127. https://doi.org/10.4232/10.ASEAS-5.1-6

Philosophy Document (Giamminuti & Founders).