Purpose of the Maine Primitive Skills School
To share ancient skills and wisdom in our modern context to promote self-reliance, resilient communities, and nature literacy through a deep connection with the landscape.
Our Ecological Ideal
Nature literate and self-reliant individuals tending the landscape for increased bounty. Proactively developing mutually beneficial relationships with people, plants, animals and fungi for the purpose of developing healthy individuals, communities and landscapes for generations to come.
From Survival to Flourishing, the staff and community of the Maine Primitive Skills School are committed to “best practices” in both modern and ancestral educational models to facilitate your growth. Our overall strategy draws from the “Invisible School” or “8 Directions Model”
Our educational strategies include, but are not limited to:
- Professionally guided experiential learning that engages and assists individuals in defining there “edge” (or limitations with regard to each skill).
- Coaching and Support for each participant toward practical application and then mastery of each skill they pursue.
- Explain, demonstrate, and provide hands on experiences as part of the growing journey.
- Use shared story, journal keeping, and performance benchmarks to gauge personal success, challenge areas, and personal growth in a supportive environment.
- “Coyote Mentoring” leads students to a deeper understanding through personal experience.
- Maintain a commitment to continued skills development, practical application of existing skills, and a proactive approach to defining personal growth.
- Cultivation of systems to increase bounty, development and maintenance of mutually beneficial relationships, and stronger connection to what is authentic and meaningful in ones field craft as well as personal development.
- Provide strategies, opportunities, and feedback for the sharing of skills as an outdoor educator in multiple settings toward building personal methodology, delivery, and assessment practices as an instructor and mentor.
- We share skills through explanation and demonstration (Cognitivism)
- Guide students through the skill via hands on practice (Behaviorism)
- After the skill is aptly demonstrated at the emergent level, we bring the students to an off site location and have them share how they would apply their new skill (Constructivism)
- Next, the students apply their skill as a needed element in a sequence of skill development (Experimentalism)
- Once the student has integrated the skill into their routine we then encourage the student to share the skill with others (Social and Contextual Learning).