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The work began yesterday, with the team meeting to look at maps, to share expectations and aspirations, to talk gear, to build the community. We don’t travel just to travel here at Stone — we travel to change the world and change ourselves.
Over Spring Break, a cohort of Stone students and Stone administrators spent 10 remarkable days trekking and talking conservation in the Patagonian Lakes District: the team visited organic farms, and spent an afternoon at the only breeding colony for Humboldt and Magellanic penguins in the southern hemisphere, and dug hot spring pools on the beaches of Lake Rupanco, and camped beneath the Southern Cross.
“I learned how to code and generate figures in Mathematical Modeling. I learned how to make these figures clear, meaningful, and beautiful in Structured Curiosity. I learned how to effectively read and interpret maps in Critical Cartography. I learned how to craft a concise and informative scientific poster and write with a scientific voice in Advanced Chemistry. I learned how to present confidently and clearly in Entrepreneurship 1.”
“This is, of course, an issue facing all schools and facing all students: how we save our students from the relentless economy of distraction, from tools which are designed only to take our students away from themselves. But/and/of course, we are no different from our students. As our attention becomes more commodifiable, it becomes more urgent that we engage deeply the question of what it is that our attention is for and what it is worth.”
“We pack a lot into every school year and we’ve packed a lot into this school year already. We hope you’ll enjoy a gallery of our favorite moments in Student Activities so far this year.”
“Appropriate discomfort is an inherent, necessary, and healthy component of growth. Problem-based learning encourages students to embrace this discomfort, recognizing it as a valuable aspect of growth that will serve them well in the future.”