About once a month, our high school students attend a Lizard Talk, where a guest speaker presents and shares knowledge on their subject of expertise.
The June 2022 issue of India’s respected magazine, Education World, dives into the importance and relevance of Krishnamurti’s teachings and his global impact on school students and adults alike.
My relationship with Oak Grove began when I first visited the campus in 1997. I had never been to Ojai before. My husband Kevin and I came up for the day to see the Krishnamurti school. It was a weekend, so quiet, but I felt connected to this place instantly. This campus has a magic that is difficult to put into words.
Interacting with the greater Krishnamurti community, immersing themselves in a different culture, and making new friends at their sister schools are three of the intentions of Oak Grove’s annual senior trip to India.
How can the community cultivate a culture that puts people first – that fosters trust and connection, empowers people with resources and support, and inspires all learners to actively engage in their own learning?
Often, people visit Oak Grove School for the first time and share a feeling of peacefulness, of oneness, of familiarity.
Oak Grove families and friends gathered on campus for a socially-distanced outdoor screening of our all-school musical production of Matilda.
The 2020 Peace Day Universal Declaration, as set forth by the United Nations, reads: “Everyone has the right to life, liberty, and security of person.” Rather than holding an all-school event on our campus, as we have done in previous years, over the last week our teachers have been celebrating this year’s Peace Day within the classroom curriculum. Although an anti-bias curriculum is woven throughout everyday learning at Oak Grove, teachers are dedicating more explicit time to anti-bias activities and discussions.
Our anti-bias approach to curriculum aligns with Krishnamurti’s directive to examine our own conditioning. Given the depth and complicated nature of the problem, looking at how we (I) actively engage in image-making, biases, and prejudices, it takes courage and vulnerability to confront these issues in an educational setting.
The idea is not that we rid ourselves of biases, which is likely not possible, but for each of us to understand our own thinking. We must understand our own conditioning, how our own biases, our own image-making, contributes to conflict, to the suffering of others.
For children to grow aware of, even resistant to, conditioning, they must feel safe and understood. They must be able to ask practical and perennial questions alike, engage in rigorous intellectual explorations, and nurture the awareness of being sensitive to the world outside them, as well as the world within. Once we understand our own thinking, we are able to see how that thinking can unconsciously guide our actions.
As eloquently stated by John Lewis, “We in the movement decided to actualize our belief that the hatred we experienced was not based on any truth, but was actually an illusion in the minds of those who hated us.” Without justice there can be no peace.
See what Krishnamurti has said about image-making.
Head of School
To ease any health concerns about returning to campus following the Thomas Fire, please read the following update on our post-fire campus cleaning efforts.
Today, we welcome five administrators from other California independent schools, including Lick-Wilmerding High School, Presidio Knolls School, Westridge School for Girls, Village Christian School, and Trinity School. They are our Accreditation Visiting Committee, and they will be with us through Wednesday.
Oak Grove has a dual accreditation through the Western Association of Schools and Colleges (WASC) as well as the California Association of Independent Schools (CAIS). If you don’t already know how this works, an independent school, through an in-depth review process, is granted one-, three-, or seven-year accreditation status. The process begins with a 12-month self-study, which is broken into 16 chapters covering all aspects of the school, including curriculum, climate, finances, physical plant, human resources, administration, safety, and so much more.
This is an amazing opportunity. This process assists us in reviewing what we say we do against what we actually do. Talk about mirrors! Even though seven years is the longest accreditation stretch offered through WASC/CAIS, Oak Grove is currently in our eighth year. We were supposed to be reviewed last year. However, on a glorious Saturday morning in 2018, I was sitting at my kitchen island replying to emails, and in popped a message from CAIS Accreditation Director, Mariana Robles. She explained that there were twice as many schools up for accreditation than usual and, since Oak Grove was in good standing, questioned if we would be open to pushing our self-study one more year.
This was the quickest email I have ever written; I couldn’t reply fast enough! Within a couple of moments, Mariana replied back with, “Wow! That was a quick response! Thank you, Jodi, for being willing to help.” Ha!
Beginning in January 2019, we began working intensely on our self-study, which included 93 committee members and a 12-month timeline. The self-study itself included 85 questions to be answered, along with oodles of “evidence” like financial data, enrollment and retention numbers, proof of best practices, curriculum scope and sequence, parent handbook, emergency procedures, teacher guidelines, on and on.
One of the questions in the Education Program section asks, “Taking into account the future world in which the school anticipates that its students will be living, describe how the curriculum is informed by that vision.” This one is particularly interesting to me. Here’s why. Research strongly suggests that current employers and world leaders are looking for people who can solve complex problems with an ability to negotiate on a global level, often through conflicting cultural, social, and political ideology. People must have the ability to synthesize discordant ideas because the world’s interdependence is rapidly narrowing and these are skills that cannot be performed by a computer.
Oak Grove’s academic program emphasizes critical and creative thinking to solve complex problems; the ability to collaborate with others, which requires clear communication, flexibility, cultural sensitivity, and deep listening skills. Throughout Oak Grove’s curricular and co-curricular programs, which are outlined in the Arts of Living and Learning, we incorporate a climate of inquiry, self-reflection, understanding through relationship, aesthetics, attention, metacognition, citizenship, and environmental stewardship.
The truth is, however, that Oak Grove is not focused on simply preparing our students for the world they will someday inhabit. We are honoring them as they are today in the world in which they live now. Yet perhaps most importantly, we are preparing our students to change that world for the better – not just for humans, but for all the world’s inhabitants. We already see this with our alums, like the ones highlighted in our many publications and the ones who are now Oak Grove parents and members of the faculty.
Krishnamurti once said, “A school, through its students, should bring a blessing to the world.” This is a radical idea, and at its core, Oak Grove is a radical school. Aristotle talks about living a eudaimonic life, which is living a life of virtue and excellence, living our highest self. This might be similar to what Krishnamurti referred to as “flowering in goodness.”
What is most significant about this concept isn’t the benefit to oneself, but how living this way is a benefit to others and therefore initiates an endless cycle of reciprocity. In many ways, in living life in this way, one is bringing a blessing to the world and therefore receiving this blessing.
Let’s enjoy this opportunity to share the vibrant learning of both student and teacher here at Oak Grove against the backdrop of beauty and serenity on our campus.
Head of School
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