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 something inside which happens so that 2 + 2 = 4 is more than a rote statement
• A pyramid of skills, procedures, drills which ";ferment", then bubble up as ideas, insights, connections, thinking
• Structured situations which free themselves, because of the electricity of thinking and take on the "Gestalt" sense of being more than the sum of the parts or participants
• A door which somehow opens so that education goes from being a teacher directed, teacher instigated set of exercises to a headlong rush into taking responsibility for thinking, for knowing, for questioning and questing
• Perhaps it is the calling, naming and knowing of personal ownership for education
  A starting place for defining relationship might be:
• Building an ability to see, pay attention to, and become personally involved in the perspectives of others
• Learning the skills to work in concert with others to accomplish a goal
• Becoming fully human by melding personal strengths and mission with an optimal group outcome
• Shifting in and out of personal need to develop outcomes which elevate all participants
• Acquiring and utilizing skills for social interaction which add a positive dimension to any cooperative situation

What this will mean for the Role of Teacher
The following are some of the issues which 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.”

Gathering Speed
The following may initiate excitement and energy for change.

1. Evaluate current and future roles and interplay of teacher, student and content
2. Consider ways that human nature and child development factors are crucial determinants in the educational process
3. Establish educational expectations, practices, and content on the basis of best outcome for student and society rather than on ease of measurement
4. Visualize roles of teachers as a dynamic continuum rather than static
5. Establish the value of learner as self directed and responsible
6. Determine the importance of individual satisfaction and mastery or competitive norms as the measure of schooling success [norm referenced or criterion referenced testing].
7. Recognize and value all stake holders and provide productive ways for interplay
8. Address the issues of process and product as outcomes of educational practice
9. Explore the value and importance of teaching people to be fully and clearly human and treated with the dignity that suggests as well as taking responsibility to provide that sense of dignity to others
10. Consider implications of viewing education as a service and profession
11. Recognize that emotional, social, philosophical development and human relationship skills are not automatically acquired in the same way that physical development occurs
12. Address ego development as part of education - i.e. the ability to see and give credence to others’ views, others’ needs, others’ cultural perspectives and to feel some sense of obligation to live life from the dual vantage point
13. More thoroughly explore what it means to be fully human and which of the factors are essential to the well being of the individual and society; consider which develop in spite of neglect or attention, which can be enhanced through education and then assume the mantle of that knowledge.

Determine how these things can be developed most effectively
Encourage a home school partnership to tie community building to home and school
Include teaching and valuing of these concepts and practices in the curriculum
Establish procedures for measuring and evaluating their emergence and permanence

References
Brown, D.S. (1988). Twelve middle-school teachers’ planning. Elementary School Journal, 89, 69-88.

Bruner, J. (1962). The process of education. Cambridge: Harvard University Press.

Flanders, N. (1970). Analyzing teacher behavior. Reading, MA: Addison-Wesley.

Galloway, C. (1970). Teaching as communicating: Nonverbal language in the classroom. Washington, D.C. National Education Bulletin No. 29.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Guilford, J.P. (1988). Some changes in the Structure of Intellect model. Educational and Psychological Measurements, 48, 1-4.

Johnson, D.W. & Johnson, R. T. (1987). Learning together and alone (2nd ed.). Englewood Cliffs, N.J.: Prentice-Hall.

Maslow, H. (1971). The farther reaches of human nature. New York: Viking Press.

Rich, D. (1988). Megaskills. Boston: Houghton Mifflin.

Slavin, R.E. (1991). Synthesis of research on cooperative learning. Educational Leadership, 48(5), 71-82.

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