President’s Message
A theme that seems to run prominently through many articles in this issue of Re:Cycle is the idea of “natural laws of learning and youth development.” In other words, there seems to be a set of universal principles that has guided the work of youth bicycle education organizations and has made them so effective in capturing the intrinsic interest of children and adolescents Vander Tuin in Eugene would tell you how the “hands-on” quality of bike repair and fabrication fuels the desire to learn. Erik Cliette in New York might describe how effective his students are in communicating bike safety concepts to their peers. Likewise Cynthia McArthur in Minneapolis would explain how peer instruction universally builds a powerful self-image for the young “instructor.”
And I would intone Deborah Meier’s maxim “learning is explaining” * and would remind you how effectively bike shops provide for “authentic learning” of academic and vocational skills in a real world environment.
From the academics point of view, Joan Wynn of the Chapin Hall Center for Children, University of Chicago, adds seven essential characteristics of highly effective youth programs. Not surprisingly, those characteristics describe the typical YBEN program. So, what previously seemed a mystery to many observers, the uncommon success of YBEN-type programs, now has a rational basis.
If you, the reader, can see the compelling logic of youth bicycle education programs, please help others see it too. It is still difficult to convince many educational policy-makers that our approach can speed progress toward more effective education and schooling. Many foundations still see the role of youth development in community building but gravitate toward more complex, high-tech solutions. Let’s all help make YBEN’s voice heard louder.
* Meier, D., (1995) The power of their ideas: lessons for America from a small school in Harlem, Beacon Press.
