Our ability to offer an in-depth survey in 7 weeks depends on 3 things:
* our selection of participants:
* our structuring of the time together
* the setting in and through which we travel
A fine-tuned selection process (see Participants) will attract individuals who are serious, balanced and focused. In addition to these essential qualities that enable them to maximize time aboard, they will bring together a blend of talents and backgrounds that mirrors the diversity of the Canadian microcosm. This blend of kanata within the group will be as important as the places we stop and settings we pass through.
A 24-7 times 7 schedule that’s rigourous but not exhausting facilitates the learning process. We travel, eat and sleep together with a central focus yet this time is paced for assimilation and reflection as well as input. One night in three we’ll be stationary, enabling a solid rest for those who may have difficulty sleeping on a moving train. There will also be regular breaks and individual ponder-times during the days.
The rail setting in which we’ll be together for 80% of our total time (see Platform) contains a panoramic viewing area, private/semi-private sleeping accommodation, a dining room that doubles as a classroom with library, and a combined gym and staging area with space to store props, supplies and equipment such as canoes and bicycles for on the road side trips. It’s all there accessible, together!
With this combination of time, space, people and mobility, Canadian Classroom on Rails can deliver the following to its participants:
They will set foot in all eight geographic regions including 17 jurisdictions: provinces, former provinces such as Cape Breton and Vancouver Island, and Territorial districts in the North
They will have visited 50 cities, towns and sites of interest and passed through three times this many in close-up photo range
They’ll have seen, travelled along/beside seven major river systems, one thousand lakes, and been able to dip their feet (if they choose) in three of the world’s oceans that border us
In each area visited, they’ll tour major activities and industries that take place here and meet representatives of business, civic and cultural life and people in the streets and on the land.
The first responsibility of participants in Canadian Classroom on Rails is to be present on the journey.
The second is to anticipate, from the present point, what may be ahead and to be prepared for it as best as possible by being present when it is reached.
The third duty, having done the two preceding ones, is to record what is being seen and experienced.
These three responsibilities entail different mental functioning and involve different parts of the brain.
Being an effective student requires developing skill at switching between the different modes and functions.
Alumni/alumnae will be ambassadors of Canadian Classroom on Rails to:
* potential candidates/future participants
* schools/churches/community organizations
* Chambers of Commerce, local governments, artistic circles and other possible supporters
The best preparation CCOR grads can make for these experiences is
to be so present during the Classroom that the experience is thoroughly stored for future recall
to develop a series of cues and memory pegs to be able to call the experience up and re-live it vividly
to build a resource bank of pictures, songs, stories, dances and other material that can be used as props and program supplements
In addition …
Participants will develop a specialty project individually or jointly with other participant(s). This will be proposed/discussed with an advisor in advance, polished and presented on board and re-presented in the community afterwards. It will be assessed by mentor(s) and peers.