At the Center of All Possibilities is built around a few fundamental questions: How can we best educate our children so that they have the skills, confidence, and knowledge to live lives of joy, fulfillment, and service to themselves, their communities, and the planet? What do our students need to know, what dispositions do they need to develop, and what social and emotional learning and support do they need so that they are able to respond to both the challenges and possibilities of a future they can't yet imagine? And how can we transform our current educational system into the system that will answer these questions? Doug Selwyn invited twenty educators and activists to respond to these fundamental questions in short essays or interviews. There has been no attempt to align them into a neat package: there are many points of view that we need to consider in our own unique circumstances, and there is value in gathering a range of thought and experience when considering how best to plan, and then to act. Moreover, the book urges us to begin planning and acting now for the education we want, rather than to put it off because of the crisis of the moment. One of the central responsibilities of a society to provide the best education we can to the next generation so that they can lead their best lives, and these are our children. We owe them the very best education we can offer so that all of them can realize themselves at the center of all possibilities.

At the Center of All Possibilities is built around a few fundamental questions: How can we best educate our children so that they have the skills, confidence, and knowledge to live lives of joy, fulfillment, and service to themselves, their communities, and the planet? What do our students need to know, what dispositions do they need to develop, and what social and emotional learning and support do they need so that they are able to respond to both the challenges and possibilities of a future they can't yet imagine? And how can we transform our current educational system into the system that will answer these questions? Doug Selwyn invited twenty educators and activists to respond to these fundamental questions in short essays or interviews. There has been no attempt to align them into a neat package: there are many points of view that we need to consider in our own unique circumstances, and there is value in gathering a range of thought and experience when considering how best to plan, and then to act. Moreover, the book urges us to begin planning and acting now for the education we want, rather than to put it off because of the crisis of the moment. One of the central responsibilities of a society to provide the best education we can to the next generation so that they can lead their best lives, and these are our children. We owe them the very best education we can offer so that all of them can realize themselves at the center of all possibilities.

What would schools and communities look like if the health and well-being of all our children were our highest priorities? More important than test scores, profits, or real estate values? What actions would we take if we wanted to guarantee that all our children were growing up with what they needed to be healthy, happy, and successful-and not just some of them? The United States was once among the healthiest countries in the world. As of now, it is ranked no better than twenty-ninth. Those who bear the brunt of our worsening health are the poor, people of color, and, most of all, our children. All Children Are All Our Children situates our ongoing health crisis within the larger picture of inequality and the complex interplay of systems in the U.S. based on class, privilege, racism, sexism, and the ongoing tension between the ideals of democracy and the realities of corporate capitalism. Public education is caught in the middle of those tensions. All Children Are All Our Children begins by defining what we mean by health, looking at the many factors that support or undermine it, and then identifies steps that can be taken locally in our schools and in our communities that can support the health and well-being of our young people and their families, even as we work towards necessary change at the state and national policy level.

What would schools and communities look like if the health and well-being of all our children were our highest priorities? More important than test scores, profits, or real estate values? What actions would we take if we wanted to guarantee that all our children were growing up with what they needed to be healthy, happy, and successful-and not just some of them? The United States was once among the healthiest countries in the world. As of now, it is ranked no better than twenty-ninth. Those who bear the brunt of our worsening health are the poor, people of color, and, most of all, our children. All Children Are All Our Children situates our ongoing health crisis within the larger picture of inequality and the complex interplay of systems in the U.S. based on class, privilege, racism, sexism, and the ongoing tension between the ideals of democracy and the realities of corporate capitalism. Public education is caught in the middle of those tensions. All Children Are All Our Children begins by defining what we mean by health, looking at the many factors that support or undermine it, and then identifies steps that can be taken locally in our schools and in our communities that can support the health and well-being of our young people and their families, even as we work towards necessary change at the state and national policy level.