In 2002, the Praxis Institute for Early Childhood Education (“Praxis-ECE” or “Praxis”) grew out of the vision of a core group of early childhood/elementary educators and activists in Seattle (many of whom have been associated with Pacific Oaks College Northwest). The educators wanted to create a college and a demonstration lab, which also served as a school for children, focused on social change, social justice, cultural relevancy, leadership, and empowerment.
We want to create a multiracial, multicultural, multilingual teaching and learning community that is:
Developmentally appropriate for children
Professionally relevant to the adults who touch their lives
Racially and economically accessible
Especially to those children and adults who have the fewest resources when it comes to navigating and negotiating our educational systems.
3 Educational Tenants of Praxis
1. Learning and growth are dynamic and life-long processes, not a series of isolated events
2. Every individual has a fundamental worth and we have a responsibility to discover it
3. Each person, no matter how young or old, has a unique identity and human potential which they contribute to the lives of all those with whom they come in contact
The learning style emphasized is unique. At Praxis ECE, you are encouraged to find your own voice and to take a stand in the face of oppression, both for yourself and for others. You are expected to work together and learn from faculty, staff, and other students. Emphasis is on growth and development of students in the social and cultural context of their own lives and the larger world. The faculty work with students individually to help them obtain an education that meets their own needs.
The Praxis Faculty developed (and continue to refine) these Core Themes in order to articulate the concepts, knowledge and values that we endeavor to have reflected in all areas of the teaching-learning process.
Theory, Action, Reflection
Cultural Relevance & Diversity
Community of Learners
Shifting the Center
Uniqueness of the Individual
The Life Cycle
Multiple Forms of Communication and Learning
Teacher as Researcher
Power and Bias
Social/Cultural Context Of Learners