Academics on the Living-in-Maine Semester  are rooted in place-based education.   Place has been described as the "nexus of culture and environment" (Gruenewald 2003), and the study of place provides context, connection and meaning across disciplines.   Students learn about place through ecological study, subsistence living, community engagement, history, mentorships, and service.    Place-based learning does not preclude a global perspective. On the contrary, as we study what is happening in western Maine it is a doorway to understanding our role in global issues such as climate change and social justice.   

Experiential Education is a cyclical learning process of having an experience, reflection upon the experience, then taking action based upon that reflection which precipitates another experience! 

The following are key experiential components of the Living-in-Maine Semester:

 

The Expedition:  This eight-day backpacking trip explores navigational skills, gathering of wild edibles, traditional camp set up, history of land use, weather, orienteering, and communication skills. The expedition, which is conducted early in the semester, lays a foundation for the following months of learning in community.  

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Applied Research Project:  :  Working in pairs, students undertake a semester-long research project of their own choosing.   They interact with local communities-human and/or natural- and engage our keystone question: “How do we live wisely in our bioregion?”   

“All education is environmental education.  By what is included or excluded students are taught that they are a part of or a part from the natural world.” 

~David Orr

Outdoor Education Mentorship Project:   Once-a-week Living-in-Maine students spend an afternoon with elementary school students, sharing their expanding skills and excitement for the outdoors with the younger children.  We work with teachers to support curriculum and meet standards.  

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Cottage Industry Project: Many resources in our bioregion can be turned into small scale regenerative enterprises.  Students acquire skills in a number of cottage industries: maple sugaring, custom sawing with a portable mill, mushroom farming, pottery making, beekeeping, creating herbal products, vegetable farming, and dairy production

Local Resilience Tool Kit: All students leave the program with a working "tool kit", parts of which they craft themselves. Students carve the handles for their axes, sew the sheaths for their knives, construct a rocket stove, weave a basket, and make a Samii sewing kit of bone. With these few tools Students can cook, bake, mend, carve, carry, grind, craft, harvest and tend.

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The Solo: Near the end of the semester each student embarks on a two-day wilderness solo. Equipped with the skills they have acquired throughout the semester, students will be confident and “at home” in the natural world. The solo celebrates all they have learned and achieved.

The Journal: The student journal is a comprehensive story of the semester experience.  It contains lessons, poems, technical knowledge, drawings, observations, reflections, notes, etc.   

Sit Spot: This daily practice centers and informs life and learning on the homestead.  Students sit in a place of their choosing, without journal or phone, and observe the natural world unfold.  Sitting is a doorway to stillness - it brings modern learners into connection with the world around them.

 
 
 
 
 
 
 
 
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