leadership development
Life Lessons How Cathedral School for Boys cultivates leaders through real-world, immersive experiences beyond the classroom
By Megan Wyman E
boys to feel like school matters, and experiential learning makes interdisciplinary work and learning easier because it puts boys in position to connect the dots on things they learn.” Whether they practice language skills, present to outside investors, or produce a podcast, these experiences produce moments of growth. “The magic in that is that boys are seeing that learning doesn’t just happen in the classroom,” adds Juergens.
xperiential learning — be it through local service opportunities, immersive Intersession courses, Outdoor Education, or language trips abroad — has
long been a deeply valued and vital component of Cathedral School’s Upper School curriculum. Whether students interface with experts in fields of study, immerse in real-life settings, or live with locals on language immersion trips, they learn to step out of their comfort zones to gain a higher sense of purpose, responsibility, and outward mindedness — all qualities of being a true global citizen and leader. “Boys learn by doing,” says Kate Juergens, current Director of Enrollment Management. “This is what makes experiential learning so transformative: When you introduce a new voice, perspective, or environment that is solidifying something you already know or introducing something in tandem with what you’re learning, it codifies the experience, the learning, and the interest.” As a school that creates leaders, Cathedral intentionally utilizes off-campus opportunities to give boys exposure to how the real world operates. “They provide relevance and rigor,” says former Director of Upper School Chad Harlow. “I want
Service Learning: Consideration & Local Needs
Cathedral’s long-standing tradition of service to local communities has always provided boys with opportunities to cultivate leadership skills. Since COVID, the school has evolved its approach, devoting more time to challenging students to reflect on the ‘why’ behind community service and create solutions that more intentionally impact those who are served. “Letting the boys be part of the planning and diagnosing of community needs, there’s a deeper level of commitment and accountability so that by Grade 8, they are ready to serve with
2024–2025 red & gold | 9
Made with FlippingBook. PDF to flipbook with ease