| Who started the Ficino School and why? |
The Ficino School, adapted from the St James model, was opened in Auckland in 1997 by students of the Auckland School of Philosophy who had young children. They started the school in the belief they could offer something of value both to their own children and to the community at large which was not currently available in the education sector.
The Ficino and Philosophy Schools share the view that philosophy is the love of wisdom. Therefore the aim at junior level is to inspire in young hearts and minds a love for inquiry ie exploring that which is good, true and wise. In the senior school, the aim is to stimulate young men and women to question and search for answers about themselves and the world in which we live. As their lives unfold we believe our pupils will benefit from the certainty that inquiry, self-discovery and personal insight can deliver.
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| What part does the Auckland School of Philosophy play in the Ficino School these days? |
| Ficino School and the School of Philosophy have been legally separate entities since Ficino School\'s inception in 1997. Teachers and board members typically attend the School of Philosophy and the ideals and dedication of the SOP are evident throughout Ficino. Today, after 14 years of operation, the Ficino School still receives considerable inspiration from the studies and work of the Philosophy School, as well as some very practical assistance with property maintenance, fund raising and other projects. As a major financial supporter, the School of Philosophy Executive is kept fully informed of Ficino School developments but takes no part in the day to day affairs of the management and running of Ficino School. Top |
| Exactly what is the School of Philosophy? |
| The School of Philosophy is an adult education institution dedicated to promoting and supporting human development. It teaches a philosophy of unity and provides its members with a community of like-minded people who seek to realise fully their human potential. The SOP has been running lectures and residential events in Auckland for nearly fifty years and is part of a worldwide family of schools associated with the School of Economic Science in London, England. For more information on the Auckland School of Philosophy and SES please visit: www.philosophy.school.nz www.schooleconomicscience.org Top |
| What are the philosophical principles that guide Ficino School? |
The most relevant principles include: the importance of serving each other and in time, the wider community; the value of stillness and silence; the power of love combined with reason; the value of beauty and good company in literature, music, art and drama; the happiness experienced through a child working with attentiveness and sincerity; and the presence of truthful principles which are unchanging in an ever-changing world.
One definition of education is" the human spirit engaged in a search for truth"; challenging young people to explore and develop their own spirituality and helping them in their own search for truth. Spirituality can be viewed as a prerequisite for learning since it is the human spirit that motivates us to reach beyond ourselves and existing knowledge to search for explanations of existence. Top |
| What about the St James Schools in London and elsewhere? |
| Parents attending these courses in practical philosophy started day schools for their children which whilst providing not only the best in traditional education, would also provide a non-denominational spiritual education of benefit to all children. The St James schools have grown from 40 pupils in 1975 to over 800 pupils today. Around 15% come from families with connections to the School of Economic Science. The other 85% have been attracted by the ethos, high academic standards and application of these philosophical principles in practice. Top |
| What are the origins of the Philosophy School? |
| The School of Economic Science, an educational charity, was formed in London in 1937. Its aim was to study and discover those essential economic principles which are conducive to happiness in the community. After 20 years, the founder of the school, Leon MacLaren, started courses in practical philosophy. Top |
| Who was Ficino? |
| Ficino School is named after Marsilio Ficino who was a fifteenth century philosopher, priest, writer and Florentine Renaissance thinker credited with re-introducing the various works of Plato and Socrates to scholars, artists, religious, cultural and political leaders of the time. He was a mentor and confidant to the Medici family who sponsored him and his philosophical school of the day. Fortunately much of his work and knowledge has been preserved in his "Letters", books which are a source of great inspiration and wisdom to many today. Top |
| How do the parents get to know about the Philosophy that their children are learning? |
| Ficino School offers an invitation to Parents to attend the introductory course of nine lectures at the School of Philosophy. As Ficino parents you are invited to various school events in which the children share what they learn with parents. There are also some very good books available through SOP which provide excellent insight into some of what the children will learn over their years with us. These include: Good Company, The Man Who Wanted to meet God, The Geeta and The Upanishads (Yeats version). Please feel free to make an appointment with the Principal to discuss Philosophy if you would like more information, or just speak to your class teacher. Top |
| Are Ficino teachers members of the School of Philosophy? |
| The Principal is an active member of the School of Philosophy as this is essential in maintaining the school ethos. Most teachers are also students at the SOP. They meditate daily, attend weekly study groups and perform voluntary work in the school. Whilst participation in philosophy classes is not a pre-requisite to teaching at Ficino School, teachers do need to have an empathy with the school's aims and be committed to its principles. Top |
| What is the philosophy that is presented? Where does it come from? What is its relation to religion? |
Leon MacLaren's philosophical search took him to India in the 1960s, where he developed his knowledge of Advaita (non-dualistic or 'unified') philosophy and meditation. This is an ancient spiritual tradition, which supports the view that there is intelligent consciousness manifest throughout the universe.
The philosophical approach has one over-riding principle. It is the proposition that every human being shares the same universal essence. We all have different individual characteristics, but we share the same essential nature which is full of happiness, vitality and knowledge. It is a philosophy which seeks to recognise, support and appreciate unity in every aspect of life.
Our pupils are from a variety of faiths and cultures and our approach recognises a common thread running through the ancient wisdom of all traditions. Philosophy really is, as the word declares, a love of wisdom. It is this that we encourage in our pupils. The aim is not to promote any particular dogma or creed, but by drawing on the finest wisdom from eastern and western traditions, to nourish the spiritual essence of every person. Top |
| What opportunities are there for parent involvement in the school? |
The school is a cooperative effort of board members, teachers and parents to provide the best possible education for the children. Parents' feedback, observations, comments, suggestions and offers of help are always welcome. Final decisions regarding curriculum, teaching methods and staffing are ultimately the board's responsibility. Parents have a vital part to play in the education of their children and the School works closely to inform and involve parents appropriately, whilst endeavouring to keep a clear distinction for the child between home life and school life.
There are plenty of opportunities for parental involvement in 'School life'. The Friends of Ficino is run entirely by parents and is fairly autonomous, although the Principal of course reserves the right to modify any proposal which does not coincide with the general ethos of the school. The Friends organise fundraising events and nominate how they wish the funds to be spent. The friends are very active in arranging both social and fund raising events. At a class level, parents are usually involved with trips and many other events throughout the child's time here. We are properly proud of our strong, supportive and visionary community of parents, friends and supporters. Top |
| Is it your intention to start a Senior School, and if so when? |
| Our first priority is to expand the primary school into a two stream, 16 class school with approximately 20 students in each class by 2016. When there is strong parent demand and a large enough student body in the primary school to support it, we will consider starting a high school. Top |
| Do you have a feeder arrangement with Secondary schools that give access to Ficino School graduates? |
| Yes, but it can never be guaranteed. Ficino has strong relationships with several other Independent Schools which have always been productive. Top |
| How well do the graduates fit into other schools when they leave? |
| In academic terms, we receive a wide range of pupils' abilities into the School, and naturally a wide range subsequently graduate. However, on the whole, they leave better often much better equipped to begin their secondary schooling. In terms of confidence and strength of character they are well prepared. Our pupils are generally well received and valued in the best independent and state Secondary Schools. Top |
| How well do the children fit in who come from other schools? |
| The teachers make a point of making them welcome and seeing that their classmates do as well. There is usually a settling in period as you would expect. Ficino children are generally very hospitable to newcomers and once they find their feet they seem to flourish. Top |
| Is there a limit on how many new children you will accept into the older classes? |
| Only if the class is already full. We are, however, careful to admit children who will suit the ethos of the School and who are prepared to work. Top |
| Can children only start in year one? |
| No. If there is a place in the class a child can start in any year. Top |
| How is the child's academic progress assessed and reported? |
| The School makes full use of several available assessment tools in New Zealand. Currently we use the P.A.T. papers annually from about year 3 or 4 and the 'asTTle' system from about the same level. Prior to that we have our own version of the national 'Six Year Check' (ours is phonics based) and an 'Eight Year Check' (of our own devising and incorporating a Neale analysis) is used on or about each child's eighth birthday. As is common, teachers also make regular use of all kinds of other assessment as a normal part of the teaching and learning process. Top |
| In addition to practices of silence and stillness you speak a dedication together. Please explain? |
| The dedication provides a regular opportunity for the children to connect with the present moment in every activity and recognise its infinite possibilities. Activities are dedicated through the use of an ancient Sanskrit offering "Om paramatmane namah - To the Highest, we make this offering". The idea conveyed is that there is One to whom the mind and heart may be opened in gratitude. Pupils are encouraged to conceive of this One either through their own tradition or, for those of no particular faith, by gaining a sense of their own eternal and limitless existence. There is no requirement upon a child to believe in God. If the person does not feel a sense of spiritual devotion, the dedication can nonetheless provide the opportunity to offer an action to the welfare of their family, the community or the society and humanity at large. The practice (which is also offered early on in the adult Philosophy courses) is a very useful one regardless of individual belief. Over the years the use of the dedication has had a uniting effect in our multi-faith classrooms. Top |
| What about meditation? |
| Additionally, in the senior classes, one or two short periods of quiet time are offered daily in which youngsters over the age of 10 may meditate, contemplate, pray or quietly reflect accordingly. Following consultation with parents, Ficino facilitates an introduction to the word or mantra-based meditation. Pupils who do not wish to meditate in this way may use any form of contemplative practice from their own tradition. Pupils are free to choose not to participate but are encouraged to respect the peace of their fellow pupils. This creates a sincere respect for the periods of silence through the school and practical experience of the personal application of the school motto 'Rejoice in the Present'. Top |
| Why do you give such importance to stillness and silence in the school day? |
In modern life, as we all know, there is no shortage of activity, noise, movement and change. People's lives can be quite stressful. In all philosophical and religious traditions great importance is placed on the need for inner quiet and contentment. We feel that it is important for children to gain an early taste of their own capacity to experience the quiet within. We also think that through learning about and practising their capacity to become still, children will gain strength in their power of concentration to give attention to their studies.
In the junior schools this means a short period of physical stillness and inner quiet at the beginning and end of each activity. We call this the 'pause'. Pausing between lessons connects the children with an inner source of peace and energy. We also emphasise the importance of fine attention which again gives rise to extra energy and a still, quiet and happy being. Top |
| What place does religion play in your schools? |
Religion is fully accepted and respected. Our view is that there is truth to be found in religion and those who follow particular religions are encouraged to do so. At the same time, all are encouraged to respect thoroughly the religions followed by fellow pupils.
The Christian religion is given particular prominence because Christianity is recognised as the basis of the culture of the nation we find ourselves in. Pupils of all faiths are expected to attend services which the school participates in. The Principal and local Minister are sensitive to the multi-faith dimension of the school roll but nevertheless feel it is important to make the Christian message available as well. We believe this helps promote an understanding of the worship, law, language and customs of the English speaking nations and helps unify an understanding of it. Top |
| Do you have any religious affiliations? |
| No. Our affiliation is to the School of Philosophy, but we do enjoy the support and friendship of the local community parish and hold services at St Barnabas at the appropriate times of the year. This relationship is important to us as the Christian tradition of love and right conduct is at the heart of New Zealand law and tradition. It is given particular due respect as are the basic tenets of other world religions. Top |
| Is there a strong Indian cultural and philosophical influence in the School? |
| Ficino School attracts a reasonable diversity of races and cultures as does any school in Auckland. The education style is disciplined, loving and even traditional, and while we do draw on the advaita tradition which has Indian origins, we also draw inspiration from Judaism, Platonism, Christianity and Zen Buddhism to name just a few. Our practice is to take the best influences from wherever they are available. We find that children (and adults) are greatly enriched by exposure to the best of human thought and we are proud of our diverse and rich cultural mix. Top |
| Is there a particular type of child best suited to the School? |
No child is specifically better or worse suited. We believe that every child can benefit from an education centred in a philosophy which opens the gates of mind and heart to all aspects of the spiritual mental and physical human potential. Our education has an aspirational vision for all of our pupils, setting high standards and work to encourage and lead the pupils in those directions.
We work closely with parents to ensure that there is unity between home and school and that the values of caring for others, respecting everyone and the importance of family life are made real on a daily basis.
Those who leave us at the end of their education tend to be boys and girls who know how to speak, think and work, who have some aspiration to make a difference for the better in society as a whole. They are reliable, truthful, honest and generous Top |
| You are restricted for outdoor space, how do you cater for sports? |
We give more time to Physical Education than is common in schools, in the belief that this forms a cornerstone of a good education. Details of this are explained in the Curriculum Section of the website.
There is sufficient lawn, yard and tennis court space on site to allow plenty of play area for break times, however to counter the smaller outdoor areas we do five main things.
* Use off-site spaces such as the adjacent public tennis courts, Mt Eden Domain and some other parks within walking distance.
* Bus the children to marked playing spaces off site (usually from Year 4 onwards).
* Hire the hockey turf in Mt Eden for teams practice in hockey.
* Use the Mt Eden Swimming pool for professionally taught swimming lessons.
* Use our hall space for professionally taught gymnastic lessons; weekly for two full terms for Years 1, 2 3, and 4 pupils. Top |
| What is the school's stance on discipline? |
Good discipline is vital to strong development, however discipline is often mistaken for 'punishment'. At Ficino School we believe that 90% of discipline is to do with good example and following reasonable and orderly conduct. Good discipline, including clear rules and boundaries, balanced with care, encouragement and support, together evolve strong, confident and happy children.
Other than regular patient reminders, we find that there is not much call for any other aspect of discipline, although the usual mechanisms for serious misconduct are in place and have sometimes been used. Serious misconduct may lead to consideration of suspension or exclusion. Top |
| What other subjects are taught? |
| The subjects are set out in detail on dedicated pages of the website under Curriculum. Any subject taught should nourish the growing child. Top |
| Do you provide before and after School care? |
An After School care programme is available between 3pm and 5.45pm daily. The programme provides a relaxing, happy, and good quality environment. With a focus on good company and creative activities, we are keen that the programme feels different from a school day - relaxing and easy - and that the children enjoy creative, inspiring and valuable activities together.
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| When you say that the syllabus uses only the best materials what does this mean? |
| The concept of good material is most easily seen in literature, music and art. We believe that some texts are better for the child's development than others and that children should be introduced to the finest material as early as possible. Thus we introduce the Bible, Shakespeare and classical tales from works such as the Odyssey and the Iliad, the Ramayana and Mahabharata, as well as a range of other substantial modern, traditional and ancient writings in lessons right from year one. Top |
| Why do the teachers move up year by year with a class? |
| This helps support the child with a good balance of love and discipline. The long term relationship forms a close and caring bond between teacher and pupil which is beneficial to learning. As time goes by, families tend to find that the teacher becomes a steady professional friend of the family. It is also more efficient as teachers do not need to spend the first few months of the year familiarising themselves with the children's abilities and needs. Importantly, it motivates teachers to deal with all learning difficulties promptly in the knowledge that the problem cannot be passed on at the end of the year. Top |
| Why do you place emphasis on certain subjects, and offer different approaches, which are not part of the national curriculum? |
| We hold the view that an education which sets out to nourish body, mind, heart and spirit needs to go further than the national curriculum. In the junior school we teach geometry as well as traditional mathematics to open up the magic of space and dimension. In addition to traditional methods of calculation, mental agility is further promoted at junior level by offering some basic principles of Vedic mathematics, which allow for fast and intelligent methods of calculation. In science the approach is to illuminate the intelligence, harmony and lawful order within the natural world. This expands at the Intermediate stage into precise training in thinking and experimental work. Top |
| What determines your curriculum and how does it relate to the N.Z. National Curriculum? Will my child make a good transition back to the N.Z. curriculum when he or she leaves Ficino School? |
In the junior school, (years 1 to 6) the curriculum reflects the very obvious and natural needs of the young child. Nourishment is needed for heart, mind and body. So the children sing fine music, meet great literature, practise mental agility in mathematics, learn about great men and women in history, discover the awe and wonder in science and learn to read, speak and write with sincerity and efficiency. Around the age of 10 the power of reason is ready for development. This needs to be stimulated by moving into broader mental and emotional realms. Moving up to the Intermediate stage class allows this to take place and is reflected in the expansion of the subjects where there is naturally a more analytical approach to learning. In essence, the pupil is put into a situation where learning how to use the innate intelligence through reasoning and decision-taking becomes the important factor.
Consequently the intermediate school (years 7 & 8) curriculum is very wide in order to provide a large view of the world and the possibilities ahead as students consider secondary schooling and embark upon a higher level of study. The relevance of character building becomes more obvious at this stage and emphasis is placed on a few significant ventures to help with this. Over this stage of schooling, the child becomes stronger; in mind and body. Children who have to transfer to other schools are frequently received with high commendation for their academic abilities, general conduct and confidence. Top |
| Why are Ficino children taught the Sanskrit language? |
| Parents often ask why we teach Sanskrit at Ficino. There are many excellent reasons why we have chosen Sanskrit as the focus of language studies. It stands at the root of very many eastern and western languages, including English and most other European languages, both classical and modern. The word 'Sanskrit' means 'perfectly constructed' and its study illuminates the grammar and etymology of language. It is a language full of beauty: of pure sounds, of structure, of script, of poetry and prose. Study of its grammar brings order to the mind and helps clarify thinking as well as speech and listening skills. Sanskrit has one of the richest and most extensive literatures of all known languages; vast epics, profound scripture, subtle philosophy, voluminous mythology, exquisite poetry and much else. Sanskrit literature embodies a comprehensive map of the human makeup: spiritual, emotional, mental and physical. The Study of Sanskrit therefore provides a wonderful teaching resource as well as being infinitely stimulating for the developing mind. Finally, Sanskrit is a language of impeccable academic credentials and is hugely respected by the academic community. It often forms a point of interest, comment and admiration when scholars are interviewed for university admission. Top |
| How do the parents get to know about the Philosophy that their children are learning? |
| Ficino School offers an invitation to Parents to attend the introductory course of nine lectures at the School of Philosophy. As Ficino parents you are invited to various school events in which the children share what they learn with parents. There are also some very good books available through SOP which provide excellent insight into some of what the children will learn over their years with us. These include: Good Company, The Man Who Wanted to meet God, The Geeta and The Upanishads (Yeats version). Please feel free to make an appointment with the Headmaster to discuss Philosophy if you would like more information, or just speak to your class teacher. Top |
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| We have endeavoured to answer the most commonly asked questions here. If there is anything that is not clear please feel free to contact the school directly at office@ficino.school.nz or 09 6233385 or via the contact form |
