SMOA was predicated on the notion that reduction of socio-economic inequity requires the development of collective life elements. These collective life elements in turn, are to be found in a myriad of activities and are not restricted to one or the other extracurricular or academic activity.
What contributes to successful efforts in life is, in no small part, is absorbing not only the direct aspects of mastering a particular skill (be it football, violin, drama or debate), but also, the collateral aspects that support the skill: determination, study, creativity, time management, leadership, forethought, critical thinking, etc.
SMOA affirms that it is these collateral/collective life skills that underlie all activities, that form the meaningful processes that affect the acquisition, management and retention of socio-economic determinants. SMOA therefore, emphasizes the importance of these in each and every activity. It is not just about an ecologic activity. It is not just a coding class. It is not just a fundraiser. The totality of the experience and the degree to which this is realized, is what determines the socio-economic determinants of equity in any society, in any setting.
Merely giving money, for example, to those in poverty, will not suddenly result in sustained reduction of the socio-economic determinants of inequity in a given society. Hardly.
Absorbing, reinforcing, studying and growing the collateral/collective aspects/skills surrounding that activity or opportunity, will correlate highly, however, with sustained reductions in socio-economic inequity.
The SMOA process will guide youth to process their particular interest into a robust model that conveys the collateral aspects that support the mastery of the unique skill that is being shared. Delivered in this fashion, interest learners gain far more than they imagined, while the youths that serve instantly realize that their particular skill is of definite value to the underserved, on two levels: the direct, which contains all the nuances of the particular skill music, martial arts, sports, etc.), and the indirect: the entire spectrum of the collateral/collective elements that support mastery or near-mastery of the particular skill.
The clear distinction is that unlike someone who may feel that their mastery of the violin could not possibly help the underserved navigate the socio-economic divide, now, through SMOA, they find themselves welcomed to a sister and brotherhood which helps them create a framework for service, that recognizes and spotlights the myriad elements which were internalized by those serving, in order to showcase the particular skill that is shared with underserved youth.
What contributes to successful efforts in life is, in no small part, is absorbing not only the direct aspects of mastering a particular skill (be it football, violin, drama or debate), but also, the collateral aspects that support the skill: determination, study, creativity, time management, leadership, forethought, critical thinking, etc.
SMOA affirms that it is these collateral/collective life skills that underlie all activities, that form the meaningful processes that affect the acquisition, management and retention of socio-economic determinants. SMOA therefore, emphasizes the importance of these in each and every activity. It is not just about an ecologic activity. It is not just a coding class. It is not just a fundraiser. The totality of the experience and the degree to which this is realized, is what determines the socio-economic determinants of equity in any society, in any setting.
Merely giving money, for example, to those in poverty, will not suddenly result in sustained reduction of the socio-economic determinants of inequity in a given society. Hardly.
Absorbing, reinforcing, studying and growing the collateral/collective aspects/skills surrounding that activity or opportunity, will correlate highly, however, with sustained reductions in socio-economic inequity.
The SMOA process will guide youth to process their particular interest into a robust model that conveys the collateral aspects that support the mastery of the unique skill that is being shared. Delivered in this fashion, interest learners gain far more than they imagined, while the youths that serve instantly realize that their particular skill is of definite value to the underserved, on two levels: the direct, which contains all the nuances of the particular skill music, martial arts, sports, etc.), and the indirect: the entire spectrum of the collateral/collective elements that support mastery or near-mastery of the particular skill.
The clear distinction is that unlike someone who may feel that their mastery of the violin could not possibly help the underserved navigate the socio-economic divide, now, through SMOA, they find themselves welcomed to a sister and brotherhood which helps them create a framework for service, that recognizes and spotlights the myriad elements which were internalized by those serving, in order to showcase the particular skill that is shared with underserved youth.
