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| Home : Ecological Module : Online Reading 2 | ||||
Person Building
Our children are the future. It is that simple and that complex. The education of our youngsters can nurture life-long community building and self development if it is person building and community building. As youngsters work in our schools and then go out to greet the world, it can be with excitement and energy, with a will to continue to grow and a desire to share their idiosyncratic preciousness with the world.
I am holding
a small bag of jewels. It contains thirty two stones, each distinctive,
dazzling and worth untold money. Each jewel is splendid, an unbelievable
emerald, a fiery opal, a brilliant diamond, an unbelievable ruby. What
a treasure! Not one gem is like any other. As I take one and turn it
in my hands, I look at the radiance. As the facets catch the light I
thrill with the individual color and brilliance in each.
The dual nature of the human journey became defined earlier in this material, the autonomous and heteronomous push and pull, the tandem peddling from self as focus to acceptance of self by others. Recognizing, understanding and addressing what it means to be a human being, and in particular each special and gifted student becomes the foundation of education. And as a dual thrust, we then turn our understanding to the knowledge that each unique and wonderful child's journey is taken in the midst of people. Hopefully it is with companions and in the company of outstanding models, but often life is lived in a milieu of detractors and distractions; the helpless or weak, the courageous loving builder and visionary, the bully, the uncertain, lonely, the ill defined, power hungry, the taker, the sharing giver. Thus each journey for self fulfillment is taken in concert with humanity, surrounded by and in the midst of others. And, like all successful life travelers, our students must eventually realize that the most profound understanding of self comes through interaction with others. As Plato noted, to be fully human, one must accept the social nature of being. Year by year we move around the spiral of personal definition, at times more involved in autonomous perspective, self absorbed, demanding, reclaiming the importance of individuality. At other times, we seem propelled by the angst of caring, giving, apparent selflessness, and thus at a more heteronomous stage. Both parts of the journey are vital, and both ways of being need to be valued. Though the autonomous (sometimes selfish and self involved) stages appear more isolated, they too occur in the purview of others and the struggles with self is defined by others' level of tolerance and needs. As educators become more adept at recognizing the dual nature of the human journey, we can build on the power and strength of that dynamic set of forces. Like a generator, the interplay between organizing selfhood and the building of a personal community are functions of the inherent driving life force. By understanding and then using the power inherent in these basic drives, these normal functions in each person's development we maximize effective learning. We gain responsiveness and trust from students that enhances involvement in learning. Rather than plodding through the twelve years as so many say they do now, students may be assisted to catapult themselves through learning situations. The educator who is responsive to the internalized drives and inherent pursuits in the development cycle, assists each student to recognize and capitalize on the natural energy of growth. Through effective enhancement of developmental pressures students are assisted in constructive personal and social gains. A free-flowing, stimulating and friendly classroom is a wonderful by-product of establishing such an educational environment. It naturally occurs when a master teacher matches the nature and development of the students with the content and expectations. It is further enhanced through valuing the individuality of each person and establishing and teaching healthy community and group process. Teachers who have found the match exult in the time spent teaching and express a great sense of fulfillment and pleasure. Students look forward to school and see learning as a normal extension of every life experience. Parents are gratified and delighted. Each parent sees the student as a gifted, challenging, unique treasure. With the school mirroring that vision in the way the parent and community members are treated the parents becomes great advocates! The new frontier may not be outer space, or sea exploration, but rather evolving, articulating and developing the inner space of human understanding. creating an educational and human systems program that has the capacity to serve as a true personal development and society building system. Our understanding of astronomy and physical science has changed dramatically from the view proposed by Socrates. Much less progress has been made in furthering our understanding of human nature from what he understood and posited of human kind. We Begin
Resources already exist to make an important paradigm shift in education. With little more than additional training and a change in what we believe students need to know, we could prepare our youth for the future that businesses predict. We could fulfill the visions and hopes of great educational philosophers who foresaw education as the portals of the future. We certainly can intensify the quality of time spent on interactional critical thinking, more clearly develop the student perception that learning is a life long joyous pursuit. We can offer assistance with self control and teach responsibility more fully. We can simultaneously develop human sensitivity to fully authenticate self and share self with society. This new focus will allow us to keep all of the effective practices we currently use, to sharpen the tools we have already developed and to gain impetus and excitement for the tasks ahead by realizing how much of current best practice is suited to developmental and human needs of individuals and society. A Change - Introducing the new "R" It is time to introduce education to the fourth "R" - relationship. The system is already set up for this "R" and in fact, it is currently an underdeveloped part of most learning situations. The current paradigms in psychology and education do not favor the study of relationship, therefore there is little material written about it as a function of education and little research showing its impact in classrooms. Flanders' (1970) and Galloway's (1970) research are two notable exceptions. They have established the importance of a teacher's quality of interaction skills. We have not written much about educational relationship and process (Bruner, 1962; Maslow, 1971) so we have not hypothesized and extensively researched its importance. We have not rigorously tested for community building in the educational setting nor actively recognized its presence or the magnitude of its impact. Nevertheless, it is an omnipresent part of each classroom setting. It is important to note that early teachers and philosophers who wrote about education frequently highlighted the social arenas and relationships inherent in education. Cooperative Learning (Slavin, 1991; Johnson & Johnson, 1987), Community of Learners (Brown, 1988) and Mega-skills (Rich, 1988) are examples of the resurgence of interest in teaching the substance and skills of human process and substance of relationship.
It may be an unwritten presumption that people are "born" with a social sense and social settings are an automatic part of the child's growing experiences, hence relationship need not be taught, or it may have been presumed to be unteachable. Certainly in the recent past, social events and opportunities were more present than they appear to be today. In the past fifty years many factors have decreased the number of natural social interactions present as learning opportunities in a child's day. Some of these factors include smaller families with less physical attachment to extended family, the move away from a small interdependent community into a more insulated city atmosphere, a larger percentage of free time spent watching rather than actively participating or being entertained rather than engaging in entertainment. Given these facts, and assuming that relationship is a vital part of being human, of being educated, how would this emphasis on relationship and process best be integrated into the existing framework of schools? First, it would be important for educators to recognize just how much of the educational day is spent in interaction and thus to develop a more stereoscopic vision of education, by looking at the teaching day from this and several other perspectives.
The following are some discussion topics or mental exercises to highlight the importance of relationship in schools:
Teachers expend energy in preparing, evaluating and recording a linear facsimile of knowledge. Thus it appears that content is the substance of education. In reality, there is a rich educational milieu in place, but very little of the time and energy expended in the educational day is used to measure or report the occurrences. Very little of the process or teaching/learning relationship in education is evaluated or valued or brought to the attention of consumers, and thus it follows that little attention is directed to the quality of those relationships or the training of participants in ways to provide quality educational processes and interactions. We know a great deal about relationship If process skills and relationships/interrelationships are a large part of teaching and educating, then it becomes important to assess the depth of current practice and understanding of relationship in current education. The following address some of those concerns.
Human Education
There is a miracle in being human. We are a species unique and special beyond reckoning. It is the taking for granted of that miracle that allows some to take a nonchalant approach to the undertaking of education. It is a part of overlooking that perspective of how extraordinary people are that allows us to focus on education as a set of methods, teaching as an argument of art or science, the evaluation of the educational process as a quantification. It is within the essence of the cognitive prowess of children, who have not yet entered school, not received any formalized training, to development and formulate a set of rules for a language and actively speak it - to walk, run, skip, - pose and explore scientific questions, actively solve algebraic concepts (four pieces of candy, two kids, how many do I get?), reach out to form relationships, to care for others, to give solace to any who appear to be in distress. It is important that we relish the miracle of being human. The future of humanity counts upon that recognition. It is also important to give new credence to the student as learner, as self educator, and as being already in possession of crucial tools for learning which teacher and parents will hone rather than ignore, discount or override. Children possess a fundamental humanity that deserves to be recognized and educated. That manifestation of human nature is not always addressed in education. As pointed out earlier, it consists of the "process" the relationships, those things that science has not yet learned to measure, and we have thus chosen to ignore. Unlike many of those creatures in the animal kingdom which we have studied, we choose to feel as others feel, intend to treat others as we wish to be treated, work to mature beyond simple physical development, wish to develop morally, strive for a relationship of peace and joy in the company of others. We are a species with "will" and that sets us apart. Children as Natural Learners It is valuable to momentarily revisit a sense of awe in little human things, in whistling a tune, doing somersaults, laughter. There is an extravagance in skipping, in friendship, in 96 Crayon colors, in finger painting and cutting paper dolls. There is a joyous excess in having the time in childhood for playing tag, swinging, writing a poem for the first time. There is magic in standing in the dusk and reciting, "Star light, star bright, first star I see tonight." Even the student as disruptive agent and social leader in the classroom is an incredulous notion. Certainly the child as responsible initiator of learning could spark a sense of wonder if we would allow ourselves the time to revisit our own childhood and recall the thrill of discovery, the delight in new understanding. From this moment of recalling the marvel of human learning, we rekindle a recognition of how important it is to educate rather than train the human being. In recognizing the status of the child comes a desire to dedicate our educational lives beyond "do no harm". It is a request that we reevaluate current practice. Teachers know what kinds of things are exciting for students. We know what activities are so meaningful that our class doesn't know the bell is about to ring, doesn't want to stop the learning of the moment, calls out for repetition of an activity and permission to continue. We know well the frustration and ultimate futility of trying to teach something beyond a student's developmental ability. We can discover, if unsure, that students have a work ethic, though it may not have the same dimensions as the adult ability to maintain task commitment. We know that youth need a sense of accomplishment, that they revel in a job well done and that they will stick relentlessly to those things that are developmentally appropriate; taking first steps, riding a bicycle, shooting hoops, practicing cheers, pumping iron. These are examples of developmentally appropriate tasks in the physical domain. They are ways students push themselves to the edge of endurance. We seldom address these particular areas of expertise in the educational system. The physical domain is not often attended to beyond kindergarten or outside of Physical Education, though it is a useful vehicle for learning especially for those with kinesthetic learning styles and psycho-motor intelligence. The important point here is the willingness of youth to push and be pushed when the internal timing and task orientation coincide. It also presses for recognition of the other domains in the PEPSI model as areas for teaching, perhaps areas that are more valuable for preparing students to be educated than some of the tasks we are currently demanding; tasks that youth love to do, fleeting information that teens acquire, but with no recognition of a measured change in the education of the person.
First Steps by Pablo Picasso Something about this representation distills the notion of child as capable and responsible learner. At the same time the role of the teacher, a nanny in this particular case, is also aptly shown. The child -
If a parent tries to stop the child's explorations, it is usually met with renewed efforts to succeed and an unstoppable press forward. If the parent tries to pattern the child's moves, the child resists inherently, through some internalized message, seeming to know the next steps and to work incessantly at the drill and practice of perfecting the moves necessary to move from crawler to toddler, to walker, and then to the joy of mastery of our body as runner. In the Classroom So it could be in the classroom. To draw a parallel from this Picasso, the teacher provides the basic needs, envelopes the student, almost unaware, with the safety and structure necessary for purposeful learning. The teacher attends to the path ahead, smoothing it as necessary, warning as needed, yet allows, no, facilitates each step forward. The teacher senses students' abilities, gives a hand where needed, yet the hand is open. The loving, dedicated teacher does not pull back to prevent progress, is not jealous of the student who goes beyond reach, who asks questions beyond the teacher's knowing, does not imprint personal fears or anxieties. This teaching role calls for a belief in the inherent right to push forward. It also calls forth self discipline to stand by, excitement about new and dangerous challenges, and ultimately asks for the wisdom to trust and believe in each student, in the unlimited potential of each human being. Some of these perspectives about education are new. The role of filling and shaping a student's mind has always been accorded to educators. Recognition that the mind is already primed, already brimming with notions, concepts, ideas, has been stated as early as Socrates' era, but it has not been appreciated in today's educational perspectives if it has been given credence. In fact there are many cartoons showing the teacher as frustrated and angry because the student focused attention in other places than what the teacher has decided are the matters at hand. The role of seeing the child as a person in his/her own right and dealing with the child as an empowered personality has frequently been discounted. As uncomfortable as is may be to recognize:
This cord is the one that will hold up the weighty obligations involved in preparing the nation's youth to be good citizens, to be educated, to move civilization forward, yet at the same time it is gentle enough to pull out the individual and distinctive best in each youth, to allow each student to take on the role of society and maintain the joyousness of individuality. Thus the students and teacher are enabled to live life intertwining the gift of self and selflessness. Process education Process education has been separated into seven building skills for the purposes of this presentation. The most vital process and relationship content areas and skills have been subsumed into manageable and distinct areas of focus. This next representation of building blocks summarizes these seven process and relationship content areas at the four levels of development. The seven categories have been named:
Steps for Integrating Process The major changes between current practice and suggested practice would be:
We frequently believed that essential learning behaviors and skills were being acquired systematically. Unfortunately much have been left to chance, presented in a cursory fashion, not recognized as valuable by some youngsters. For some students, there are many more missing skills than we expected. Beginning at the District Level These are logical steps in a progression of implementing process education:
We will find that students are one of our most powerful assets in the classroom and become excited about the roles they take in accelerating the healthy development of relationship as a valued function of education. Certainly it will be a delight to have them realize their potential for loving education and looking forward to each school day unlike many of our consumers of the past. The global overview or perspective of implementing a process / product curriculum that focuses on the teaching and learning relationships has been suggested. It requires the work of the entire learning community if implementation is to be complete and consistent. If, however, a teacher becomes interested in trying the ideas on a smaller more personal scale - implementation in one classroom - there are guides and steps that would allow this to occur. In those schools where this has been effected on a classroom by classroom basis, certain situational arrangements proved to be important.
The following models provide a developmental sequence for the seven areas of process education. These charts have been organized to include a cluster of related skills and concepts. They are also meant to be developmental and "catch" a typical student's quest for initiating and working energetically toward acquisition of the skills as a set of personal abilities at the approximate grade levels listed. The charting is neither inclusive nor exhaustive. Instead, it is a beginning point to spark excitement and generate a more thorough scope and sequence in each set of skills. These can be adapted for each classroom and district setting. Teaching a Specific Skill The presentation
of this material has been proceeding from the introduction of the overarching
or global ideas or constructs involved in process education to provision
of a model for the introduction of one specific skill. This next section
shows an example of targeting and teaching a single element of the process
curriculum as part of one discrete lesson. At present most teachers works
out lesson plans to meet objectives that are content based. In implementing
the process portion of the curriculum, the teacher establishes specific
process objectives in conjunction with specific content. In this way there
is a melding of the two areas in a more specified manner.
Current
use of the concepts
Figure: Teaching relationship skills may provide students with new perspectives and better options Engage! If this is such a good idea, why didn't we do it before? This is an exciting part of the concept. We have been doing it, and in some cases we have been doing it very well. We have not been getting credit for teaching process and have not given students, past or present, name recognition of its presence or an understanding of its vital place in their lives. In fact many times students have seen it as a "by the way" outcome and not given education full credit for the impact it has had in their lives. In addition, we have not been actively providing training or guidance in areas of process or relationship to educators. We have not been testing for its presence in the curriculum, so we have not been accurately reporting gains. Since it was not tested, many educators discounted or failed to recognize the inherent value. Nevertheless, relationship and process education have existed to some extent in every classroom. Where we begin We begin by recognizing and naming the existence and importance of process and relationship in education and in so doing, take ownership for what we have been doing and achieving in the past. Next we tackle the definition of what process and relationship can mean in education and how and when we will be teaching the concepts. It is crucial to establish methods for recognizing, defining, measuring and reporting process in education so others can value it as well. As we place emphasis on process and relationship it will be important to look for ways to refine the concept more fully for ourselves, to see the process as a process, a flux rather than an outcome, a way of becoming rather than a final destination. A set of beginning definitions of process education might be:
The following are some of the issues that may be a vital part of articulating that building process. As we call upon teachers to individualize and personalize their approaches to learning, it is incumbent upon the system itself to revamp the way innovation is introduced. Thus, the tasks need to be shred in ways that empower teachers and fit their abilities to visualize, dream and change rather than compelling change from "above."
The following may initiate excitement and energy for change.
Collect
a
Once you have completed this topic you should: Go on to
Assignment 1 |
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| E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu | ||||
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Course Created by J'Anne Ellsworth & Center for Technology Enhanced Learning Copyright
© 2001 Northern Arizona University |
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for completing this reading!