powerful way to get at the first two problems is to focus on the individual and heal the alienation and disconnection that modern living has foisted upon us. Once again, ours does.

What single proposal could impact all these areas? One that, true to Buckminster Fuller's core belief, draws out the good of humanity by starting in the very place where that good begins. That place is children.

What we propose is a new educational model-the Upland Hills model. This model provides an option for parents, communities and children that is founded on the idea that "all children are geniuses" and that the true function of education is to "draw out" that genius. Inspired in part by Buckminster Fuller, it is a 36-year old tested model that nurtures the natural development of all children. With the support of the Buckminster Fuller Institute we would like to offer this educational model to the world.

Imagine a school where children who are ill fake being healthy in order not to miss a day. Imagine a school where forming friendships is a primary objective. Imagine a school that encourages children to play in a safe creative environment. Where the teachers are venerated, where they approach their teaching as an art form, and where they retire to a co-housing unit that encourages them to play a grandparent role for the learning communities that they served in. Imagine a school with children undertaking self-directed projects who have learned how to work in co-operative groupings, who are addressing world problems and who are determined to make the world work for 100% of humanity without disadvantaging the natural word. And than imagine a school like this in every village, town, and city on the planet.

One of the most powerful strategies in education is to model the behavior you wish to teach. Every parent knows that just talking about change does not create the desired result. We must BE the change. The Upland Hills Model is a living experiment on the conceptual frontiers of educational restructuring. This model has been incubating in relative obscurity for the past 36 years. During this time we have been able to focus on the "self" aspect of the school. This intra-personal form of intelligence has permitted us to deeply explore the beauty of the inner journey. Also during this time we have sucessfully dealt with the "facts" of educating a child in the post-modern era. These facts have to do with but are not limited to: compulsory education, rigid age stratification, transitions from our school into other schools, parental expectations and needs, vibrant curriculum, synthesizing the latest brain/mind research, using leading edge science to create new structures that embrace every learning style and the multiple intelligences. We have also taken a "whole systems" approach to learning into every facet of our learning community. During the life of our school we have addressed how our system connects and relates to existing systems, how to form a system based on an intention to be ecologically responsive, and how to constantly be aware of the macro and micro implications of whole systems. Finally, we have devoted a tremendous amount of attention in the area of social intelligence. Our experience is that children who feel themselves to be an integral part of and extended "learning family" who have been given the tools to interact gracefully, and sensitively with people of all ages and who have grown into compassionate and caring souls are people who will be able to transform consciousness.

Our approach to implementing this model takes several forms. First, we must continue to protect, alter, and deepen the model that we have co-created. Second, we will convene a team of media professionals to explore every outlet available to us in order to best convey the complexity of the message, A series of short "You-Tube" films, a full-length documentary film, a dynamic leading edge website and a series of books, plays and songs, are all projects "in process." Third, we will use our theatre home base to invite educators, parents and interested parties to a variety of events ranging from workshops on multiple intelligences to preformances of children's theatre. The fourth strategy is to travel to parts of the world where we have already established a connection: Japan, India, England, France, Argentina, Mexico, South Africa, and selected cities in the United States and Canada. These journeys would allow for a direct interaction with team members for schools who are resonant with the ideas and curriculum proposed in the Upland Hills model. Implementing our solution involves linking up with as many networks as possible in order to co-create an awareness and interest in transforming education. We have strong relationships with the National Association of Independent Schools, the National Coalition of Alternative Schools, the Association of Independent Michigan Schools, the Starkey Hearng Foundation, University Preparatory Academy, Big Picture Small World, OSEarth, NGO's representatives in the United Nations, Oakland University and Wayne State University to name a few.

In short, what we propose to do is the embodiment of one of Bucky's deepest beliefs. He believed that people couldn't be exhorted to be good. He believed it was better to draw out the good of humanity. Something we've witnessed with every child that has come through our doors. We have launched some 688 individuals into the world. They are the seeds of a form of consciousness that will touch thousands of others. We have done this as just one lone school. Imagine a movement of schools as strong as the Montessori schools. It gets positively thrilling when you do the math.