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For more in-depth information about our educational approach, please click on any of the links below.

Our Philosophical Base
Vital Elements of Our Approach
How We Know What Children Know


A Refreshing Approach in the Classroom

Education is not a preparation for life but is life itself.John Dewey

Dewey’s words fuel our thinking about our educational approach. It is our objective to develop the educational environment necessary to support the promise and potential of all learners: an environment that will engage the “turned-on” learner and that will, at the same time, ignite the passions of students who can become “turned on” to learning. Like Dewey, we regard school as life, contiguous with home and community, not as an isolated niche sheltering children until their lives begin. At Sabot at Stony Point, the learner is a member of a democratic community that provides support and collaboration so that that no child, teacher, or parent learns in isolation. In our approach, everyone teaches and everyone learns.

Our Commitments and Aspirations
As a school, we are committed to creating a setting where children and teachers have the resources and support to research, represent, and reflect in relationship. It is our goal to respect the intention of each individual in the community while encouraging certain dispositions andhabits of mind.

  • The willingness and ability to find interesting and challenging problems by acting on one’s own curiosity, engaging in inquiry, and thinking creatively using invention and imagination
  • The ability to express ideas and problems effectively by representing them through available media (print, clay, painting, music, etc.) and symbol systems (mathematics, verbal language, scientific modes of analysis, etc.).
  • Confidence in one’s own ability to express ideas through diverse media and symbol systems
  • The ability to find solutions through inquiry, invention, and imagination.

We seek to foster intrinsically motivated learning; awareness of learning strengths; the courage to share limits; and a belief in the value of contributing to the learning of the group.

We aspire to graduate children who are able to translate into any context their understanding of how to learn, how to pursue knowledge in depth, and how to inquire for greater understanding—all within a social milieu.