Which implies: openness to answer the light in others; willingness to listen and respond to the still small voice within; belief that answers are dynamic, not static; commitment to look beyond and beneath the obvious, searching for truth and identifying falsehood; engagement in the search for truth because of its inherent value, not simply to find answers.

Which implies: commitment to achieve a level of self-awareness necessary to interact genuinely with others; effort to foster relationships founded on trust; commitment to a life of nonviolence; belief that peace is not the absence of conflict but the peaceful resolution of conflict; accepting that the resolution of personal and interpersonal conflict is a lifelong task.

Which implies: commitment to employ and enroll individuals of diverse backgrounds; commitment to provide community members with opportunities to learn to know one another; shared resolve to be open to the differences in others; commitment to provide a curriculum that enables each to celebrate one’s unique talents and heritage and those of others; acceptance of the responsibility for one’s own learning; commitment to lessen divisions among ages, among school units, and between the School and the broader community; acceptance of that of God in each person; belief that the individual achieves identity in relation to community and that an individual’s identity is nurtured and enhanced by community; shared resolve to promote tolerance and address the issues of prejudice.

Which implies: effort to instill a sense of awe and reverence for nature; responsible stewardship of all our resources; intentional teaching of a humble interaction with, rather than an arrogant attitude toward, living things; commitment to serve and empower others; celebration of the inner life of persons; respect for the harmony of mind, body, and spirit.

Which implies: resolution to speak plainly, clearly, and honestly; reliance on one’s own creative resources when possible; wariness of the slick and shallow; awareness of the oftentimes fine line between the necessary and the frivolous; acknowledgment that our capabilities and possessions are gifts to be shared with others; commitment to create a community/learning structure that is sensible and devoid of structural trivia, appreciation of the truth that the simple is often very complex.

Which implies: experiencing times of silence during the school day; developing awareness of the significance of shared silence; practicing the discipline of centering as a means to deeper understanding; desiring to foster deep and profound listening; including Meeting for Worship as a part of significant School events; incorporating silence as part of the decision-making process; recognizing the distinction between quiet and a deeper, settled silence.