About

We are all individuals, with distinct and dynamic combinations of strengths, weaknesses, preferences and goals. Learning pathways can be customized to match. But people also crave community and feeling part of something bigger.

Independent learners (people who are “hacking” their educations, whether by formally homeschooling, or by supplementing part-time or full-time school enrollment) have access to a wealth of online and offline resources that can be leveraged to create deeply meaningful customized learning pathways, driven by who they are now and who they want to become. The missing piece, in many cases, is a consistent hub with a stimulating, supportive and socially healthy culture, where they can grow intellectually and personally while also enjoying regular communion with peers and adult mentors.

To fill this void, in 2020 we created an online hub offering a modular menu of educational and communal programs for tweens and younger teens. Programs focusing on mastering specific subjects are readily available, so we've focused on filling the gaps with interdisciplinary and/or unique offerings that complement and supplement other activities. (We encourage others to use our hub as an inspiration, and our resources and experience as tools to help them achieve their own visions. If you have a serious interest in setting up an online or in-person hub, whether small or highly aspirational—such as the blend of co-learning, co-working and community spaces for all ages shown in the draft conceptual floorplans at the bottom of this webpage—contact us to find out how we may be able to help.) 

As Peter Drucker famously said, "Culture eats strategy for breakfast." Culture creation is of paramount importance at The Hub, and is driven by these foundational values and principles:

• There are many ways to define personal "success," and many paths to achieving it.
• People of all ages are naturally motivated to learn things that allow for mastery, autonomy, and a larger purpose (see Daniel Pink's work on what fuels motivation).
• Personal authenticity, and being able to express our authentic self to others, makes us feel whole and at ease, which primes us for more effective learning (and living).
• Following our curiosity, working on interesting challenges (as articulated by Y Combinator's Paul Graham), and identifying and leveraging strengths in ways that create value for ourselves and others—while also managing weaknesses that get in our way—helps us find our purpose.
• We increase our odds of thriving in uncertain times (and times are always uncertain to some degree) by being adaptable, creative, and resilient, and belonging to a well-functioning community of interdependent individuals—people who have each others' backs and are invested in helping each other succeed.
• Connection and collaboration take precedence over competition (there's a place for healthy competition too, but ultimately we will either thrive or wither because of what we can accomplish together, while intentionally aiming for win-win outcomes).
• It's always about the journey, not the destination, so strap in, enjoy the ride, and create the world you want to see. (If The Hub's aspirational culture were set to music, it might look and sound something like this.)

Learn more about our current programming here.

I've written widely shared articles about the future of learning for the likes of TheAtlantic.com and the NPR/PBS MindShift site, and I’ve curated a site on the topic. One of my most popular education articles was called “To Advance Education, We Must First Re-Imagine Society.” The Hub—inspired by my article research; countless conversations and site visits to other learning centers; and my first-hand experience co-founding and managing pioneering, mixed-ages co-learning groups for independent learners in the Washington, DC area since 2013—is one manifestation of what I believe to be a shared vision to re-imagine both education and how people relate to themselves, to each other, and to the wider community and world. 

I’m working mostly behind the scenes, arranging and overseeing all of The Hub’s facilitated offerings. But I also work closely with the facilitators, brainstorming how to best support each student; arrange professional knowledge exchanges with seasoned educators who have experience with complementary programs such as International Baccalaureate, Agile Learning Centers, and the North Star network; and leverage my areas of subject-matter expertise and my extensive personal and professional networks on an as-needed basis. I'm also consulting with families who would like assistance in supporting  their children's independent learning, individually or in groups.

My work draws on the following:

• Education/facilitation training and experience. I've received formal facilitator training through the District of Columbia government and through the Agile Learning Centers. I've developed and taught classes on computer programming and travel writing to adults, and I've facilitated at a DC Citizens Summit. I've tutored student athletes in math at the college level, and I've facilitated activities focused on math, science, language arts and other subjects for mixed-ages groups of children.
• Academic training. I have degrees in systems engineering and journalism.
• Professional experiences. I've written about the future of learning (as mentioned above) and profiled scientists and engineers for a monthly careers column for The Science Teacher magazine. I've also covered many other subjects (ranging from the Olympics to architecture, social issues, and attempts to clone the extinct Tasmanian tiger) as a freelance journalist in Washington, DC and Sydney, Australia, tracking down resources and getting up to speed quickly on each new topic. Besides that, I’ve worked as a computer programmer for a Fortune 500 company, and as a media liaison and director of marketing and communications for international environmental and business-development nonprofits. Additionally I've run my own communications-consulting businesses, working with clients ranging from tech start-ups to large foundations, corporations, government entities, and multi-lateral organizations.
• Personal experiences. Among other things, I’ve lived in seven countries on five continents, and I once spent a year backpacking through Australia and Southeast Asia without a set itinerary. My areas of interest range from ancestral skills to modern economics.

Though I'm Canadian by birth, I've lived in a few other countries, including Morocco, Australia, Malta, and England. Through nearly a decade of traveling internationally with my family, I've been lucky to experience so much of what the world has to offer, and all the while I've taken my learning with me.

I've had the freedom and the space to develop my creativity, and fall head-first into my projects. Whether it be writing books, researching historical topics and mythology (one of my favorite topics), painting or performing arts, I've surrounded myself in knowledge and research, and honing the skills I hoped would help me take off in life. I also grew close to my younger siblings, with whom I spent hours discussing our favorite theories and mythology.

As I've grown into adulthood, I've spent quite a few years helping younger people more broadly, by arranging in-person activities for a homeschool group, mentoring teens, and co-facilitating weekly Project World School online meet-ups for tweens and teens. I also worked in a conventional school in the U.K, where I figured out that, yeah, I absolutely want to work in a learning environment, but without the confines of conventional education—who woulda thought ten years of home/world-schooling would lead me to that decision?

Quin is a co-facilitator for The Hub's micro-academy.

My journey into self-directed learning (explained in more detail in this interview) began at age 10, when I left the United States with my family to travel the world. We had only intended on being gone for a year, but life got in the way. Over the next 11 years, through 40 countries and countless experiences, I developed a wide body of interests and a passion for learning. Some of these interests include philosophy, mythology, ancient history, game theory, creative writing, poetry, rock climbing and cultural anthropology. 

Almost by necessity, creativity and improvisation have become second nature to me. Throughout our travels, I worked with various organizations and initiatives (often learning the necessary skills along the way), including animal sanctuaries, children’s libraries and local conservation initiatives. In addition to this, I’ve also had extensive experience with working online, ranging from website design to social-media management, freelance writing and email marketing. It was through these varied work experiences that my family and I were able to sustain our adventure. 

Since 2013, when I co-founded Project World School in partnership with my mom, I have been facilitating social, experiential, and cultural learning for kids, tweens, and teens all around the world. I have hosted more than 15 month-long, in-person retreats for teens in more than 10 countries, and have helped facilitate camp activities at our last six Family Summits. I've also facilitated online classes and discussion groups on various topics for children ages 8 to 13, and spoken about self-directed learning at education conferences around the world.

It is my belief that exploring other cultures through the lens of compassion and understanding can help us lead more fulfilled lives, which in turn can help us create a more peaceful planet. 

Miró has been a co-facilitator for The Hub's micro-academy and Friday Forum, and has also co-facilitated several of our camps.

I am passionate about the new generation and creating spaces for people of all ages to explore who they truly are through playful learning, community sharing, and celebration. I believe that the future of learning is in more choices, self-awareness, and strong community building.

Originally from Moldova, I immigrated to New York in 2002. I studied International Economic Relations (Moldova), Educational Psychology (New York University), Waldorf Education (Sunbridge Institute), Remedial Education (Association for Healing Education), Agile Learning Facilitation (New York and Barcelona), and Non-Violent Communication (New York).

I have been working with children from ages two to 16 throughout my life. As a teenager, I organized games with children in my neighborhood. As a result, several of them learned to speak basic English in just one summer. Later I taught English, French, and Romanian at a private school in Moldova. In New York, I worked at the Brooklyn Waldorf School for seven years as a class teacher; a founding librarian and reading groups teacher; an assessment and learning difficulties teacher; and a homeschool group teacher. Over the next five years, I was fortunate to work with about 200 homeschool families throughout New York City, designing and leading small homeschool coops and teaching all the subjects.

Over the last four years, I have been exploring the vast and diverse world of self-directed learning, both personally and professionally. One summer I immersed myself in a Spanish-speaking environment. It was my first-ever experience learning something in a non-traditional way. It was a challenging and mind-opening experience. As a result, I improved my Spanish and learned a lot about the culture and history of Spain and Mexico, but most importantly, I learned so much more about myself and how I learn best! In my current work with children and their families, I am emphasizing connections to nature, intra-personal and inter-personal skills, and emotional intelligence as my main tools to create a solid foundation for a more natural and deeper way of learning throughout life.

A Parent's Testimonial:

"I feel that Svetlana is a truly special teacher. She knows so much about nature, children, and learning! My children can be very shy with other adults. Both of them opened their hearts to her. She talked to them in a very kind and warm way, explaining things they were interested in, asking them questions and listening to their opinions. She encouraged good communication for all of us." -- R.K. (NY)

Svetlana co-facilitated an explorer's camp for The Hub.

A: The Hub's programming is currently centered on online micro-academies for ages 9-12 to 12-15. This is supplemented with some à-la-carte options for tweens and teens and their parents.

The micro-academy caters to young people who want the best of both worlds: customized learning and community. They may be bored or disengaged in a one-size-fits-all setting, but come alive when given the opportunity to develop skills and knowledge at their own pace, within the context of a program they can help shape, based on their authentic interests. Or they may already be learning in a customized way that engages their minds, but be craving a more consistent cohort experience. (To help gauge if the micro-academy is a good fit, potential participants are welcome to attend one of our open-house mini-sessions, listed here.)

A: The focus is on offering a wide-ranging, part-time online micro-academy, as well as support (as needed) for integrating the micro-academy plus other experiences to create a comprehensive whole. 

The micro-academy is designed to broaden horizons by exposing young people to a variety of useful skills and bodies of knowledge, in a holistic, inter-disciplinary way. It also facilitates deeper dives to discuss and otherwise explore those that feel relevant and aligned with their interests, which sets up the optimal conditions for them to integrate and retain knowledge. Additionally, it emphasizes developing the “5 Cs” that are essential to a lot of success in life—critical thinking and problem solving; communication; collaboration; creativity and innovation; and citizenship. There is ample time outside the micro-academy to acquire other skills and knowledge that are needed to meet each young person's and family's goals. 

The Hub also offers select à-la-carte offerings, in response to member and community interest, aiming to fill niches that aren't already filled. 

The Hub's wraparound support services are designed to help families who would like assistance with finding resources, putting the pieces together, and/or documenting what's being learned. Examples are also provided of curated learning pathways and portfolios.

A: The micro-academy is the heart of The Hub’s program, and is designed for people who consider themselves independent learners, and who enjoy having a communal base that: serves as an extension of their family’s home base; provides consistent social connections; amplifies deep, interdisciplinary learning opportunities; and offers opportunities to work on group projects that are vehicles for learning important, higher-order skills, such as how to manage projects and work effectively as a team. 

From The Hub's perspective, enrollment in the micro-academy can be paired with enrollment in any other programs, as long as regular attendance and engagement is practical. The Hub's à-la-carte classes, workshops and activities are also suitable for anyone.

It is up to families to research and ensure that they’re following any relevant regulations and requirements regarding school enrollment and/or homeschooling. A site that contains a lot of information about homeschooling requirements in all 50 U.S. states and the District of Columbia can be found here. 

A: In the micro-academy, the facilitator’s role is like a blend between a composer, a conductor and a musician, with the goal of co-creating a beautiful piece of music. As a composer, they bring ideas to the table and offer intellectual and creative challenges. As a conductor, they aim to be attuned to what’s happening with everyone within the group and to help participants develop the skills that foster a healthy balance between meeting individual needs for self-expression and creating a whole that is greater than the sum of its parts. As a musician, they are active participants themselves, modeling intellectual curiosity, how to learn, and respectful ways to engage, contribute to the group, and resolve any disagreements. 

The facilitator is also like a "guide by the side" on the broader learning journey, working in partnership with parents and children to really get to know each participant and what makes them tick, and to use that understanding to help the young person develop their unique set of strengths and interests, while also helping them manage or overcome weaknesses that are standing in the way of them reaching their goals. 

A: To foster the desired level of personal relationship-building, the overall facilitator-to-student ratio for The Hub's micro-academy will be capped at 1:8. (This is the general maximum number; group dynamics differ, so to maintain the integrity of the experience, the facilitators have the authority to decide when a given cohort feels like it has reached full capacity.)

For à-la-carte activities organized by The Hub, the person leading each activity will decide the minimum and maximum size they believe will allow them to offer a quality experience.

A: Grade cutoffs are arbitrary and limiting. Individuals learn things (in a meaningful way) only when they’re ready, and no two X-year-olds are the same, whether they’re in the same “grade” or not. On the other hand, young people progress through similar developmental stages that start and end roughly around certain ages, and mixed-ages learning has many benefits, for younger and older children alike. Like human-development age ranges, The Hub’s age range is “ish”—it’s more about maturity level and maintaining good group dynamics, rather than calendar age.

A: Get in touch if you are interested in providing grant funding (to subsidize tuition for families whose children would benefit from such programming, but for whom the full tuition is out of reach), starting a hub of your own, or want to explore other ideas or share other resources.