ENCORE: 4 Pillars of Mindful Service
Download MP3Scott Jamieson (he/him): Welcome to the Empathy to impact. Podcast I am very excited to be visiting the International School of Kigali in Rwanda, and my guest today is Aya, and she has written a paper to the World Council on Intercultural and Global Competence on her idea of mindful service, and I am so excited to be
Scott Jamieson (he/him): talking to a student about
Scott Jamieson (he/him): service learning, and how we design meaningful and impactful and reciprocal and sustainable service, learning initiatives and move away from some service that, despite good intentions, maybe doesn't end up having the impact that we hope for. So I had so great to have you on the podcast and just give you a chance to introduce yourself to our listeners.
Aya S.: Hello, Scott, it's so great to be here. I'm Aya, and I go to the International School of Kigali. I'm in ninth grade, and I'm part of the Service Learning Club here.
Aya S.: A while ago we took a couple of servicing trips, and that's really where the this idea of mindful service really started to kind of take shape for me. And yeah, I'm really, really excited to discuss it with you. Really excited to share some ideas regarding, avoiding harmful service.
Scott Jamieson (he/him): Tell me a little bit more about this idea of mindful service, and some of the pillars that go along with that.
Aya S.: Mindful service is really about a service learning that acts in the interest of the community that we are interacting with as defined by the community. And it's really about
Aya S.: building relationships, reciprocal relationships, communities. It's all about communication. It's all about making sure that we are collaborating with the communities that we engage with, especially when these are foreign communities communities that we might not be understand, and communities that are have different cultural norms and values than we do.
Aya S.: These 4 pillars, as I like to call them, are intent, impact, presence and inclusivity, these 4 little factors and mindful service that really shape how we do service learning.
Scott Jamieson (he/him): I wonder if we can unpack those a little bit? I really love it. The inclusivity, presence, intense impact.
Scott Jamieson (he/him): What does that mean for some of our. Maybe we have some people learn listening, and who are in a position where they're designing service, learning experiences or students who are thinking about service. How? What do these terms, or these pillars? If we unpack those a little bit, how do we more deeply understand those.
Aya S.: Each one is really just methods that we can tackle service and service learning, for example, inclusivity is really all about making sure that when we are interacting with other communities, we make sure that we are including them and say, the it's called. And the let me think
Aya S.: a decision, making process of servicing endeavors. It's about making sure that
Aya S.: of
Aya S.: we are
Aya S.: really making sure that they are there when we do service on endeavors and then increase and then impact. It's all about understanding the impact of our actions. It's about making sure that when we act we do it with the impact in mind. When we act, we do it while understanding. The short term impacts the long term impacts the temporary impacts the and the short term impacts. Just making sure
Aya S.: we have all that in mind before we act. And then intense. It's about aligning our intentions with the needs of the community as defined with community. It's making sure that when we do something we do with not just good intentions, but intentions that align with what the community needs, and then
Aya S.: the last on presence. It's about making sure that we are there, that when we're engaging with other communities, when we're engaging with others. We are really, we're there. We're just we are there, and we make sure that they feel heard.
Scott Jamieson (he/him): That all resonates with me so much and thinking about, you know a lot of service initiatives when we think about maybe a cast project or a personal project, who? Where students are engaging in service, maybe without all the knowledge and the tools they need. And oftentimes we're
Scott Jamieson (he/him): thinking about a community who we're not really engaged with and not present with and not coming in as listeners. But we're deciding on our own what they need and what we're gonna do. And you know, that doesn't always land. Well, despite our good intentions, so intent, so important, and also thinking about the impact.
Scott Jamieson (he/him): well, we're often focused on the impact we're hoping to have. But what other possible harmful impacts we might have as well, and thinking like systems, thinkers, to really see all those impacts and how we impact the community. But so important to engage in
Scott Jamieson (he/him): part of that community as we're designing this have that really be a collaborative process so loving everything I'm hearing here.
Scott Jamieson (he/him): Tell me a little bit about your Service Learning club at your school, and how your involvement there sort of led to
Scott Jamieson (he/him): you, becoming interested in this topic and motivating you to create this paper that you submitted.
Aya S.: I remember when I first joined our Service Menu Club here it was last year we just had to pick what close that we were going to do. And I just just came into high school wasn't really entirely sure what I wanted to do. So then I just decided to pick 2 subjects which 2 clubs which I thought would just
Aya S.: give me a lot to work with. I was looking for something that would engage me. I was looking for something that would give me a lot of work to do, something that could work with son. I decided to choose service learning and mun as my 2 clubs.
Aya S.: And when I first joined the Service Learning Club there was this funny mix up, and I ended up with only one other person, because the club ended up being split.
Aya S.: And basically, I ended up with one other person, and the entire rest of the club would meet Monday, Wednesdays, and then me and this one other person would meet Tuesdays and Thursdays, and at first I was shocked when I heard that I was like, Oh, okay, maybe maybe should I take do something else?
Aya S.: But he was really okay with it. He was like, no, I wanna continue doing the service or name. And then that kind of inspired me. I was like, yes, this is something that I'm interested in. And this is a small group. It's something I can work with. And it's what I want to do. And then, yeah, once I got over the initial shock, once I got over everything in the beginning. It was just amazing. A lot of these service a lot of our sessions here
Aya S.: will be discussion based, and then we'll also do trips and different projects with our local Rhonda communities. And yeah, I think these discussions really helped me for my ideas on service. And then the projects that we did just really like broadened my perspective. On what service could be of what it can look like.
Scott Jamieson (he/him): Sounds fantastic, and I love that. Your school has a club that allows you to engage in service learning in a meaningful way.
Scott Jamieson (he/him): When was it that you sort of came across
Scott Jamieson (he/him): some examples, I guess, or became more deeply aware of service learning initiatives that maybe didn't have the desired impact, and maybe even went so far as to be harmful
Scott Jamieson (he/him): to a community. This people are trying to help like we always didn't come into these with the good intentions, but we don't often get good results.
Scott Jamieson (he/him): And when did you kind of encounter that sort of aspect of service? And how did that kind of help motivate you to be a change maker and help people to kind of see through the lens of these 4 pillars.
Aya S.: I found the a lot of these examples of harmful service shockingly enough, but sometimes come from my own thought process when I first began, and my initial relationship with service, and we would brainstorm things. We would think of things.
Aya S.: And I remember during one of our trips we went to Ghana for the Global Issue Service Summit. And I was so tired that day, and we were like thinking we had a service day ahead of us, and I got tired, and I just blurted out, you know what I'm sick of this? Why don't we just go clean a beach or something. Why don't we just
Aya S.: paint a wall cleaner, cleaner over? These were in my head. What we're kind of first. Why, I thought of these were just what I thought of when I heard service, you know, just small little projects. And then I began to realize, kind of just as a left my mouth. I began to realize, wait! What do these really do? Because these are projects that are defined by volunteerism, which is what most people, including me, sometimes think of when we think of service.
Aya S.: and then volunteers and the issues that come with it is that
Aya S.: it's very short term a lot of what we were planning to do. Say, we did go from the beach the next day. It would be dirty again, and we would have done practically nothing. We wouldn't have built anything with the community that we were working with. We would have cleaned a beach and then Beach gets dirty again one next.
Aya S.: It can also sometimes be harmful. What if there were the community had something related to that beach? What if it was sacred? And we came in and we cleaned it, but we didn't actually seen it. We just caused more harm in the eyes of community. It wasn't
Aya S.: it, really, when I was brainstorming ideas, I began to ask how many of these wouldn't really work, and even if they don't sound harmful they can still be harmful. And then, some of the more overtly harmful examples coming in without understanding community at all, and then outside harming the community in a horrible way. Those also just kind of came to me when I was just really thinking about what most people think of service and what sometimes I think a service.
Aya S.: And then a lot of these I realize for wrong, especially through our motto. Here at Isk, we think of service as learning from and acting with rather than learning about and acting for.
Aya S.: And that's when I've been through. It's just how many service projects are defined by learning about and acting for.
Scott Jamieson (he/him): I think that community engagement is such an important piece when we think about learning from and acting with like, there are a lot of people in our community, even within our school community, who we can learn from. And by acting collaboratively with
Scott Jamieson (he/him): some people, we gotta. We're gonna have that sustainable impact. You know, we're supporting an initiative that can keep going once we step away, because, especially as students, you know, we're not here forever like our best student leaders. It's so frustrating in schools.
Scott Jamieson (he/him): We'll go on and graduate and leave this behind. And we have to have a whole new students. We group of students we have to train up to, you know. Take on those leadership roles. And you know that's where the challenges. How do we make this sustainable? And how do we keep that relationship with our community partners? It's more than one off and have it be something where we have multiple points of contact.
Scott Jamieson (he/him): And I think there's some really cool ways to do that is, we could look at embedding that into curriculum. We can look at, you know, taking the things that are happening, your club? And how do we apply that to our learning in the classroom? And how do we really kind of help develop some of these deep reciprocal relationships
Scott Jamieson (he/him): where you know, the community partner is not. Thank God, we're gone after after their time, and because it's something they don't really want in the first place. So I think that's just so so important to kind of. And I think you started in the same place. A lot of people do, and a lot of people think of services, volunteerism, or some of these one off things. And you know the beach clean up is such a great example.
Scott Jamieson (he/him): because if we don't understand.
Scott Jamieson (he/him): you know, if that's a need of the community, and it probably is, if there's a if it's do a mess on the beach like it certainly doesn't. It's a nice thing to do to clean it up. But you're right. If we don't understand the root cause of that. Where's that trash coming from?
Scott Jamieson (he/him): Then? It's probably just gonna look the same in a week or a month or 2 months, and if we can kind of think down to that root cause level of, you know, maybe there just aren't enough trash bins. And we work with the municipality. Maybe people just aren't aware of the environmental impact you're having by leaving their trash with bees.
Scott Jamieson (he/him): Maybe the trash is even coming from there. Maybe it's coming in from the ocean and thinking, well, where does that start with? And where do we kind of move up in terms of recognizing just the trash in the ocean? And that being the problem. And how do we address that on a root cause level?
Scott Jamieson (he/him): But I think it's it's really cool. We can start thinking about that in a more systemic way. And
Scott Jamieson (he/him): I love that. You know, we've gone from this idea of
Scott Jamieson (he/him): kind of helping
Scott Jamieson (he/him): to really kind of being part of that solution and engaging in those conversations. I just think listening is so important as well.
Scott Jamieson (he/him): What are some
Scott Jamieson (he/him): service initiatives that your club is working towards? That might be an example for people of what a reciprocal partnership might look like.
Aya S.: So I remember when our service initiatives are currently largely based on working with a local community here Rwanda, the Aga Joseph Shalom youth village, and we first met them all the way back in October of 2023,
Aya S.: and we went over to their canvas just to talk with them. Just understand them. And just we have so many discussions there just to broaden our understanding of service.
Aya S.: And then we came back, and then we had to think of, okay, what do we do next? We have. We started this relationship with this community. What do we do next? We didn't wanna
Aya S.: straight jump into a service learning endeavor. We don't want to just say, Okay, now, we can do this for them. We can do that for them. We want to kind of avoid that. So we wanted to understand them on a deeper level and understanding the impact that we can have with them, make sure that they're included in the process.
Aya S.: We wanted to. deepen our understanding with them deep in our relationship with them, I mean and make sure that our relationships reciprocal. So then we decided, okay, before we act before we do anything with them, because we understand that there's so many things that we can do with them. But before we do them we're going to invite them over to our campus, and then we're going to have more discussions with them. We're going to talk.
Aya S.: But them more. We're gonna make sure that they're really included in this like decision making process.
Aya S.: So then we invited them over to Isk. We had a wonderful time with them. We did.
Aya S.: we really just had. We had an annual conference with them. We played a lot of sports with them. It was really just making sure that we are there with them, and we're listening to them. We are inviting their presence, understanding that we're building a connection.
Aya S.: And then that's when we decided, okay. Now, we can think of things that we can do with them rather than for them. So we were brainstorming more ideas of what we could do with them, and then we eventually decided to work with them on their visitors front. They taken all our visitors. So currently, what we're doing now is that we're working with them to develop a visitors curriculum for people who visit Asym
Aya S.: to make sure that when they leave Asyv, they leave with this kind of understanding of service, service, learning, and mindful service in mind.
Scott Jamieson (he/him): That sounds absolutely amazing. And I I love, are you focusing on
Scott Jamieson (he/him): kind of taking things a little bit slow? And it probably seems like, you know, a lot of times, we just we want to get straight to action.
Scott Jamieson (he/him): But we really need to take that time to build trust and build those relationships and cause, if we don't it, the house and cards kinda comes crumbling down pretty quick. But by taking that time to get to know that community and build trust with that community and think about what is something they really need, and designing that together. I think that's absolutely amazing. And I think that's a great example of what a reciprocal partnership looks like.
Scott Jamieson (he/him): I want to circle back to your paper.
Scott Jamieson (he/him): So you're having this impact with the service work you're doing your local community.
Scott Jamieson (he/him): But you want to take that a little bit further and contacting the World Council on
Scott Jamieson (he/him): intercultural and global Competence. What sort of led you in that direction. And how did you, even, you know, think that might be an avenue to continue to share your passion and your work?
Aya S.: It was while I was working on the visitors curriculum for Xy. And then I just wanna thank my amazing service learning instructor, Miss Gregson, and while I was working on it
Aya S.: and the community, those around me, I definitely wanna thank them for inspiring me to do this while I was working on it. She just suggested that I write something about mindful service, and that I submitted to the World Council Intercultural Competence because they submits because they accept student entries, and when I heard of it at first, I'll admit I was a little bit skeptical. I was wondering. Oh, for one, would they even want this? Is it
Aya S.: a good enough idea? Has it been done before? Am I really? Is this something that I can do? And then it was really just the support that I had from my community, the support from my service earning of teammates, my club just like having them there and saying, You know what? Yeah, you could. You can 100 do this. And then it was making sure that I had the time to do it, making sure that
Aya S.: I knew what I was doing about it. This is something that I really wanted to do. Once I understood that. Yeah, I can do. But it's an opportunity that I should definitely take.
Aya S.: And then I agreed. Yes, I would love to. And then it was writing everything. Just make sure that I had everything written. I remember when I was really sure on something I could ask my servicemen club on. Hey? How do I relate this tenter cultural competence. How do I make sure that this is right? How do I consider
Aya S.: things that I might not have thought of different perspectives that I go so included. Sign my writing, and then it was working on it over my spring break, and then it was sending it in the editing process. It was. It was an amazing experience and opportunity. I'm so glad I took, and I took it, thanks to the support that I had for my community.
Scott Jamieson (he/him): It's so awesome to hear you share that gratitude with your community and with Miss Gregson for all the work you did. But it sounds like. It's so great to hear your passion for this, as well, you know, working over spring break, and just being so passionate about this. You really want to take this a little bit further, and it's interesting to like listening to. I think this is a common thing. When students get asked things.
Scott Jamieson (he/him): you know there's a bit of skepticism. Are people actually gonna listen? Or are they just asking? And they're gonna they already made up their mind. And so we do have to have that kind of level of trust to say, you know, we really value your opinion, and we want we seriously want it. And that does take that little bit of a level of trust to kind of bring that in.
Scott Jamieson (he/him): I'm gonna just kind of step out of character here a little bit. Do you mind if we share your paper? In the show notes of our podcast people who are listening and are interested in reading is that something you'd be interested in. If not, then that's okay, too. I just wanna ask before I say anything about it.
Aya S.: No, I would.
Aya S.: Can I do that? Because I submitted to them for publication? So I'm not entirely.
Scott Jamieson (he/him): Oh, yeah, we better not if they're gonna publish it. Then, yeah, let's let's wait and see what happens. Because you're right. Yeah, we we don't wanna release that sooner, and if they're gonna publish it, then yes, we could run into a bit of logistical issues. Alright, thank you for that. I just wanted to check that out before I mentioned anything.
Scott Jamieson (he/him): And now I've completely lost my train of thought.
Scott Jamieson (he/him): I I'm still keeping my my note. I didn't mention when I first met you at the beginning of the call. I I'm a quadriplegic, I am. You can kinda see that. Maybe not my, we. I'm in a big giant power wheelchair like Stephen Hawking used to roll around it. I have a spinal cord injury, and so I've got my notes kind of over here on my arm. Rest and kind of have my screen kind of sitting here. So I'm not actually checking my Instagram feed as I look over here taking some notes.
Scott Jamieson (he/him): I'm gonna jump again. I remember where I was.
Scott Jamieson (he/him): Iowa. Why is it so important for schools to have these opportunities for students
Scott Jamieson (he/him): to engage in a meaningful and positive service. Learning, experience.
Aya S.: I think that is one of the. It was actually a question that I had considered while I was writing the curriculums, just like the importance of having this there for students, for
Aya S.: not just high school students for elementary students, for middle school students, for all the way up to university. It's service and having service learning projects there. They are amazing because, it allows for students and participants kind of develop an understanding of the communities that are around them in a rapidly globalizing world. It service learning is one of the best
Aya S.: best ways that people can begin to just understand the world around them and understand each other. It's about and mindful services there to kind of make sure that's facilitating very strong relationships and just allowing for students all around the world just build relationships with each other while working to be agents of positive change in this
Aya S.: rapidly globalizing world. It allows for people to learn about other cultures. It's really just an amazing way to make change. But also having people and students build relationships with each other.
Scott Jamieson (he/him): I love your word choice there agents of positive change. I think that's so empowering
Scott Jamieson (he/him): and lovely, talking about understanding community and really thinking beyond the kind of the walls of our school, and coming back to the idea of, you know, learning from and acting with.
Scott Jamieson (he/him): and how there are so many people out there that we can connect with, whether it's through technology or through just getting out of school and having these kind of conversations with people and being active listeners also love how you're talking about this being a whole school initiative, and how even our youngest learners can engage in service.
Scott Jamieson (he/him): Yes, probably not quite on the same level, perhaps, as a high school student. But they can still have a meaningful impact in their community. And I think it's just really important to create those opportunities.
Scott Jamieson (he/him): Whether that's in a Co curricular program in an experiential learning program built and in embedded into their curriculum. I think it's just so many cool opportunities. We gotta build that change maker mindset at a young age. And then, just as they go through and have these experiences each year in school, you know. Imagine what they're capable of
Scott Jamieson (he/him): coming into high school where you talk about, you know you kind of first came to service in grade 9. And you are just learning so much. And you know that that growth and the empathy to understand different communities is really so exciting.
Scott Jamieson (he/him): If someone's listening and thinking about starting up a change maker, club, or a service club at their school. What advice would you give them to get started in with meaningful service at their school.
Aya S.: I would say to
Aya S.: have a community. When you start, make sure that it's something that you can really share with the community that you have, and then make sure that
Aya S.: if they are to engage in building this service Learning Club, and then having service, learning endeavors. For one, I think the importance of discussions just it's really what helped me. When I first started, we didn't really straight jump into doing anything. We made sure that we were discussing a lot. We had a lot of discussions on what service is, what it can look like. I remember
Aya S.: we would also do these practice discussions on different tools that we can different active listening tools, different activities that we had to make sure that we really understood how to engage with other communities, and then kind of incorporating the ideals of mindful service, making sure that we understand the impacts of understanding each of those 4 pillars before we do any service sending initiatives. It just
Aya S.: really helps make sure that everybody's connected. Everybody's on the same page. Everybody's kind of
Aya S.: has an understanding of service before they do service. And then, when you're kind of planning these service learning initiatives, it's important to have the community included. And then it's important to
Aya S.: take things slowly, as we did with Xyz. It's more to make sure that that connection that communicate it's important to just value open communication, open and constant communication. Make sure you're like really understanding the needs of the community as defined by the community. And then just having that there and then you can really move into
Aya S.: working with them, not for them acting with a community on the change that you would like that both you and the community would like to see and need to see.
Scott Jamieson (he/him): I love it. That's so amazing. It's such good advice. Finding your people engaging in discussion, and really kind of deeply understanding ourselves. Kind of like looking inward and thinking about who we are in our hearts, and what we care about, and who we are as change makers before we think of outward facing action. How are we like we're thinking about ourselves and having that space through those discussions to do that.
Scott Jamieson (he/him): you also mentioned tools. What were some of the tools that you found really impactful as a change breaker.
Aya S.: Some of the schools that we practice when we started service learning, and that we also did, I think, last year, and some of our classroom discussions was active listening tools, and some of these, what can what these can look like is the activity that we had to practice this tool. It was we would pick
Aya S.: kept cards, and each of these cards have questions on them, and then we would pick a card with a question on it, and then we would take that prompt, and we would go into partners, and then we would just one person would talk, and then the other person. What they had to do was just listen, and then it sounds so simple. When you first hear it, just take a prompt. One person talks the other list, and but then
Aya S.: When the listener, the listener, had to make sure that they were really listening, that they were thinking of questions in their mind that they could then ask what they were talking to, who they were talking to, to make sure that they like really understood what the other person was talking about, and it it sounds so simple. But then, being on the listener a couple of times, it would sometimes be difficult, because we always have that urge to just instantly go talking about ourselves instantly. Cause that's
Aya S.: that's just the way a lot of people communicate and and connect. That's completely fine. But then also, it can also sometimes just take away from the other person's story. It can kind of move the focus back onto us, and then being the listener, and just having to sit there and then focus on what the other person saying, and then ask questions that the other person felt, heard, that could just sometimes be a little bit more difficult than we expect it to be, and then
Aya S.: practicing that tool, practicing, keeping the focus on who you're talking to practicing building this like genuine connection. It's really it was amazing.
Scott Jamieson (he/him): That does sound amazing. That's one of my favorite activities when we're trying to build active listening because listening is a skill. We don't often think that like hearing is something we do, but listening as a skill, and because it's a skill, we can get better at it. And what you're describing here is not how we typically communicate. You're absolutely right. Like a lot of times we stop listening. We're just waiting to jump in as we've got some big idea that we want to interject into that conversation.
Scott Jamieson (he/him): And it's really hard sometimes to be giving a hundred percent of our attention, especially with all the distractions in in our lives, and to to gift, give someone your attention, and to really make sure they do feel heard. And that's a really meaningful experience.
Scott Jamieson (he/him): and it's challenging for sure to just be asking those follow up questions and not be sharing our ideas, not be sharing our opinions, because it's not how we generally communicate. You know, we're often it's always kind of like a back and forth. And so I really love that activity. And one of my favorite things. When I see students doing that, one is is how fast
Scott Jamieson (he/him): students improve at it with the first time is always like oftentimes will set a timer. And oh, man, I saw more longer to go, and by the second time they everyone get kind. Has it figured out a little bit and are able to continue to ask good, follow up questions and keep that person talking, and it starts to feel more like a coffee shop than than an interview.
Scott Jamieson (he/him): and just kind of feels like a natural conversation as we get good at that, and being able to kind of dig a little bit deeper when we're talking to people and gain a little bit more insight into you know what our community partners are thinking, and what are they aspiring towards? I think it's such a cool, cool thing to be
Scott Jamieson (he/him): building in your repertoire of tools as a change maker.
Scott Jamieson (he/him): I is there anything else that you'd like to share with our listeners that I haven't asked the right question to to let you share.
Aya S.: I think I would definitely like to go back to what we were discussing on identifying the root cause of a problem before that before we act. That was something I would like to add, there is that oftentimes addressing the root problem allows for our solutions to become long term, and not just long term, but also allows them to become a long term in a good way. Make sure that the change that we're doing. It's
Aya S.: tackling. The original calls the problem. It's understanding, why does this happen? And then working with the community communicating with community to understand, how can we fix this in a way that's good for everybody involved in a way to make sure that the change that we're doing, it's long lasting. And it's okay. And then it's the act of doing and not
Aya S.: necessarily this was a point that I discussed in my paper. Not necessarily. Doing for the sake of another. It's
Aya S.: acting with somebody else for the sake of doing change that benefits that really benefits everybody. A good thing happening way way far away is still a good thing that should be treated as a good thing for everybody. Just
Aya S.: It's we should strive for positive change and understanding the root cause of problem, no matter where we are. And then, you know, a win, for one is a win for all.
Scott Jamieson (he/him): I, 100% agree. Oftentimes we get caught up with the symptoms of a problem, and the beach clean up is a great example of that, you know. One of those symptoms of the problem is, the beach is a mess, and there's garbage and no wants to go there. But that's not the root of the issue. And if we don't get down to the root of the issue, we don't have those sustainable solutions.
Scott Jamieson (he/him): and that's why that communication and that deep listening continues to be so important as we reflect on our actions and continue to work with our community partners that long term relationship as opposed to that one off service where we can kind of refine and continue to work towards that positive change that is mutually beneficial. And we think of, you know about
Scott Jamieson (he/him): ourselves as one global society. And I think that's kind of what I think about when I'm listening to you. That, like positive change is good for everybody, and it absolutely is. You know, we're facing a lot of global issues. That kind of have us feeling a little anxiety sometimes, I think, but that anxiety can be combated through taking positive action.
Scott Jamieson (he/him): and by sharing some of these stories. The things are good in the world, things there are a lot of positive things happening out there and by having programs like this in schools and giving students space
Scott Jamieson (he/him): to connect with communities and design meaningful service learning projects. So they're applying their learning in a way that is helping the community and helping their community and everyone benefits. So I think that's absolutely beautiful.
Scott Jamieson (he/him): Thank you so much for being such amazing guests on our podcast it was so exciting to get a chance to meet you and talk about your passion for mindful service, and I hope those are listening are taking away some of these great ideas that can be applied at schools, or to personal projects, or cast projects or services, action or exhibition in the Pyp.
Scott Jamieson (he/him): Like so many opportunities to take some of these ideas that I is sharing, and immediately implement them into spaces to deepen our relationships with community partners, work with rather than do something for and
Scott Jamieson (he/him): engage in meaningful, mindful, sustainable service. So I thank you so much for all your great ideas and insight, and I'm excited to see
Scott Jamieson (he/him): what you continue to do as you continue on your high school journey. And the impact you're gonna have.
Aya S.: Oh, thank you, thank you, Scott, for having me. It's been a wonderful discussion.
Scott Jamieson (he/him): Alright. Just gonna turn the recording off.
