Current Events

Atheneum's team of high tech experts is building a fully electric sports car!

Atheneum students stay abreast of the most recent technology in style! Students taking part in our electric car project gain hands on experience in converting a gasoline powered 1968 Datsun sports coupe to full electric power. Along the way, they learn the fundamental principles of electricity and about exciting new forms of alternative energy.

Science and Technology at Atheneum School

Our approach to science and technology at Atheneum leads students to think and to experiment like the scientists who have made breakthroughs into the future. These scientists are rarely high school teachers or authors of science textbooks, but instead use creative thinking and a keen awareness of the progression of ideas leading up to the present time. What gives them such a keen historical awareness and creative mind? Studying original, primary sources-the actual writings and letters between the scientists themselves! Einstein is a good example of someone who celebrates and uses the previous scientists (even as far back as Kepler) to point out their success in thinking rather than their failure compared to the contemporary progress. Read Einstein's Evolution of Physics and you can see how much of his "genius" relied on past ideas and the careful study of their progression. A very false paradigm now dominates the minds of students and teachers in the field of science. This paradigm would have us believe that cutting edge science now is the only worthy study because we know so much more now than we did in the past, and because science follows a linear progression always improving with time. This arrogance is seldom found in the writings of the scientists themselves, but probably comes from our fascination with new toys. If one studies the works of the leading scientists throughout history, one will find a creative dialogue, cycles of changes, and paradigm shifts. At Atheneum we study these ideas in order to be able to emulate them to some extent. This gives our students the cutting edge and the advantage over those who only study contemporary works. After tapping into the "Great Conversation" amidst the actual scientists through the course of time, our students are speaking, thinkng, and experimenting with a broader context of ideas. This will prepare them best to become leaders in the field. The excitement of the scientists in the midst of breakthroughs is translated in their writings and more deeply inspires and interests the students. This is seldom the case in textbooks or typical classes. In Middle/High School are you really experimenting for discovery or are you repeating experiments already knowing the outcomes?

In addition to providing students with original source materials, Atheneum emphasizes practical, hands-on laboratory work, often out in the field. Along with the French scientist Henri Fabre, we think that plants, animals, and insects should be studied alive in their natural habitats as well as in isolated labs. In Alaska we have such amazing and rare opportunities for wildlife field studies and radically changing habitats, we try to take full advantage (See the Homer Trip 2006 and Wilderness Intensives for examples). Our Atheneum School Curriculum is partly organized to study biology in the Fall and Spring, and chemistry and physics over the winter to match the ideal environments. In physics class you are likely to find us winching trucks or measuring arrow speeds to study force vectors hands-on! We also offer optional, spontaneous field trips depending on weather and conditions often throughout the year. Last year on the coldest day of the winter, we made it out to a remote glacier to explore the ice caves! These experiences have shown us that even students who may not have been interested in the sciences become motivated to study them seriously. Much discussion around the country now concerns the capability of American students to compete in a world market hungry for technology and science to solve energy needs as well as social problems. Universities recognize that the number of students coming out of secondary schools interested in science has decreased and they are trying to provide incentives to build interest. At Atheneum, all of our students take more sciences than other schools (2 credits each year vs. one) and many graduates go on in the fields of science and technology because of interest generated here at Atheneum. Students become so motivated that the curriculum quite often becomes tailored to their interests (e.g. building telescopes, grinding the lenses, etc.).
\nThe latest technologies now require more familiarity with machinery and computers. This often tends to limit rather than expand the creative mind so critical for actual breakthroughs in thinking. Even what are considered breakthroughs are often minor steps in a progression rather than a really new path or solution. For example, I recently heard the founders of  You Tube questioned about their next vision for the future. They responded that it would be video communication from mobile sources, which was touted as a new breakthrough for these highly successful visionariesŠ Don\'t you wonder if the shift into mobile sources (like being able to exchange video clips more easily from cell phones) requires a high degree of creative thought? Even these founders would admit that it is a simple next step requiring little thought, but it will make millions of dollars! At Atheneum we hope to inspire profitable and more creative and meaningful visions for our future. Our students have already demonstrated these abilities!"

In addition to providing students with original source materials, Atheneum emphasizes practical, hands-on laboratory work, often out in the field. Along with the French scientist Henri Fabre, we think that plants, animals, and insects should be studied alive in their natural habitats as well as in isolated labs. In Alaska we have such amazing and rare opportunities for wildlife field studies and radically changing habitats, we try to take full advantage (See the Homer Trip 2006 and Wilderness Intensives for examples). Our Atheneum School Curriculum is partly organized to study biology in the Fall and Spring, and chemistry and physics over the winter to match the ideal environments. In physics class you are likely to find us winching trucks or measuring arrow speeds to study force vectors hands-on! We also offer optional, spontaneous field trips depending on weather and conditions often throughout the year. Last year on the coldest day of the winter, we made it out to a remote glacier to explore the ice caves! These experiences have shown us that even students who may not have been interested in the sciences become motivated to study them seriously. Much discussion around the country now concerns the capability of American students to compete in a world market hungry for technology and science to solve energy needs as well as social problems. Universities recognize that the number of students coming out of secondary schools interested in science has decreased and they are trying to provide incentives to build interest. At Atheneum, all of our students take more sciences than other schools (2 credits each year vs. one) and many graduates go on in the fields of science and technology because of interest generated here at Atheneum. Students become so motivated that the curriculum quite often becomes tailored to their interests (e.g. building telescopes, grinding the lenses, etc.).

The latest technologies now require more familiarity with machinery and computers. This often tends to limit rather than expand the creative mind so critical for actual breakthroughs in thinking. Even what are considered breakthroughs are often minor steps in a progression rather than a really new path or solution. For example, I recently heard the founders of "You Tube" questioned about their next vision for the future. They responded that it would be video communication from mobile sources, which was touted as a new breakthrough for these highly successful visionariesŠ Don't you wonder if the shift into mobile sources (like being able to exchange video clips more easily from cell phones) requires a high degree of creative thought? Even these founders would admit that it is a simple next step requiring little thought, but it will make millions of dollars! At Atheneum we hope to inspire profitable and more creative and meaningful visions for our future. Our students have already demonstrated these abilities!

Atheneum focuses on questions that inspire deeper thoughtfulness. Modern science is focused on the how questions and leaves the whys for theologians or philosophers, indicating that the whys are some other department's job. But the why questions are still the driving force behind much of our modern science. Classical science opens a broader field including philosophy and final causes. Atheneum students, upon reading these works, are freer to ask questions crossing over contemporary distinctions. Most of the scientisits making real breakthroughs use this same approach. For example, Leibniz solved a problem that confounded the Cartesians for years. Not only did he solve the problem but he also explained how he thought of it and why the Cartesians could not. He explained that of Aristotle\'s four causes, the Cartesians limited themselves to only the material cause. Leibniz had included all four and claimed that thinking about the final cause revealed the solution to a problem the materialists could not solve. Leibniz' critique is extremely relevant today when our science has gone materialistic purposefully and the society as a whole has followed. Is it really a drug that is likely to be the answer to so many of our problems, even your child's learning ability? Other distinctions are equally dangerous; why was it that ethics was divorced from science? Science from politics? At Atheneum we value the classical education because at times it can free us from the biases given by our contemporary society or science. This freedom allows greater thoughtfulness and leadership now and into our future.

This year as we have another study of alternative energy and convert/build a fully electric sports car, I am still wondering about the advanced technology questions. Do we even understand what we are calling advanced? Is it really efficient or does it only seem so? Looking at my 20-foot handmade wooden river canoe as it cuts nearly effortlessly through the water, I wonder, Isn't this canoe far more technologically advanced than my new computer at home?

Atheneum focuses on questions that inspire deeper thoughtfulness. Modern science is focused on the "how" questions and leaves the "whys" for theologians or philosophers, indicating that the "whys" are some other department's job. But the "why" questions are still the driving force behind much of our modern science. Classical science opens a broader field including philosophy and final causes. Atheneum students, upon reading these works, are freer to ask questions crossing over contemporary distinctions. Most of the scientisits making real breakthroughs use this same approach. For example, Leibniz solved a problem that confounded the Cartesians for years. Not only did he solve the problem but he also explained how he thought of it and why the Cartesians could not. He explained that of Aristotle's four causes, the Cartesians limited themselves to only the material cause. Leibniz had included all four and claimed that thinking about the final cause revealed the solution to a problem the materialists could not solve. Leibniz' critique is extremely relevant today when our science has gone materialistic purposefully and the society as a whole has followed. Is it really a drug that is likely to be the answer to so many of our problems, even your child's learning ability? Other distinctions are equally dangerous; why was it that ethics was divorced from science? Science from politics?

At Atheneum we value the classical education because at times it can free us from the biases given by our contemporary society or science. This freedom allows greater thoughtfulness and leadership now and into our future.

This year as we have another study of alternative energy and convert/build a fully electric sports car, I am still wondering about the advanced technology questions. Do we even understand what we are calling "advanced"? Is it really efficient or does it only seem so? Looking at my 20-foot handmade wooden river canoe as it cuts nearly effortlessly through the water, I wonder, "Isn't this canoe far more technologically advanced than my new computer at home?"

Kuskokwim River Trip

This summer's canoe trip down the Kuskokwim from McGrath to Aniak was another successful adventure! For the first 150 miles we enjoyed the solitude- seeing only one other boat on the river. We expected very high water and warm weather, but we the river dropped each day and temperatures were down to the 38F at times. The winds were also cold and challenging on a few of our days. The ice had just gone out about 10 days before, so we saw lots of ice along the banks still, and mostly otter tracks in the newly formed mud and sand. We felt like some of the first beings to travel along the open river after the long winter. We also knew that we had taken the plunge into massive forces of sky, wind, water, and wildness much bigger than ourselves and our tiny canoes.

Wildlife

Bears, wolves and moose were also starting to frequent the mainland banks, but only a few of the islands. We saw many grizzlies and no black bears. All the tracks were grizzlies for the entire 300 miles and we saw a large male up close on our last morning, just five miles from Aniak! Swans, geese, ducks, and shorebirds were everywhere. We couldn't float without having them lead us away from their nests, and we couldn't camp anywhere without irritating them! Peregrine Falcons screamed from nearly every high bluff along the river. The current was mild even though the river is large, and twice we saw moose swim straight across the river in front of us (even a nearly newborn calf). We didn't take much time for fishing, but we did catch a few nice Grayling. All in all, it was a great chance to experience the variety of wildlife and to chase a few grizzlies.

Learning and Skills

We paddled nearly continuously because of breezes and slow currents (and sometimes just to keep warm!) and all six of us experienced good physical conditioning. Everyone learned very quickly how to read the rivers and improve their canoeing skills. The tributaries were high and swift, making travel upriver difficult, but we did manage to paddle up a little ways to explore some of them. Fresh, clear, drinking water was always easily available and even the main river was clear for the time of year. We boiled, treated, or "tested" the water from various sources to avoid Giardia. Small skills in handling the water can make a huge difference. Topographic map reading and recognizing the landmarks along the river allowed us to keep track of where we were, since we did have a two-week time constraint. We did get mixed up once, and paddled up a river that didn't exist; Juliana finally, conclusively won the bet about where we were later on that day when we were back on the main river. Fire making skills were critical for quick warm-ups along the way. Making and breaking camp took a long time at first, but by the end of the trip everyone had improved considerably. Again, small things really add up when dealing with changing weather, cold, or just being out where it is up to you to get real. You may want to see animals, stay warm, or go from here to there; you may even imagine or tell yourself in some way, but are you actually capable of doing it? Are you really warm? It all comes real one way or the other when the consequences are immediately clear and evident! It is difficult to lie to the wind or cheat the river. Sometimes one can't even afford to get frustrated or throw the blame.

Less experienced students could rely on the others for a transition into handling more and more for themselves. Our Atheneum goals of self-reliance, respect for each other and the environment, readiness, and increased awareness were always in practice.

Villages

We observed the developments happening on the lower 100 miles of the river and stopped in Sleetmute and then in Chuathbaluk to find a friend who lives there. People were very friendly and interested in what we were doing out in the canoes. Several folks had never thought of canoeing the river because the general transport is motorized boats. Canoes gave us the advantage of quietly and slowly moving through the country and thereby seeing more wildlife. Subsistence lifestyles were evident; the grocery store at Sleetmute supplies a large area and is little more than a 7-11 quick stop type store.

Back to "Civ"

We all felt the impact of being out in the wilderness for two weeks and it was strange and a bit sad to go back to civilization. We had all our gear shipped back from Aniak on Northern Air Cargo and flew out that afternoon, arriving in Anchorage in less than two hours. Vivid memories of grizzlies, big water, birds and wind still inspire us to plan our next trip.