"Elizabeth of the Epiphany" by Charlotte Ostermann, Part Four

Chapter Four – A Proposal

To be considered as a first order of business at Faculty Formation meetings until a final form can be adopted by unanimous consent.

Proposed:
1. That constant growth in virtue is required of all who would teach well

2. That no one should teach who is not also, in academic pursuits, an adept learner

3. That no one should teach who has not recently experienced being utterly inept at learning something

4. That the Faculty should spend some time studying the history of, and various philosophies of, education so as to be more clear on the place of Epiphany in the historical scheme of things, and to better clarify Epiphany’s similarities to and differences from other educational models

5. That the faculty study the dynamics of pedagogy both experientially and theoretically in order to become better teachers

6. That the faculty develop the habits of studying, conversing together about (and thus teaching one another) the materials covered; responding in writing to the ideas studied; reporting formally to one another and to the ‘public’ on the key ideas and their reflections upon them [Monthly reports, quarterly symposia]

7. That the first subject taught to new students be a synthesis of these Foundational Studies of the Faculty with the most current history of the development of the school, in a course to be titled, History and Philosophy of Epiphany…a liberative arts university. (Perhaps this course should be a prerequisite to admission as a student.) [Agreed, FF Mtg. 1/14 – See Manifest V1,#1]

8. That when the Faculty have succeeded in articulating fully the overarching vision, operational model, and underlying educational philosophy of Epiphany, and have mastered the Foundational Studies material to the degree they can communicate it fluently both orally and in writing, then it shall be said the doors are open to Epiphany’s first students – ‘epiphanies’ – as their faculty will have earned Masters Degrees in Education [until this point, all formal admissions will be made to the Faculty Formation program and limited to students seeking Masters Degrees]

9. That the final step in awarding the first Masters Degrees will be the design and unanimous acceptance of the ‘closed canon’ of the Master of Education curriculum – design of this program must include a clear vision for the role and qualifications of the student, and prerequisites as they apply

10. That the Masters Degree requirements shall include some form of Practicum in teaching, by which Epiphany will open opportunities to share courses in the special interests of its forming Faculty with the interested public

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