Man in the 20th century stands on the threshold of a new burst in consciousness in the human imagination. The passing of the Newtonian era has catapulted us into post­civilization, and we are still groping for the handles that identify, define and characterize our age. One objective of the Teacher Training Institute is to help the teacher deal with this new world both rationally and existentially and to formulate the necessary models for creating our future education system.

As we witness the rebirth of a great spirit movement or secular revolution in our history the teacher finds himself in the unique role of what can be described as a secular spirit leader. This role is creating a new image of the teacher as one who is grounded in a comprehensive personal stance. At the same time the job of education is in need of radical, fresh and relevant redefinition. Both of these demands will be approached in Teacher Training Institute (TTI) through the discipline and methodologies of imaginal education; helping the teacher grasp the universal educational context, forge adequate models for dealing with his own subject and grade level, and appropriate the images adequate to the 20th century.

Finally, as serious educators face the end of the century it has become clear that all of our present social institutions need reformulation. The task of restructuring education to prepare social reformers requires a continuing revolutionary style which can only be approximated through corporateness. The isolation of many extremely creative teachers must be overcome if a world of humanness is to be more than an illusory dream. Corporateness for the sake of a task in history is not easily comprehended outside the experience of it. For this reason the living situation of the TTI and the established structures of order have been set up to equip concerned pedagogues with the tools of corporate mission.

Summer '66 - cadre training corps

teacher cadre

THE RULE OF THE CORPORATE DISCIPLINE

We are no longer our own therefore we bring order into our common political existence through the disciplined life for the sake of the inclusive, futuric, intentional mission to the world. This is the way of eschatological humility, the living of our lives and the dying of our deaths in perpetual openness to the "not yet" that determines the drama of mankind. This is the way of radical universal obedience whereby we dedicate and submit ourselves to being­in­itself and our concrete task on behalf of the inclusive and particular neighbor which is our election. Such discipline in our political life requires not less than the common ordering of our relations, of our time, and of our decisions to the end of our task.	A. Common Discipline in Structures 1. Engagement in operating procedures and means of accountability Fulfillment of house rules and community regulations B. Common Discipline in Time 1. Participation in all assigned missional plans of Summer '66 2. Responsible use of unassigned time relative to total missional thrust C. Common Discipline in Consensus 1. Participation in all consensus making 2. Responsible involvement in stake commission meetings
We are no longer our own therefore we bring order into our common economic existence through the disciplined life for the sake of the inclusive, futuric, intentional mission to the world. This is the way of eschatological gratitude, the living of our lives and the dying of our deaths in unreduced acceptance of all that is as significant in the drama of mankind. This is the way of radical universal poverty whereby we are enabled to either abase or abound with nonchalance before being­in­itself and our concrete task on behalf of our inclusive and particular neighbor which is our election. Such discipline in our economic life requires not less than the common ordering of our sustenance, of our work and of our goods to the end of our task.	A. Common Discipline in Sustenance 1. Corporate bearing of the basic cost of Summer '66 2. Assumption of responsibility for assigned financial responsibility B. Common Discipline in Work 1. Responsibility for the guild tasks of Summer '66 2. Execution of the assigned obediences C. Common Discipline in Goods 1. Preparation of a budget for the summer of '66 2. Establishment of a common chest
We are no longer our own therefore we bring order into our common cultural existence through the disciplined life for the sake of the inclusive, futuric, intentional mission to the world. This is the way of eschatological compassion, the living of our lives and the dying of our deaths in sacrificial service of all that constitute the drama of mankind. This is the way of radical and universal chastity which is the single­minded willing of one thing before being­in­itself and our concrete task on behalf of our inclusive and particular neighbor which is our election. Such discipline in our cultural life requires not less than the common ordering of our symbols, our study, and our life style to the end of our task.	A. Common Discipline in Symbol 1. Participation in the daily corporate office of Summer '66 2. Fulfillment of the Sunday and other symbolic requirements B. Common Discipline in Study 1. Participation in the formal courses of Summer '66 2. Fulfillment of special reading report assignments C. Common Discipline in Life Style 1. Fulfillment of role as missional images shaper of Fifth City and the world 2. Support of colleagues through fulfillment of priest­pedagogue role

GAMES AND SONGS FOR YOUNG CHILDREN

I. THEME: I'm the Greatest (to help the young child understand himself as a special, unique, human being­­ unrepeatable.)

Song: (If you're happy and you know it....)

If you know that you're the greatest, clap your hands....REPEAT

If you know that you're the greatest, then you really ought to show it....

If you know.....stamp your feet; turn around; jump up high; etc...

Song: Free, Free (Heigh­ho, Anyone Home )

Free, free, free to decide

What this world is going to be

This imperative is ours

To be free, free, free to decide.

Song: I'm Always Falling Down (Old MacDonald)

I'm always falling down (fall down) but I know what I can do.

I can pick myself up (get up) and say to myself (pointing to self)

I'm the greatest too.

(Chant: It doesn't matter if I'm big or small. I live now if I live

at all. (make big and small with your hands)

I'm always falling down but I know what I can do.

Game: Have one child leave room (young ones go with a teacher), While another is chosen to hide under a blanket over the teacher's knee. Other child returns to room, asks: "Who are you?" Child under blanket replies "I'm the greatest.'' Gives hint of boy or girl, child looks around room to see who is missing, and tries to guess who is under blanket.

II. THEME: The Universe (helping the child to respond to the vastness of the world he lives in ­­to see the investigation of the Universe as an exciting adventure.)

Song: Universe Man (This Land is Made for You and Me)

We are the black man (clap hands)

We are the red man (hands clapped on knees)

We are the brown man (praying hands at forehead)

We are the yellow man (bow with whole body)

We are the tan man (Salaam ­­ right hand touches heart, lips, forehead)

We are the white man (wave)

This is the land for you and me.

Chant: black man, red man, brown man, yellow man, tan man, white man, UNIVERSE MAN!

II. Universe (cont.)

Song: Voom, Voom Astronaut (Twinkle, Little Star)

Voom, voom astronaut, are you having fun (hands flat together, arms shoot into air)

With the moon (circle with hands), and the stars ("twinkling" of fingers),

and

the very large sun (make circle with arms)

Do you like it being all alone, or would you rather be back home (arms come slowly down)

NO! (arms shoot back up) Repeat first part.

Song: Universe Song (Three Blind Mice)

We live in the universe, We live in the universe,

On the planet earth, On the planet earth,

We look for life in the sky so blue

And down in the ocean for something new,

Look at the world we have on our hands! What shall we do?

Song: Yeah Man (Michael, Row the Boat)

A space ship would be fun, Yeah man, yeah man,

With the stars and the moon and sun, Yeah man, yeah man.

An astronaut is what we'd be, Think of the things that we would see.

We would stay out night and day. We can do it­­what do you say?

Game: (To the Farmer in the Dell)

We're going to the moon, we're going to the moon,

Go, go, astronaut, we're going to the moon.

We'11 discover new worlds, We'll discover new worlds,

Go, go, astronaut, we're going to the moon.

We'll build a city there, etc.

Life is good everywhere­....

(Children skip in a circle. One child in center takes hold of another, and they skip together inside circle. They take another for next verse and skip together, etc...).

Game: (Skip in Circle)

On our way up to the moon, we are laughing, we are singing

On our way up to the moon, we are dancing­­dance to life.

The gentlemen go this way (bow) REPEAT SONG

The ladies fair go this way (curtsey); the gentlemen go this way....etc,

The astronauts go this way (pull back on stick)

The Universe (Cont.)

Music Game (Follow the Leader)

Will you come and (walk, run, hop, skip, jump, gallop, tiptoe, ride) with me, to the moon (into the universe).

Fingerplays

5 silver spaceships ready to soar: one took off and then there were 4.

4 silver spaceships, to be set free: one took off and then there were 3.

3 silver spaceships, with a full crew: one took off and then there were 2.

2 silver spaceships, facing the sun: one took off and then there was 1.

1 silver spaceship with a world to be won: it took off and then there was none.

Poem (can use actions)

Put on your space helmet, put on your space suit;

Strap an oxygen tank to your back.

We'll take a long trip in my rocket ship.

Thousands of miles to the moon and back.

1. THEME: I Can Dance to Life

Song: Dance (Jamaica Farewell)

We dance before the sun and moon, We dance before the day and night.

We dance before the demand to live, We dance before the promise of 1ife

We can dance and we can sing, We can live before all things,

We can know what we have to do. And keep in step with the tune.

Song: Very Good (Michael, row...)

Chorus: We all know that life is good....It is very good indeed....

1. We know the universe is good.... It is very good indeed....
2. We know Tacoma is good.....

3) We know the day and night are good....

Song: Life is Good (Walk right In)

Life is good and we can shout with the sun and the moon and stars. (repeat)

Everybody's talking about the universe; Let's all dance to life. (repeat)

Yeah Man.

Dance To Life

Let everyone clap hands with me, let everyone clap hands with me.

We'll clap our hands and we'll dance to life.

We'll clap and we'll dance to life.

(Stamp feet, gallop, etc.)

IV. THEME: The City

Song: Tacoma

Tacoma is a wonderful place. Parkland is where we live.

Tacoma is a wonderful place, the South Side is where we live.

So sing all you people, Life is here to love.

Sing all you people. Life is here to live.

Tacoma is a wonderful place. Parkland is where we live.

Tacoma is a wonderful place, The South Side is where we live.

Yeah.

The South Side is where we live. Yeah. The South Side is where we live.

YEAH.

Song: Suburban Bus (I'm a Little Teapot)

I'm a Suburban Bus on the City Street.

When I'm in a hurry, you can hear me beep.

Would you like to ride in me today?

Just jump right in and step this way.

Song: Freeway (I'm a Little Teapot)

I'm a little red truck on the freeway.

Listen to me carefully and hear what I say.

I have a driver who loves to sing.

I drive to the city to sell my things.

When something happens to us that we don't like we could sit down by ourselves and whine or cry­­ or we can decide that we can play again. This is what it means to say yes to life. When we decide to cry we don't feel like doing anything­­ but when we say yes to life, we feel like getting up and dancing.

In order to have a good family, we will say yes to the whole day;

do what needs to be done;

tell others to pick themselves up,

look at the world and decide to say

IT'S OKAY.

This is a new day. Right? RIGHT.

The food is good. Right? RIGHT.

Life is good. Right? RIGHT

All is good. Right? RIGHT.

What do you say? IT'S OKAY. (Repeat three times)

Who are you? I'M THE GREATEST!

Where are you? THE UNIVERSE.

Where are you going? TO DANCE TO LIFE.

What has to be done is not always fun; but I can decide to do it. I'LL DO IT.

I decide what I have to do (in my family, at my school) HOW ABOUT YOU?

Pick yourself up, look at the world, decide to say it's okay. What do you say? IT'S OKAY.

Laugh or sing, whine or cry, or decide to say yes to life. I SAY YES.

MEAL RITUAIS:

Breakfast Leader: The future is open Group: We can live Leader: That's the way it is. Group: Be it so.

Lunch Leader: Life is a venture Group: We must decide Leader: That's the way it is. Group: Be it so

Dinner Leader: The universe is yours. Group: Life is good. Leader: That's the way it is. Group: Be it so.

Session 1 I. The Context: The Present Situation in Education

Article: Carolyn F. Ware, et al, The Transformation of Societies:

Education

Books: William Golding, The Inheritors, Lantern 75169

Paul Goodman, Growing Up Absurd, Vintage V 32

P. Teilhard de Chardin, The Phenomenon of Man, Harper TB 83

Session 2 II. The Model: Imaginal Education

A. The Spiral Curriculum

Article: Susanne K. Langer, Art as Living Form

Books: Loren Eiseley, The Immense Journey, Vintage V-157

Jerome S. Bruner, The Process of Education, Vintage V-234

Soren Kierkegeard, Philosophical Fragments, Princeton, 1946

Session 3 B. The Pedagogical Methodology

Article: "Educating the Imagination of Modern Youth," Image

Books: Marshall McLuhan, Understanding Media: The Extension of Man, McGraw­Hill

John Dewey, Art as Experience, Capricorn

Karl Deutsch, The Nerves of Government, MacMillan FP 90729

Session 4 C. The Social Practice

Article: Julius K. Nyerere, "A New Synthesis of Man and Society"

Books: Jean Anouilh, Seven Plays: Antigone, Mermaid MD 39

A.N. Whitehead, The Aims of Education, Mentor MP373

Kenneth Boulding, The Image: Life in Knowledge and Society, Anchor AA 47

Session 5 III. The Implementation: The Task Forces for Education

Article: Rudolph Bultmann, History and Eschatology

Books: Franz Fanon, The Wretched of the Earth, Evergreen E-390

Carroll Atkinson and E. T. Maleska, The Story of Education, Bantam RM 1009

Karl Mannheim, Ideology and Utopia, Harvest H B 3