John David Garcia Curriculum Starting Out

The first stage of the JDG curriculum is aimed at bright and motivated children between the ages of 3 and 6 years. Such children are capable of far more than they are generally given credit.

Physical Biological
Avg.
Level
Avg.
Age
Physical Theory Physical Practice Biological Theory Biological Practice
1.00 3.00 Cause and effect The lever The human body Body care
1.25 3.25 Clubs and poles Modifying trees and
branches
Animal bodies; small
domestic animals
How to care for a pet
1.50 3.50 Different stones and their
properties
Using stones Edible plants and their
properties
Gathering edible plants
and mushrooms
1.75 3.75 Shaping stone Building simple stone tools Edible animals and fish Hunting and fishing
2.00 4.00 Shaping wood with stone Using stone tools to
modifu poles and clubs
Food preparation and
preservation
Cleaning and preparing
small game and fish using
bone, wood, and stone
2.25 4.25 Handling fire Use of stone and wood to
control fire, use of fire to
harden spear points
Advanced food preparation Cooking vegetables, fish,
and meat on open fires
2.50 4.50 Advanced fire handling
and control combining
wood and stone tools,
theory and design
Hafted axes and choppers
are made; stone fire
carriers, simple weaving
and knotting of vines and
leather
Elementary tanning and
use of bone, vines, and
vegetable fiber
Skinning animals and fish,
preserving leather,
advanced cooking.
preparing vines and
vegetable fiber
2.75 4.75 The bow and fire-making Making bows and starting
fires
Advanced food
preparation; advanced
tanning and bone work
Advanced cooking; clothes
from animal hides; use of
sinew and thongs; hunting
with dogs
3.00 5.00 The use of clay and the
bow and arrow; design of
simple rafts
Making and baking clay
pots on an open fire;
making and using simple
bows and arrows
Advanced food preparation
including drying, smoking,
& curing; health care
Cooking, drying, and
smoking with clay pots;
preparing and using
medicinal herbs and
poultices
3.25 5.25 Advanced paleolithic stone
work of knives and axes;
advanced bow making;
advanced clay work
without wheel; large rafts
Making stone tools to
make other stone tools;
making advanced bows
and arrows; bellows and
advanced pottery; building
a large raft as a group
project
Gathering seeds and
planting edible plants;
basic first aid
Gardening; preparing soil
and cultivation; practice of
first aid
3.50 5.50 Neolithic tools;
construction of shelters;
advanced counting; how to
make a small dugout canoe
and paddle
Construction of simple
neolithic tools; the use of
tally marks and stored
pebbles; building a small
dugout canoe and paddle
The biological need for
shelter; building of lean-tos and simple teepees;
clothes for extreme cold;
simple agriculture
Construction of lean-tos
and teepees; more
advanced gardening;
making bone needles and a
parka
3.75 5.75 How to construct advanced
neolithic tools and work
stone and wood; more
advanced counting and
Arabic numbers to 10; how
to build a large dugout
canoe
Building advanced
neolithic tools; working
wood, simple carpentry,
building semi-permanent
structures; advanced
tallying systems; building a
large dugout canoe
How to make boots and
moccasins from leather and
plant fiber; how to know
when to plant and when to
harvest; taking care of
goats and sheep
Construction of complete
wardrobes of leather, plant,
and animal fiber; more
advanced gardening and
animal husbandry

Psychosocial

Integration
Avg.
Level
Avg.
Age
Psychosocial Theory Pyschosocial Practice Integrative Theory Integrative Practice
1.00 3.00 How to communicate Exchange of information Ethics of personal
obligation
Free-form drawing and
painting, simple songs
1.25 3.25 Clubs and poles Repeat same message from
different source
Truth and lying, paleolithic
stories
Free-form drawing and
painting, paleolithic
stories, drums
1.50 3.50 Games of information Teams for sending and
receiving messages
Advantages of cooperating
vs competing; paleolithic
stories
Songs, dancing, drawing,
painting, telling stories
1.75 3.75 Making pictures for
information
communication
Drawing picture stories Obligations of making
oneself understood
Free-form art, stick-figure
drawing for stories
2.00 4.00 Advanced picture stories Making up stories with
pictures
Ethics of separating fact
from fiction; paleolithic
stories
Wood carving and free-form painting; paleolithic
stories created and drawn
2.25 4.25 Picture symbols which
stand for complex events
Team communications
games and “charades”
using picture symbols
The difference between a
symbol and the thing it
symbolizes; paleolithic
stories
Charcoal drawing on bark
and stone; universal
religious symbols; creating
stories
2.50 4.50 Advanced picture symbols
and counting
Making up stories by
stringing together picture
symbols which everyone
can understand
Creation myths of
paleolithic people
Making up creation myths
and testing them
2.75 4.75 Rebus writing combined
with picture writing
Making up stories with
rebus and picture writing
Advanced creation myths
of Native Americans and
some religious beliefs,
symbols
Native American art and
what it expresses; free-form art for what students
value
3.00 5.00 The notion of an alphabet
and sound symbols
Stringing sound symbols
together to make a word
The religions of native
Americans and the
evolutionary ethic
Percussion instruments,
music, carving, dance, and
art to express religious
feelings
3.25 5.25 Reading advanced
paleolithic stories with
evolutionary ethical theme
Writing simple stories and
accounts using alphabet,
rebus writing, or pictures
as desired
The importance of
separating truth from
fiction in our writing to
avoid misleading others
Late paleolithic art and
religion; student’s
expression of his own
feelings about them
3.50 5.50 Reading stories and history
of early neolithic life with
evolutionary ethics theme
More writing of stories and
accounts using alphabet,
rebus writing, and pictures
as desired
Simple analysis of
neolithic culture and
religions in light of the
evolutionary ethic
Neolithic art and stone
carving; clay figurines;
self-expression of students
3.75 5.75 Reading more complex
stories of neolithic life
about religion and
creativity in ancient Jericho
and Mesopotamia
More writing of stories and
accounts using alphabet
and rebus writing, but no
pictures, show difficulty of
communicating numerical
concepts over 10
Analysis of why neolithic
culture advanced so slowly
before the beginning of
Sumer; the energy that
went into religious ritual &
the corrupt priestly
bureaucracy
The flute and harp and the
neolithic music possible
for them; advanced
neolithic art and religion;
self-expression in all art
media

The studies and all the activities of the day are integrated so that the child knows what it will be doing and why. Children who wish to follow a different path will be encouraged to do so. After consulting with the child, the home room teachers are obligated to accommodate the elections of each child and try to arrange the child’s day so as to maximize the child’s creativity, keeping the child in safety, and not imposing any activities on the child.

During this period the children are introduced to ethics and why we have an obligation to never do anything to harm anyone, including ourselves, why we should always try to do our best to increase our own creativity and the creativity of everyone with whom we interact. The concept of “creativity” is discussed with all the students, and they give their own opinions on the subject.

The child is introduced in very simple terms to what is creativity and what is harm. The concepts of harm and creativity are discussed by the teachers with all the children in each circle. The children are introduced to the concept of patience, and why we should always wait for our turn. They are taught how to show respect for each other, their teachers, their parents, their siblings, and everyone else.

These lessons are combined with free drawing, painting, and simple songs. The children are taught about the themes they will be studying during the day in physical, biological, psychosocial sciences, as well their integration through ethics, humanities and art. The themes of fire, water, air, earth, the human body, the school, the home, the family, our neighbors, positive and negative emotions, the sun, colors, ego, and ecology are all touched upon and integrated with the sciences, ethics, humanities, and art. This process will continue during all future days of study at SEE, except the discussions shall become more sophisticated and comprehensive. _JDG Lifetime Curriculum

It is important to teach ethics at the same time as one is teaching a child to be competent, conscientious, persistent, and dangerous.

The coming crop of Dangerous Children will be most dangerous to any society that attempts to restrict their freedoms and opportunities unjustly. Sic semper tyrannis.

Note: Al Fin visited John David Garcia at his home in Oregon a number of times — including a three day workshop on “autopoiesis,” attended by roughly 15 other guests. Over the years, most of those who attended JDG workshops were initially attracted by the Garcia curriculum being republished on this blog.

First Al Fin blog to publish this curriculum

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