I think this is beautifully expressed, Joan. I find myself moved and inspired simply by the question of how 'transformation one person at a time can become transformation one group at a time'. Oddly enough, I've been working on developing and launching an 'Institute for Transformational Studies' with a lot of input and insight from David Adams, who I believe is also on this list, and the support of a couple of stateside colleagues. The mechanics of transformation amaze and humble me and, from my own experience, there is no doubt that this world shifting process is founded in what you describe as those "fluid interconnections" between human beings.
Much love
Sara
Sent from my iPad
On 17 Aug 2013, at 17:49, "Joan Walton" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Dear Lawrence, Aga and All
It is interesting to me that the subject of this email chain is ‘researching our own practice’; and there is a return to the subject of research when Aga says: “We need to research how can we integrate human ethics, economic, environmental and social factors into our curriculums and how can we teach from parents and professionals (who missed out sustainable education) to present and new generations to eliminate inequalities and create sustainable growths to prolong earth resources.”
The big question is, what kind of research do we need if we are to address these and other questions that so urgently need addressing if we are to deal with the many crises that currently threaten human wellbeing, and possibly human existence?
I would suggest that what is required is a transformation of thinking and action if the kind of elitism described by Lawrence, and the worldview that supports it, is to be eradicated, and replaced by a more equitable society. However history shows us that there is no ‘objectively designed’ structure or system than in itself will create such change. A recent colloquium at Liverpool Hope University entitled ‘Researching Our Own Practice’ was organised on the principle that the world will only be transformed one person at a time; that each of us can only change ourselves, not others; and that each person, through taking responsibility for researching their life and practice, can through their own transformative experiences and learning, make a contribution to the global transformation that is required.
I too like Ken Wilber’s Integral Theory, but I think we are each are influenced in very different ways by different theories, world views and life experiences, and we each need to find our own way, and our own influences, in working out what we want to be and what we want to do. What is important, I suggest, is how each of us create our own unique ways of connecting our inner lives – (worldview, values, spiritual influences, feelings, etc ) – to action that makes some kind of contribution to addressing the kind of global crises identified by Aga, albeit at a local level.
We then need to explore how we can work together, i. e. research through a ‘co-operative inquiry’, to discover how the learning and knowledge that each of us develop in our own unique and creative ways, can be shared with others in a systematic way that is of mutual benefit. My experience of co-operative inquiry is that it not only allows me to share my experience, but in listening deeply to each other, there is a transformational shift in our understanding of ourselves as well as of others. The ‘shift in consciousness’ created through this process really can be significant. How then to ‘upscale’ further, so that that group learning can have wider influence?
I do not know the answer to this. I think in ‘researching our own practice’, we need to connect the transformative experiences an individual has (we know quite a lot about different ways in which that can happen), with transformation at a global level. Transformation one person at a time needs to become transformation one group at a time, perhaps with the intention that these groups become bigger in size. We then need to discover ways in which such groups can connect with others having similar values and global intentions (albeit having got to where they are using different starting points and methods). I know many people, from many diverse backgrounds and interests, who believe that if we can discover how to achieve this, we will reach some kind of ‘tipping point’, which will result in sufficient numbers of people whose commitment to (for example) “eliminate inequalities and create sustainable growths to prolong earth resources” is so strong that national / global structures will be changed to enable that to happen.
In other words, when ‘researching our own practice’, I think we need to be researching the processes that will facilitate the dynamic process of creating fluid interconnections between individual ‘journeys’ and a global ‘shift ’.
Best wishes,
Joan
On 17 August 2013 12:03, Lawrence Martin Olivier <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Hi Aga
I totally agree with these ideas. I find Ken Wilber's Integral Theory/ Paradigm (his integral map / 4 perspectives / 2 paths objective and subjective / individual and collective etc.) a useful pedagogical tool to address the kind of holistic curriculum you are suggesting. It is possible and not that difficult, to include an Integral holistic approach in the teaching of any Discipline / Subject / Field. I make wide use of "Integral holistic thinking" in my training of Tutors from all Disciplines.The New Economics Foundation (UK) for example, view the science of Economics from a perspective that "people and planet matters" - not just economic growth in the GDP!!
Lawrence
________________________________
From: Practitioner-Researcher [[log in to unmask]<mailto:[log in to unmask]>] on behalf of aga yamin [[log in to unmask]<mailto:[log in to unmask]>]
Sent: 17 August 2013 12:10 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Researching Our Own Practice
Dear Lawrence
Discussions and practices on ethnicity, religion, colour etc. indicate, we are far behind from a civilised sustainable society. The society where human equality is intrinsic and genetic and people are focusing: how to revive planet resources, enhance economic, social and environmental growths to enjoy the benefits of exceptionally literate, civil and a harmonised society. We need to research how can we integrate human ethics, economic, environmental and social factors into our curriculums and how can we teach from parents and professionals ( who missed out sustainable education) to present and new generations to eliminate inequalities and create sustainable growths
to prolong earth resources. We need to redefine learning & development to create sustainable education.
Aga
From: Lawrence Martin Olivier <[log in to unmask]<mailto:[log in to unmask]>>
To: [log in to unmask]<mailto:[log in to unmask]>
Sent: Saturday, 17 August 2013, 6:57
Subject: Re: Researching Our Own Practice
Hi Aga
After making my earlier comments I read a report in my local newspaper about a Headmaster of one of our elite schools arguing that his elite school should "be proud of their elite status". I find this a concern and a problem in my South African post-apartheid society (apartheid was abolished in 1994) where currently "the top 20%, 10 million people receive 75% of total income, 3,7 million are white and 6,3 million are black"! The Headmaster goes on to say "we need top class schools .... they are beacons of light ... private schools are producing top mathematicians and scientists and had past pupils who were contributing tangibly to the country's GDP"! He makes no mention of the massive inequality going on in his own society and in the global society or that continually expanding the GDP in the ways we are doing is not sustainable on one planet! - these kinds of elite schools are surely not "beacons of light"!!
Lawrence
From: Practitioner-Researcher [[log in to unmask]<mailto:[log in to unmask]>] on behalf of aga yamin [[log in to unmask]<mailto:[log in to unmask]>]
Sent: 14 August 2013 08:54 PM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Researching Our Own Practice
Dear Angela / Shelagh / Lawrence and All
Angela: Thanks for your response. True. It is a complex question. I do agree with you that ownership & responsibility play a crucial role in the success of learning & development. In e-learning or self-directed leanings, people do take the responsibilities of their own learning.
However, “Empathising” with learner, directly contributes in designing and executing a learning process. Perhaps if you recall your own experience of formal learning from the age of 3 to date, At what stage, you started to take the ownership and responsibility of your own learning. At what stage, you developed passion for every single subject, sense of responsibility, sufficient level of maturity and motives to achieve something that derived you to take the ownership and responsibility of your own learning?
Since all learners are individuals, hence a wide range of learning strategies are employed, tested and experimented such as “Learner-focused or learner-centred” learning or “Differential learning” or routinely considering individual’s learning style in teaching & learning activities, with or without the expectations that learners will take the responsibilities of their own learning.
Success is the accomplishment of one's goals. Development is a stage of a change process. In other words, success is the outcome and development is the process of achieving outcome. Perhaos both are not interchangeable.
Shelagh. Thanks for your email: You raised many important and interesting questions. You commented: As educators, do we have a compulsion to 'fill empty vessels' with what we 'need' our students to learn?
Answer is “Yes”. A three-year old does not wish to learn numbers “1,2,3,4,5,6” etc. Should we leave vessel empty?
You commented: How much of the learning is intrinsic and how much extrinsic?
As a general rule, A successful learning contains both elements equally. For example: if I have an intrinsic desire to learn a chemical equation, I will passionately explore: how to do it (Intrinsic). If information is available online or my teachers 100% persuade me (Extrinsic) to learn chemical equation, I will learn effectively.
You commented: Do we use a wide range of student centred learning methods to engage and motivate each student?
I am sure many tutors are doing it. A survey perhaps is required to assess the success rate. If a success rate is exceptionally higher, it means it is an outstanding method.
You commented: How much do we value the 'process' of learning, giving time and attention to the 'journey'?
Value is independent to time and attention. Values do not allow us to compromise.
You commented: How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'?
Systems, targets and assessments are to regulate consistency and fairness. They do not interfere “ the way we employ learning & developmental activities”. That's why league tables tell us, who applied the right approaches in managing the learning process within the given systems, targets and assessments.
You commented: I am terrified that going to school may 'knock this out' of them. Isn't that a terrible fear?
Initial assessment plays its role here. A school teacher must hold the abilities to conduct initial assessment to differentiate learners and develop an appropriate learning & developmental strategies. I think, rather than fear, this is an opportunity for you children to be assessed externally and classified as the children with innate abilities to learn and develop. This is also an opportunity for educators to prepare children with exceptional innate abilities to produce leading results
Lawrence: I do agree with you that two key factors count i.e. social status of a teacher and education level to gain success in learning & development.
No doubt, Finland is at the top of the schools’ league tables especially in Maths and science across the world. We need to see its impact on Finland’s scientific development, economic growth, environmental growth, social growth, employment rate and so on. Is Finland leading the world in all these parameters? If answer is yes than it means learning & development is taking place in Finland effectively.
Regards
Aga
From: Shelagh Hetreed <[log in to unmask]<mailto:[log in to unmask]>>
To: [log in to unmask]<mailto:[log in to unmask]>
Sent: Wednesday, 14 August 2013, 8:25
Subject: Re: Researching Our Own Practice
Pleased to meet you Angela
Shelagh
Date: Wed, 14 Aug 2013 07:26:45 +0000
From: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Researching Our Own Practice
To: [log in to unmask]<mailto:[log in to unmask]>
Angela James, University of KwaZulu-Natal , Durban, South Africa.
From: Practitioner-Researcher [mailto:[log in to unmask]<mailto:[log in to unmask]>] On Behalf Of Shelagh Hetreed
Sent: Wednesday, August 14, 2013 9:22 AM
To: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Researching Our Own Practice
Dear Aga and Angela,
As many of us do not know each other, could we just maybe add to our communication where in the world that we are? Thank you.
I am Shelagh and I am in Bath UK.
1. My grandson is 3 years old. He learns huge amounts every day. He does this freely, without coercion, praise or reward. I would describe this as intrinsic motivation. When his mother wants to teach him something, he often resists, focusing on the aspect that he wants to learn instead.
As educators, do we have a compulsion to 'fill empty vessels' with what we 'need' our students to learn?
Do we use a wide range of student centered learning methods to engage and motivate each student?
How much do we value the 'process' of learning, giving time and attention to the 'journey'?
How much do systems, targets and assessments encourage us as educators to focus our attention entirely on the outcome or product to judge 'development'?
2. Angela, changing the term 'development' to 'success':
I would add that perhaps we need to know what our criteria for success is before we start, otherwise, we may consider that we/ the student has failed when actually, their success has just not reached our criteria.
3. An example: When learning to ride a bike, there are so many criteria to be met- balancing on a saddle, steering direction with the handle bars, co-ordinating our legs and feet to turn the pedals (in one direction only), co-ordinating our arms and hands to use the breaks... etc. etc. you get the picture.
Each step along the way is progress/ development/ success.
So what is our ambition for the new cyclist? Staying upright while moving forward, cycling safely along a lane, busy roads, city traffic, racing, off road mountain biking, the Olympics in Rio?
Where was the learning and the development in this example? How much of the learning is intrinsic and how much extrinsic? Of course formal learning isn't like that- but perhaps focusing on the incremental stages that are necessary for any learning to take place and analysing where there may be a barrier to further development, will help us seek alternative and imaginative ways to motivate every learner.
I am learning so much from close contact with the daily learning of my 2 small grandchildren. They astonish me with their capacity to learn new skills, they have huge ambitions and wonderful imaginations. I am terrified that going to school may 'knock this out' of them. Isn't that a terrible fear?
Formerly I was an educator in mainstream and special schools and the mother of a two dyslexic/ dyspraxic daughters who the education system, in my opinion 'failed'.
Hope my comments help, if only to be challenged.
Date: Wed, 14 Aug 2013 04:26:37 +0000
From: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Researching Our Own Practice
To: mailto:[log in to unmask]
Dear Aga,
A complex question to a complex issue. For me the crucial aspect is – do the recipients take ownership and responsibility for their own learning?
So what do we need to consider in the light of this – were they engaged and were their views about the “development” process elicited, interrogated, etc? Work from this stance onwards … more questions could be asked.
Lately, I am averse to using the term development as it has such staccato links. I am using the term success.
All the best
Angela
From: Practitioner-Researcher [mailto:[log in to unmask]] On Behalf Of aga yamin
Sent: Wednesday, August 14, 2013 5:57 AM
To: mailto:[log in to unmask]
Subject: Re: Researching Our Own Practice
Dear All
Why learning & development fail? Please do comment. Your thoughts will provide substantial learning opportunities.
Regards
Aga
"This e-mail is subject to our Disclaimer, to view click http://www.dut.ac.za/disclaimer"
________________________________
"This e-mail is subject to our Disclaimer, to view click http://www.dut.ac.za/disclaimer"
--
Dr Joan Walton
Faculty of Education
Liverpool Hope University
Hope Park
Liverpool
L16 9JD
Email: [log in to unmask]<mailto:[log in to unmask]>
[http://www.hope.ac.uk/media/liverpoolhope/contentassets/images/slideshow/media,6740,en.jpg]
www.hope.ac.uk<http://www.hope.ac.uk/>
Liverpool Hope University has
* 92% of students in employment or further study after six months of graduation, on average over the last five years
* Awarded 61% of graduates a First or 2:1 Honours degree in 2012
* Entry points at an average of 311 in 2012
* Invested £42 million in buildings and equipment over the past five years
* The best retention rate of the nine new universities in the North West.
******
Liverpool Hope University accepts no responsibility for this email, its contents and any loss or damage arising in any way from the receipt or
use of this email and its attachments
|
