How Warren Wilson Differs from Other Institutes

Drawing from its core values, the college accomplishes its mission through an enduring commitment to the following objectives:

• To practice an integrated triad of academic study, productive work, and meaningful service

As mentioned above the school’s main focus is building a complete human, with respect to knowledge, morals and spirituality. The education methods are only one third classroom based, and rest are experiential and practical. In a standard education system there is a tendency for the academically bright students with higher IQ to

progress further and faster. But in modern education not only the IQ (Intelligence Quotient) of a student but also the EQ (Emotional Quotient) and SQ (Spiritual Quotient’) is a measurement of intelligence. The traditional educational system and its institutions still very much focus on the higher IQ and neglect the EQ and SQ as inferior. Warren Wilson is a good and a rare example of a University that supports the growth of EQ, SQ and the IQ of human beings. Such methods of holistic education are derived from older methods used by many traditional cultures such as Native Americans, Egyptians and Asians.

• To prepare students for service, leadership, and meaningful lifelong work and learning

Another unique quality in the Warren Wilson education system is that the whole campus is designed to help each student to discover their own hidden potentials. The academic staff and their close relationship help the students in the first two years to gain self-confidence through self-exploration. And finally each person is a leader in their own field of interest and passion; this gives a meaning to life and life’s goals. The college academics achieve the above mission in the following ways:

i. It enables students to think critically, obtain and evaluate information effectively, and communicate clearly through personal teacher students review sessions, and pear groups discussions and group assignments;

ii. It introduces students to a variety of ways that humans acquire and use knowledge through reading, research, internships, work, self-contemplation and mediation;

iii. It provides students with opportunities to develop a breadth of understanding and

mixture of courses of natural science, humanities, arts, social sciences etc. in the first two years;

iv. It requires that students demonstrate a depth of understanding through competence in one or more academic disciplines;

v. It leads students into considered reflection on the meaning and value of work and service to others through completing 100 hours of social work;

vi. It engages students in triad activities that deepen their understanding about the environmental, economic and community bases of sustainability;

vii. It guides students in examining their lives and articulating their beliefs and values, through creative and contemplative course assignments, and field research assignments;

viii. It provides opportunities for personal, physical, moral and spiritual development through the weekly religious, spiritual wellness development programs;

ix. It imparts an awareness of the commonality of human problems while encouraging the development of civic engagement and a sense of social justice,

through activities of the student governing body and nurturing, through responsible and resourceful management policies, a small, residential community where students, faculty, staff, and governing board share close, mutually supportive, personal relationships and collaborate in college governance;

x. It offers educational opportunities for students to better appreciate the diversity of the world and to develop cross-cultural and international understanding, through the international world-wide global studies program. The college also supports and promotes a diverse international student body and a religious diversity.

• To promote environmental responsibility in students through education, campus operations, policy, and community outreach

Environmental and social responsibility is the core value behind all initiatives of the Warren Wilson College. The WWC community recognizes a commitment to sustainable or “green” living as an obligation to act responsibly to positively affect the planet’s health and longevity.

At Warren Wilson, the triad of academics, work, and service immerses students in community problem solving. They study the human and ecological history of this planet and understand the need for global citizens to adopt a more informed process of decision making than ever before. Students engage in community-based research and learn that complex issues like unemployment and affordable housing require a cross-disciplinary approach to problem solving. They participate in work crews, ranging from dining services to landscaping, and help the college earn the distinction of being a

“living laboratory” of sustainability. Students expect us to make sustainable choices and often serve as ardent champions of best practices. Through service they experience, first hand, the importance of their participation in solving chronic community issues.

Whether working with literacy programs or disaster relief efforts, students come to understand that these problems are complex. Sustainability deepens their conversation about community well-being and provides valuable insight into the root cause of some of our most pressing issues.

9.2.6. Conclusion

Warren Wilson College (WWC) provides a good example of how a modern higher

1. Focus on building the complete human beings through an education that takes into consideration all aspects of life.

2. An education that tries to use the complete human brain capacity and consciousness potential.

The school educates for environmentally responsible citizenship by establishing study programs to produce expertise in environmental management, sustainable economic development, population, and related fields to ensure that all graduates are environmentally literate and ecologically responsible citizens. This case study not only demonstrates the direct application of mythology of Sociology of Knowledge in to education, but also gives us an example of a non-violent Climate Change social revolution.