About
In this field, I’ve done everything from design educational card games to conduct user experience research to manage LMSes and help found a school. Other phases of my working life have included packing cans of Lysol on an assembly line, building houses, and working as an EMT transporting children to psychiatric facilities and terminal cancer patients to hospice.
I also love rock climbing, motorcycles, Muay Thai, and grappling with the complexities of beingness and consciousness as an embodied mind floating through spacetime on this miracle ship called Earth. I bring enthusiasm, curiosity, a sense of adventure, and calm confidence to every project.
Let's collaborateThere is so much… this.
It’s my opinion that I personally, the world generally, and the field of education specifically, too often tend towards a scarcity mindset. What skills are employees lacking? What learning has been lost? I’m not smart enough to do that. The reaction to this feeling of inadequacy is inevitably “More!”
The effect is that we talk at each other instead of conversing with each other, ignore all the abundance surrounding—infusing, comprising—us, and just feel bad. But we contain multitudes. Every body is a universe. Every thing is a miracle. And every learner is a genius. There is so much… THIS if we just pay attention. I think that’s a much better starting point for doing pretty much anything.
PHILOSOPHY / WORKING PRINCIPLES
The true goal of education isn’t reached upon graduation or employment. We are striving to develop a certain quality of mind—a way of being in the world that’s both confident and compassionate, capable and curious.
It’s about supporting individuals to develop their capacities to not only navigate the complexities of life as it is, but imagine better futures and contribute meaningfully to their communities.
Education, at its core, is a process of liberating oneself from ignorance, shedding the blinders that obscure our true potential. It’s about honing our skills, yes, but also about expanding our understanding of ourselves and our place in the grand web of reality. It’s a journey of exploration, both inward and outward, that touches every facet of our being—physical, intellectual, emotional, imaginative, and social.
We’re all built differently, each with our own unique mental, emotional, and physical configurations. Each of us has unique gifts, individual challenges, and our own trajectories and paces of development. An educational program worth its salt recognizes and celebrates this diversity, adapting to the individual rather than demanding the opposite.
Effective education lets learners explore the physical, intellectual, emotional, imaginative, and social dimensions of life, independently and collaboratively. Programs must make thoughtful trade-offs, but every element should aim toward coherence and communicate: You are confident, capable, and caring.
We learn best not in isolation, but in community. A classroom is an ecosystem—a living laboratory where ideas cross-pollinate, perspectives shift, and connections are forged. Everyone is both student and teacher. The underlying ethos is: We’re all in this together.
Teaching and learning are acts of creation and participation in the unfolding mystery of life. When we teach, we pass on not just information, but a way of seeing the world and being in relationship with ourselves, each other, and the planet.
Digital tools are instructional aids, with weaknesses, affordances, and emergent properties just like clay, pencils, and counting blocks. A live game, printed handbook, or custom chatbot could each be the right solution. Technology should serve our highest values, not substitute for human connection.
Education should inspire and be inspired. It should point toward a lived experience of being a vital part of a vibrant world. The end of any educational program should always be the start of something greater.
SO MUCH THIS / INQUIRE WITHIN