Pioneer II: A Closeup Look At What Goes On

(Editor's Note : Ann Arbor News School Reporter Sharon Woodson spent some time visiting Pioneer II, the "aHernative educational opportunity" offered by the Ann Arbor School District. Her report follows.) J.ltvv5 ÍJ-11UU1 ibLpui un ƒ Tl only took a few minutes before I ., was absorbed into a day of classes at Pioneer II. Before I had enough time 'to respond to the rhythm of the music filtering through the hallway or comprehend the notes posted erratieally on the bulletin board. I was suddenly confrontea by an entire class of high school students . . . "Which is a better name for our owl, Gomer or Fritz?" questioned the smiling faces. Someone in the room then warned me gently: "You better be careful what you say." Although I was in no way prepared to make such an unexpected and monumenI tal decisión, I named their mascot Gomer. and without any further hesitation I had become actively involved in the I Pioneer II experience. As a sign on a wall in the school exIpiains: "Visitors do not observe, they I particípate !" The school is defined as an experiment I in alternative education. It is an alterna[tivt for students who find the convenI tional schools repressive, oppressive and I insensitive to what they want to learn. I The rationale for the program might be I that most people learn only what they want to learn, not what someone else imposes on them. About eight students sat cross-leggod in a circle, and as I walked past I caught bits and pieces of a discussion about Jesus and Biblical history, and assumed the group to be a religión class. The large room I was in was partiüoned into smaller cubicles, one in particular was overflowing with students all seemingly interested in the subject. "Why do such producís as feminine bygiene spray have such an impact on people," questioned someone in this group. The director of the school, Bill Cassello, sitting on a table, answered in one vord: "culture." The discussion, with nis direction, then continued to explore the reasons for the recent report on cosmetic producís. Someone in the class had brought an article on the producís to school and soon everyone was talMng about ways people can learn what is poteniially dangerous. "Why can't people just smell like peopi%" another siudent asked. "People have termed natural smell undesirable, as long as you are clean you don't need to use the stuff." Someone then interjected the idea of commercializing a product that "smells like human being." Although initially the group found this comment humorous, further exploration of "body smells" led tú other concepts. The group, almosi equally divided between male and female studenis, dispiayed no inhibiiions in their reaction lo the discussion. They pondered over the possibility of a revölution against the use of cosmetics for the human body. Soon their insights had encompassed not only the biological aspects but had delved into control of products throusih government and economics. "Advertising is the most important factor," commented Cassello, the man Pioneer II students refer to as their leaaer. "Advertising has become dishonest and this is the área which can regúlate consumer use more than research or government control." From "body smells" Cassello had guided the students to question the damental issues relating to economics, sociology, and government. A recent suit against an aspirin advertisement was also tied into the discussen by a student. Learning seemed to be put into the air, instead of drummed into a student's hcad. The emphasis on self concept, personal growth and understanding seemed to overeóme the barriers that ëxist for many students in traditional classroom settings. The casual seating arrangement of the classes and the open discussion in this particular class gave students some freedom in what they were learning. Steve Robinson, one of the 121 students enrolled in Pioneer II, said that regular schooi was stiff and rigid compared to what he was experiencing now. Taking classes in law, math, jewlry, Indiar history and teaching a wilderness Eurvival class along with another student Jim. Gallpway, Steve said he dreads the thought of returning to Pioneer next year. "You get more independent study, without someone always looking over your shoulder," he said. "You don't have to be smart to go to the top, its i simply a matter of being able to do things you have an interest in." Jim then gave an example of how last ycar when he was taking biology he was especially interested in a chapter which was two chapters ahead of what the cJass was studying. Because the teacher folio wed the order of the book he said he had lost interest in whai tliey were doing then and eventually in what he had been incerested in by the time the class reached it. Both Jim and Steve, who insisted they did not consider themselves to be superior students, are now working on a jtïct with radiation on rats in a natural science class. "We can work at our own speed," expiained Steve, "and I feel that we have hgppv and honest relationships with each other and with our teachers." He addd that students cali their instructors by their first namês in the informal cb.sses. Everyone seemed to illustrate his remark about the closeness of the group, and students enforced their rules, wbicSi are very strong against drugs and alcohol. "These are our rules, not someone else's," said Steve. Even the studenls are involved in instructing each other. "Everyone here tearhes what they know and it all kind cf smashed together in a ball in our heads," said Jim. "And we don't have to take s lot of irrelevant classes. In a way Pioneer II students may all appear bright because we are taking what we like and are interested in." Biit out of the 121 Pioneer II students nof all of them seem to have made the adjustment. Although thëy didn't know the exact number, some students feit that about 30 students had dropped out. "Some of the kids just don't come to ciáis. Whether or not they 're doing iad.prendent study I don't know," commented one student, "but I do know that their evaluations at the end of school wil) show what they were really doing." "This isn't a real situation," explained a girl as she petted one of the dogs walking in the hallway, "Don't get me wrong, its good to be here because people really accept each other and you don't get the hassles of regular school, but this isn't what the world is like." She continued that it takes goal-seekirtg to survive in a situation like Pioneer II, and for most individuals it takes perserverance and "having yourself together to know what you want." "People get discouraged very easily," she went on. "lts just a lot easier to f all into someone else's goals which are already set down in traditional school." "But when you have your own I raalization its much more effective," she I sa.'d. "At Pioneer II I can say that I I intellectually feel something which is I more than just knowing facts." But she admitted it is hard even for I some students to get rid of old values in education and even though they may be excited about things at first they can become easily discouraged and just give up "Being independent is hard but it can only help enhance a student's education," the student continued. lc Pioneer II for everyone? "Everyone can fit into this kind of school just like "veryone has a place in life, its just up to the individual. I do feel, however, that if a student can get along at regular I school then he can get alöng even öetter I here," she said. Several students voiced the opinión I tibat the community has negative views I about Pioneer II. "I have tried to get I jóos a few times but when the employer I found out I-was going to Pioneer" II he I would turn me down as if the school was I an institution for misfits," related I eei II junior.