ABSTRACT
The final chapter of the book offers a set of guiding pathways for purpose-driven schooling based on the ideas that emerge from our research on youth purpose. Arising from the principle of being true to oneself, educators could consider: (a) reflecting on what it means to be a lifegiving teacher, and (b) knowing the child, taking time to listen and taking the child’s learning seriously. Arising from the principle of reaching towards aspirational goals, educators could consider: (c) teaching with and for purpose to educate the whole child with wide-awakeness to life, and (d) nurturing self-formation with the curricula and school experiences as the child’s internal compass, and with a culture of purpose that supports experimenting, risk-taking, and learning from failure. Arising from the principle of inspiring pathways to a greater good, schools could consider: (e) co-creating an ethos of larger purpose for the flourishing of self and others, and (f) encouraging ethical action with a spirit of care and connectedness to transform life’s encounters.
