Education is a mess – is there an integrative way to teach?

I have updated an introduction to the SunWALK model of human-centred studies;Ā 

SunWALK: Summary of the main meanings of the components represented inĀ 
the model and its ā€˜logo-diagram-mandalaā€™ ā€“ providing a teacherā€™s process modelĀ 

Ā 

sunwalk-logo

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SunWALK: Summary of the main meanings of the components represented inĀ 

the model and its ā€˜logo-diagram-mandalaā€™ ā€“ providing a teacherā€™s process model

Give me a brief introduction:

SunWALK grew out of reflection on many years of teaching children and adults and particularly a period of five years teaching in a RC middle school ā€“ theorizing my practice via a PhD and practising my theory day-to-day.

SunWALK simply says that the quality of all of our lives will be higher if we undertake all education within the framework of deepening our humanity. Ā 

Deepening our humanity is a matter of developing technical competencies within the chief dimensions of the human spirit;Ā Caring (the Humanities), CreativityĀ (the Arts) andĀ CriticalityĀ (the Sciences & Philosophy) ā€“ all in local, national and world Communities. Ā These are the ā€˜4Csā€™ of the model ā€“ 3 intra-personal, 1 inter-personal.

We and our one planet will be better of if all of the technical stuff, from learning to read to Masters degrees in engineering, take place in the context of humanization/the 4Cs. Ā This requires international, national, school & classroom commitment to deepening the best of being human as the context for learning the technical.

We canā€™t afford to have character and morality and compassion asĀ hoped-forĀ accidentalĀ outcomes. Ā Moral Education, PSME, RE etc. donā€™t work as bolt-on extras. Ā They need to be the general context in which competencies are developed.

It is a model based on theĀ energy flowĀ of the human spirit ā€“ that is the given. That is physical, mental and spiritual energy that flows through all living human beings. Ā 

That energy, the human spirit, is the true ā€™stuff of educationā€™. Ā With the best of the past teachers need to equip children to face tomorrowā€™s challenges which will always be a mixture of new problems combined with eternally recurrent problems. Ā Building all education with will be the medium with which the teacher works to nurture and challenge balanced development.

Today we have lost the balance between specialization, and whole-systems thinking and acting ā€“ SunWALK model brings into harmony the best of ā€˜Westernā€™ & ā€˜Easternā€™ world-views.Ā 

OK ā€“ so whatā€™s the ā€˜Sunā€™ and the ā€˜WALK in the modelā€™?

The ā€˜Sunā€™ = the individualā€™s spiritual inspiration & values sources ā€“ accumulated and ongoing, as operating internally and as expressed in speech and behaviour.Ā 

WALK = Willing & Wise Action through Loving & Knowing ā€“ here seen as the general goal for education, and as the interiority, character and behaviour of the student.Ā 

The model/logo combines a range of sub-models including the following:

a) An ā€˜interiorā€™ model of the human spirit ā€“ in relation to ā€˜the worldā€™.

b) A model for re-positioning education within being & becoming human ā€“ in the world with others.

c) A general model of the curriculum ā€“ for primary, secondary and higher education.

d) A framework for the analysis and evaluation of teaching episodes or projects.

e) A model of education that makes non-faith-specific spiritual and moral education intrinsic to all learning.

Ā 

THE MODEL AND THE PROCESSĀ IN ONE (long) SENTENCE: –Ā 

The SunWALK model of spiritualizing pedagogy sees human education as theĀ 

storied

developmentĀ ofĀ 

meaning, which isĀ 

constructed, andĀ de-constructed,Ā 

physically,Ā mentallyĀ andĀ spiritually, throughĀ 

WiseĀ &Ā Willing

Action, viaĀ 

LovingĀ andĀ KnowingĀ ā€“ developed inĀ 

Community, through the

ā€˜Dialectical SpiritualizationĀ [1]ā€™ofĀ 

Caring,Ā CreativityĀ &Ā CriticalityĀ processes, all undertaken in the light of theĀ 

ā€˜Sunā€™ of chosen higher-order

valuesĀ andĀ beliefs, using best available,appropriateĀ 

content.

These underlined concerns are central components and focuses of the practice and theory in the model.Ā 

This is an intense combination of theory and practice. Ā It automatically requires the teacher to practice their theory and theorise their practice ā€“ dynamically as practice-based research. Ā It automatically enables the classroom to be connected to the school & community as a whole and to e.g. a relevant department in a university.

It attempts to suffuse all teaching with the demands, challenges and joy of being human in the world with others. Ā But it seeks to bring together the Whole and the parts, the ineffable and the concepts ā€“ not just concepts because as Heschel (1971:7) says, ā€œConcepts are delicious snacks with which we try to alleviate our amazement.ā€

The diagram/logo/

The outer ring of the SunWALK logo combines two dimensions:

1 ā€˜Community i.e. the social,interpersonal dimension of interaction with other individuals or groups.

2Ā  ā€˜Cultural sourcesā€™ including such dimensions as the traditions, the political & the legal. Ā 

The three major divisions of the arts,sciences and humanities are here thought of as the stored, yet potentially dynamic, accumulation of knowledge and beliefs and procedures ā€“ everything from galleries to written laws of physics that the individual can draw upon or be influenced by. This is the ā€˜stuff out thereā€™ rather than the interiority of consciousness in which there is the perpetual flow and re-shaping, focusing de-focusing etc. of heart-mind.

In SunWALK everything within the inner circle = a representation of ā€˜interiorityā€™, i.e. human consciousness ā€“ the human spirit.Ā 

The human spirit is presented intra-personally as 3 ā€˜voicesā€™ ā€“ 3 modes of being & of engaging with reality & of knowing.

The three emanate from the singleness of ā€˜heart-mindā€™, consciousness. Ā 

They are presented (metaphorically) as the ā€˜primary coloursā€™ ofĀ CreativityĀ (the yellow of inspiration),Ā CriticalityĀ (the blue of reason) &Ā CaringĀ (the red warmth of love).Ā 

Creativity is the ā€˜Iā€™ voice of subjective engagement via an artistic medium ā€“ it is concerned with subjective knowing and is particularly related to the core virtue ā€˜beautyā€™ and its products are of course ā€˜the Artsā€™.Ā 

Criticality is the ā€˜ITā€™ voice of objective engagement which enables progress in the Sciences ( & Maths., Philosophy and ā€˜criticalā€™ studies). It is concerned with objective knowing ā€“ and it is related particularly to the core virtue ā€˜truthā€™. Ā The products of course are the sciences and technology Ā – but also philosophy and critical studies.

Caring is the ā€˜WEā€™ voice which enables moral engagement ā€“ for progress in the moral domain and in service of others. It is concerned with social knowing ā€“ related particularly to the core virtue ā€˜goodnessā€™ and to ā€˜the Humanitiesā€™.Ā 

All three of course need to be conditioned by the pre-eminent virtue of justice. Ā All students need to have these ways of engaging with reality developed in a balanced way. Ā High technical competence combined with moral dwarfism leads to ā€¦ā€¦

The physical dimension is seen as the instrument for the flow of spirit in all of its forms ā€“ e.g. via dance, drama & PE and sports.

Each individual develops her/his I, WE and IT voices, the 3Cs, via socialization, starting in the family, the local community and then later in formal education. A sense of justice is seen as paramount intrapersonally as well as inter-personally i.e. it enables us to engage with that which is beautiful, good or true with balance, clarity & due weight.

The essential process in all 4Cs is multi-level dialogue. In the case of the individual dialogue is seen as meditation, reflection and inner-talk. In the case of groups it is dialectical process via consultation.

The ā€˜Celticā€™ knot that surrounds the central shield indicates that the 3Cs are simply aspects of the one human spiritā€“ the flow of ā€˜heart-mindā€™.

The white shield at the centre represents the meditative state in which there is no ā€˜focusedā€™ engagement via one of the 3Cs ā€“ and in which there is relatively little of the interference or chatter that we experience in the unquiet mind.Ā 

This can enable us to ā€˜go beyond ourselvesā€™, i.e. transcend our normal knowing ā€“ any of the 3Cs (I, WE or IT modes), as gateways, can be a pathway to the transcendent and to subsequent improved insight into reality.

The black dot at the centre is the ā€˜well-springā€™ of consciousness. For artists (and great scientists) it is the Muse. For religionists it is the voice of God within (albeit distorted by the dust of self). For non-religionists it is the inner source of spirit as energy & inspiration ā€“ the bits of realization and insight that come to us for which we donā€™t make an effort.

Educating the human spirit is seen as nurturing, and cultivating, the life-force which culminates in the developed human who, through higher-order consciousness, realizes abilities from within Caring, Creative or Critical engagements.Ā 

Teaching is seen as nurturing and cultivating what is normally present, almost from birth, & certainly by the time we go to school ā€“ namely the flow of spirit expressed in nascent forms of Caring, Creativity, and Criticality ā€“ in Community with others. Holistic Learning takes place when the learner uses Creativity, Criticality and Caring ā€“ in Community ā€“ inspired by higher-order values ā€“ in dynamic combinations such as Creativity providing texts for criticality ā€“ which then, via dialogue, produce/attract the spirit for more creativity.

In SunWALK spirituality is not a dimension; it is the model as a whole. In SunWALK moral education is not a dimension ā€“ it is intrinsic to all of its praxis.Ā 

The SunWALK logo can also be seen as a mandala, or even as a plan drawing for a fountain or an ā€˜arts centre of lightā€™! Ā 

SunWALK is a major shift to a process view of the world, of being human and of educating our young people. It rejects a worldview that is limited to the mechanistic, the ā€˜human-as-computer, the fragmentary and the materialistic; seeking instead modelling that is based on flow/process, holism and the spiritual. Ā Ā 

SunWALK is designed to enable teachers and students to become agents of change to transform a world that is still operated as atomistic, mechanistic and materialistic into one that is holistic, dialogic, and derived from the best processes and products of the human spirit.

The SunWALK logo and model of education Copyright Roger Prentice 1995 & 2009

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Ā 

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SEE ALSO these allied blogs –

Ā Human-centred coursesĀ ā€“

Ā Dictionary of Concepts

Home is HERE i.e. my ‘meta-blog’Ā -The Ā“1000 ways ā€¦of Celebrating the human spirit

Ā 

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A slide version of the SunWALK holistic education model – on what it is to be fully and positively human

A slide version of the SunWALK holistic education model – on Ā what it is to be fully and positively human:

Ā 

HERE

Ā 

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All I really needed to know I learned in Kindergarten by Robert Fulghum

You may have seen it but it deserves wider circulation – Robert Fulghum’s guide for life – if only…….

All I really need to know about how to live and what to do and how to be I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there in the sand pile at school.
These are the things I learned:

* Share everything.
* Play fair.
* Don’t hit people.
* Put things back where you found them.
* Clean up your own mess.
* Don’t take things that aren’t yours.
* Say you’re sorry when you hurt somebody.
* Wash your hands before you eat.
* Flush.
* Warm cookies and cold milk are good for you.
* Live a balanced life – learn some and think some and draw and paint and sing and dance and play and work every day some.
* Take a nap every afternoon.
* When you go out in the world, watch out for traffic, hold hands and stick together.
* Be aware of wonder. Remember the little seed in the Styrofoam cup: the roots go down and the plant goes up and nobody really knows how or why, but we are all like that.
* Goldfish and hamsters and white mice and even the little seed in the Styrofoam cup – they all die. So do we.
* And then remember the Dick-and-Jane books and the first word you learned – the biggest word of all – LOOK.

Everything you need to know is in there somewhere. The Golden Rule and love and basic sanitation. Ecology and politics and equality and sane living.

Take any one of those items and extrapolate it into sophisticated adult terms and apply it to your family life or your work or government or your world and it holds true and clear and firm. Think what a better world it would be if we all – the whole world – had cookies and milk at about 3 o’clock in the afternoon and then lay down with our blankies for a nap. Or if all governments had as a basic policy to always put things back where they found them and to clean up their own mess.

And it is still true, no matter how old you are, when you go out in the world, it is best to hold hands and stick together.
[Source: “ALL I REALLY NEED TO KNOW I LEARNED IN KINDERGARTEN” by Robert Fulghum.

See his web site at http://www.robertfulghum.com/ ]

I guess most of us would say families and communities and kindergarten but it is a wonderful condensed version of a basis for ethical behaviour.

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All postings to this site relate to the central SunWALK model in the PhD.

Summaries are HERE

Being human – an American high school principalĀ“s view

Many years ago a copy of this letter came my way – supposedly issued by a high school principal to his/her teachers on the first day of school.

It was seminal in the development of my world-viewĀ  – and it is worthy of re-circulation;

Dear Teacher

Ā Ā Ā Ā  I am a survivor of a concentration camp.Ā  My eyes saw what no man should witness:

Ā Ā Ā  Ā Ā Ā  Gas chambers built by learned engineers.

Ā Ā Ā Ā Ā Ā Ā  Children poisoned by educated physicians.

Ā Ā  Ā  Ā Ā  Infants killed by trained nurses.

Ā Ā Ā  Ā Ā Ā  Women and babies shot and burned by high school and college graduates.

Ā Ā Ā  Ā Ā Ā  So, I am suspicious of education.

My request is: Help your students become human.Ā  Your efforts must never produce learned monsters, skilled psychopaths, educated Eichmans.

Reading, writing, arithmetic are important only if they serve to make our children more human.Ā 

SEE ALSO: http://www.hmh.org/ed_faqs.asp

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All postings to this site relate to the central model in the PhD. Summaries are HERE

Getting our I, WE & IT voices Balanced – inspired by Ken Wilber

Getting our I, WE & IT Voices Balanced

 

Are your voices in a twist? We each have 3 God-given voices to sing different kinds of songs. Imagine if one voice dominates & consequently the other 2 ‘shrivel’ to almost nothing. Where would we be?

 

Answer ā€“ where we and our world are now. This is how Ken Wilber explains our situation.

 

All great wisdom traditions (and Perennial Philosophy) used to believe in the Great Chain of Being which taught that reality was a rich tapestry of levels starting with matter:

spirit

 

soul

mind

body

 

matter

Wilber suggests reality now is best understood as a Great Nest of Being ā€“ like a set of ‘Russian Dolls’ ā€“ same levels ā€“ ‘matter-body-mind-soul-spirit’ but like an onion. (All are forms of spirit?)

 

He speaks of three historical periods: 1) before the Enlightenment = pre-modernism; 2) after the Enlightenment = modernism; 3) recently = post-modernism.

 

What did the good side of modernism give us? The good side of modernism = we were able to develop separately the 3 voices of I. WE & IT – I, (Art) WE (Morality) and IT (Science)

 

I = the subjective voice that we express in the arts (Beauty ā€“ and subjective truth)

WE = the moral voice that we express in the Humanities including religion (Goodness)

IT = the objective voice that we express in the Sciences (Objective Truth)

 

In pre-modern times I, WE and IT were not separate voices. Before the Enlightenment the Church decided everything. It forced Galileo to recant the truth of what he saw scientifically through his telescope. The Church insisted the sun went around the earth. It also decided what was and wasn’t good, and what was and wasn’t beautiful in the arts.

 

After the Enlightenment modernism gave us three voices developing separately I, WE and IT which were also three separate ways of knowing which I prefer to express thus:

 

‘I knowing’ = the subjective voice in the Arts (Beauty as pleasing patterns en-formed) -Creativity

‘WE knowing’ = the moral voice in the Humanities inc. religion (Goodness as fellow-feeling) -Caring

‘IT knowing’ = the objective voice in the Sciences (Truth as sorting, measuring, replicating) -Criticality

 

The bad side of modernism = the domination by the IT voice (‘Scientism’) to create ‘Flatland’. That is the ITness of science has become so powerful that it has caused the other two voices, more or less, to become invalid. This has been called the dis-enchantment of the modern world.

 

Therefore:

Pre-modernism = science, the humanities & the arts couldn’t develop separate to ‘Church’

Modernism = all three could develop separately (includes separation of Church and State)

Post-modernism means different things to different people a) a reaction against modernism, b) a counter-balance to (Flatland) modernism or c) a continuation of modernism

 

More narrowly postmodernism = the idea that there is no ‘truth’ only interpretations, and all interpretations are socially constructed (by elites to exploit groups e.g. women or colonies)

 

Important in pm = ‘there is no grand narrative’ that binds – such as the Christian story. My answer = ‘yes there is – being human in the world, with others, seeking truth, beauty, goodness and justice = the perennial grand narrative’.

 

The bad side of modernism = the empiricism of science has like a cuckoo forced out ‘I knowing’ and ‘WE knowing’. Inappropriately applying the scientific way of knowing (empiricism) to other areas of life is called scientism . (Creates ‘Flatland’)

 

Fundamentalism is, in part, derived by rejection of modernism ā€“ especially separation of state & religion. Ultimately it = the unwillingness to let the I, WE & IT voices grow separately.

 

The good side of post-modernism ā€“ it teaches us that

1 Reality is not always pre-given, but in some significant ways is a construction, an interpretation. The belief that reality is simply given, is referred to as ‘the myth of the given’.

2 Meaning is context-dependent, and contexts are boundless.

3 Cognition must therefore privilege no single perspective. (SEE Wilber p121)

 

Conclusion: We still validate science (the empirical and the rational), though we teach it poorly, but we don’t validate contemplation. Contemplation can also be thought of as heart-knowing – which is inspiration that follows meditation, especially the experience of at-one-ment/egolessness.

 

Our interior self is a flow of ‘heart-mind’. – separating heart and mind has been a disaster that has invalidated, or diminished, the feminine principle in men and women. (Heart-mind is an ancient idea ‘xin’ or ‘hsin’ in Chinese).

 

I, WE and IT ways need each other. If a person gets inspiration from contemplation (as Einstein did) s/he needs to order it or check it with IT knowing and WE knowing. Science needs I knowing and WE knowing as well. The Humanities need I knowing as well as IT knowing. Art needs WE & IT knowing.

 

Organized religion has suffered because it couldn’t stay clear on I, WE and IT knowing. It has made a comeback via the arts and ‘pick and mix’ spirituality. Its special domain, like art is I knowing – + WE knowing as inspired by what it sees as the revealed word of God.

 

Action needed = The world (especially the religions, governments & parents) need to nurture the I, WE and IT voices to achieve balance and concord. Unity, peace & development depend on validating objective truth and knowing, subjective truth and knowing and the moral wisdom that lies at the heart of all of the great traditions. The call is to the balancing of these three ‘voices’ of the human spirit.

 

My educational model towards this end I have called SunWALK = we need to teach our children, and ourselves, to pursue Wise, Action, through Loving and Knowing guided by the Sun of higher-order values SEE www.SunWALK.org.uk Roger Prentice Email; rogerprentice@bigfoot.com Ver 8.7.06

Adapted from and inspired by the work of Ken Wilber in The Marriage of Sense & Soul

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All postings to this site relate to the central model in the PhD. Summaries are HERE

 

Wilberian Studies; integral and holistic studies that draw on inspiration from Ken Wilber

Ā I therefore sought to outline a philosophy of universal integralism. Put differently, I sought a world philosophyā€”or an integral philosophyā€”that would believably weave together the many pluralistic contexts of science, morals, aesthetics, Eastern as well as Western philosophy, and the worldā€™s great wisdom traditions. Not on the level of detailsā€”that is finitely impossible; but on the level of orienting generalizations . . . a holistic philosophy for a holistic Kosmos, a genuine Theory of Everything.Ā Ā Ā Ā Ā Ā Ā  ā€”Ken Wilber (TOE, p. 38).

For my own work, and for the benefit of those with similar interests, I have decided to keep a list of sources that I come across that fall under the category of ‘Wilberian studies’. That is integral and holistic studies that draw on inspiration from Ken Wilber. These include leadership studies, education, philosophy, psychology etc. I am collecting these interesting variations on, and adaptions and applications of Wilber’s four quadrants and three voices of I, WE and IT. – SEE especially Wilber’s The Marriage of Sense and Soul.

My own diagram/application is at the foot of this posting.

Here are the first few other Wilberian ‘four quadrants’ variations, adaptations and applications ;

5 The Promise of Integralism A Critical Appreciation of Ken Wilber’s Integral Psychology by Christian de Quincey

wilber-grid2-four-quadrants.jpgHERE

4 Intimations of Jung in Integrative Psychology and in Ken Wilber’s Quadrants by John Giannini

four_arch-four-quadrants.gifHERE

3 Integral Spiral Dynamics by Michael Dowd

spiral-integral-spiral-dynamics-by-michael-dowd-four-quadrants.jpg HERE – click to see full size. Click HERE to see the 4 parts of the diagram in detail.

2 Developing Leadership Capacity: Searching for the Integral – by Wood and Hessler-Key

wilber2-wood-and-hessler-key.gifHERE

1 Prof Slaughter’s article

slaughter-3-1-four-quadrants.jpgHERE

My own application;
sunwalk-logothumbnail1.jpgHERE was to suggest that teachers see the raw material of their work as the flow of spirit (the student’s spirit and their own) – that spirit inevitably being socialized in to the three voices of I, WE and IT. Teaching thus becomes the work of nurturing refinement in abilities within the I WE and IT voices. The real concern is the learner and her/his holistic development
The real stuff of education thus is spirit – that uses community and cultural stuff drawn from the Arts, Humanities and Sciences – the Arts being the ‘food’ of the I voice, the Humanities being the food of the WE voice and the Sciences being the ‘food’ of the IT voice. Proceeding like this I have suggested constitutes a) integralization and b) spiritualization i.e. a paradigm shift and one that in my personal experience greatly strengthens the academic concerns of teaching.

What if mothers did rule the world?

sally-field-reuters1.jpg

From QuakerDave we have a post we should all be asking – What if mothers did rule the world?

Funny. Sally Field is getting ripped by the Right because of her ā€œinsane rantingā€ at the Emmys last night. This savaging comes in spite of the fact that what she said (despite Foxā€™s attempt to censor her) is about as ā€œfamily valuesā€ as you can get. The war-hawkers at Fox had to cut what she said because she had the audacity to mention war in the context of her being (and portraying) somebodyā€™s mother, and Rupert couldnā€™t ever let that happen:

ā€œThis (award) belongs to all the mothers in the world – may they be seen, may their work be valued and raised – and especially to mothers who stand with an open heart and wait ā€” wait for their children to come home – from danger, from harmā€™s way and from war. I am proud to be one of those womenā€¦ If mothers ruled the world there would be no (expletive) wars.ā€

Hereā€™s the question for the day: What if mothers did rule the world? ………………

I would say:

Those that live under terror might then have security.

Those that hunger might be fed.

Those that thirst might have clean water.

Those that long for education and a means to earn a living might be affirmed.

Those that seek justice and a respected place in the human family might be given a place at the human family’s ‘table’.

To read QuakerDave’s answers go HERE

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All postings to this site relate to the central model in the PhD.

Summaries are HERE

Where does Aesthetics and Aesthetic experience fit in all of this? (re Wilber, heart-knowing, head-knowing, and the 3 ā€˜voicesā€™)

see post on September 5th, 2007

 

Where does Aesthetics and Aesthetic experience fit in all of this?

Aesthetics belongs to the science of philosophy (Criticality) BUT aesthetic experiences are ā€˜subjective-creative-mysticalā€™ i.e they are Creative and subjective.

 

The Indian philosopher Coomaraswami said that art and religion were not similar – they are, he said, the same. I would say that they are the same in that both involve engagement that involves a ‘loss of ego boundaries’ i.e. they are ‘unitive’ experiences. But both of these are or can be morally neutral activities. Religion on the other hand is false if its spirituality does not engender right action.

 

Aesthetic experience then, so I argue, is closer to artistic creation and is similar to mystical experience. We may or may not see our unitive experience as taking place within a moral context or a moral world-view, such as a religion. That is a unitive experience like membership of a religion, or a taste for spiritual food does not of itself mean that we and our actions are moral. We have more or less the sensibility and will to grasp the moral implications and act on them

 

Our moral sense comes from parents, family, schooling etc. If we are religious then a major shaper of our moral sensibility is the founder of the religion and his/her teachings. If we are Humanist or a ‘Free-thinker’ other inspiring individuals shape our moral sensibility.

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All postings to this site relate to the central model in the PhD. Summaries are HERE

 

 

 

Wilber, heart-knowing, head-knowing, and the 3 ‘voices’ through which we engage with reality

Heart-knowing, head-knowing, and the 3 ‘voices’ through which we engage with reality

The three intrapersonal ā€˜voicesā€™ of human engagement, have previously been presented as Caring, Creativity and Criticality.

Our Caring, Creativity and Criticality ways of engaging are developed through internalizing the voices of parents and family and then all of the Humanities, the Arts and the Sciences experiences we have at school and in the wider society.

 

Corresponding to the three voices we have three ways of knowing:

1 the ā€˜social-others-centredā€™ way of knowing – in the case of Caring

2 the ā€˜subjective-creative-mysticalā€™ way of knowing – in the case of Creativity and

3 the ā€˜objective-reasoning-scientificā€™ way of knowing – in the case of Criticality

So;

Caring, the ā€˜social-others-centredā€™ way of knowing = the internalized voice of the Humanities, and is about engaging with reality via the moral viewpoint

 

Creativity, the ā€˜subjective-creative-mysticalā€™ way of knowing = the internalized voice of the Arts, and is about engaging with reality via the subjective viewpoint

 

Criticality the ā€˜objective-reasoning-scientificā€™ way of knowing = the internalized moral voice of the ‘Sciences’ and is about engaging with reality via the (supposed) objective viewpoint.

 

NB Criticality is wider that what is normally meant by the Sciences and scientific methods. It includes philosophy and such activities as Eng Lit criticism. Why? Because it is about reasoning and other ‘left-brain’ objective activities. The participant assumes the position of being objective and is learning or teaching about phenomena ā€“ s/he is not learning or teaching in the phenomena ā€“ a distinction that correlates with that between ‘knowing that’ (Paris is the capital of France) and ‘knowing how’ (being able to dance a response to a tragic event).

 

Heart-knowing and head-knowing, left-brain and right-brain

Heart-knowing, the ā€˜subjective-creative-mysticalā€™, is seen as partly an innate, intuitive way of knowing and seems to relate to right-brain activities.

 

The ‘methods of the ā€˜objective-reasoning-scientificā€™’voice’ seem to relate to right-brain activities.

 

The third form, i.e. social knowing, is seen as deriving from the cultural interpersonal matrix of family and community relationships, internalized as the Caring seems to draw upon both sides of the brain (as do architects!).

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NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

 

 

 

 

Heart-rending testimony of an Afghan woman in Fazal Sheikh’s online book, ‘When Two Bulls Fight the Leg of the Calf is Broken’

afghan-woman.jpgBe sure to visit Fazal Sheikh’s on-line HERE

Take a look at the heart-rending testimony of an Afghan woman in ‘Fazal Sheikh’s online book When Two Bulls Fight the Leg of the Calf is Broken’.

Here is a short extract;

‘When our great Islamic revolution succeeded, we thought our day of deliverance had come. Finally we would be free and independent. Afghanistan was released. But once again women were treated as the goat in the game, pulled this way and that by one faction or another. Once again, on all sides, indiscriminate bombing and rocket-attacks, bullets and mines killed Afghan children in their mother’s wombs. We were forced to flee with bare feet and uncovered heads to escape the killing. Some of us fled to foreign countries and became refugees. It should not be forgotten that some of us were forced to flee to Moscow for our safety!

I shall never forget how so many of us spent frightened lonely nights waiting patiently in the front line for a single loaf of bread. How many of us were abducted by armed men from Mujahedin parties in the middle of the day in busy streets. How many of us were raped. How many of us threw themselves from buildings to keep their chastity. How many of us were taken from the scorching refugee camps in Jalalabad to become a commodity for men in neighboring countries. How many widows were forced to sell themselves to feed their families.

Those who have come to power, those with guns, continue to leer at us, to make fun of us, to take pleasure in harassing us. These men who think of themselves as the defenders of our faith, as our fathers and brothers sent to protect us, are the same ones who call us “Honey”. They say: “Don’t come out of your bottle, the flies might touch you.” The flies are the men that rush at you. Others tell us that we are “live wires that must be covered.” It is a pity they don’t recognize us as individuals, as fellow human beings. Over the loudspeakers they announce that years of holy war has simply been to cover Afghan women in Muslim dress.

That, dear brother, dear father and son, I am sure was not the purpose of the holy war……’

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Of course people need water and food but as Maslow pointed out long ago security is a comparably important need.

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NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

Free Schools India – work worthy of your support?

You might feel that this work is worthy of some support, we do;

Free Schools India is a small organisation made up of people dedicated to sustainable development, and to the ideal that all children should receive a free, quality, education. We are a collection of people from several fields who have come together to start a school for the children of the rural poor in several villages. From this idea our vision for this project has grown into something bigger, and we have already moved into the provision of health care also. Our plans do not stop here though. We would one day like to be able to provide full medical insurance for the families of our children and the wider community, and maybe one day start some micro industry.

The Inspiration

While working for an anti-child labour non-governmental organisation (NGO) in Delhi , Joanna HƤrmƤ and Gaurav Siddhu had the opportunity to speak with children in the city and in villages about their experiences with school. They found in one village that several girls could have attended school, if only it had been completely free of cost. Their families were not at all reliant on the income these children received from stitching footballs all day, but the costs associated with schooling were prohibitive for them, and yet they amounted to only US$15 per annum.

Go HERE to read more about Free Schools India

Go HERE to read BBC report on Free Schools India

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All postings to this site relate to the central model in the PhD. Summaries are HERE

Story and storying: the teacher’s self as text in reform of education

Parker Palmer in, The Courage to Teach, (1998 p.3), says that his book:

explores the teacherā€™s inner life, but it also raises a question that goes beyond the solitude of the teacherā€™s soul: How can the teacherā€™s selfhood become a legitimate topic in education and in our public dialogues on educational reform?

It turns out that this site is an attempt to answer Palmerā€™s question.

In a similar vein Sondra Perl (1994), (in Laidlaw, Mellett and Whitehead 2003) says:

Stories have mythic powers. To know this ā€¦ is to know the shaping power of the tale. But how, I wonder, do we see beyond the boundaries of a familiar story and envision a new one? What, in other words, are the connections between texts we read and the lives we live, between composing our stories and composing ourselves?

Stories are one answer to the question; ‘What is it that makes of the parts a whole?’.Ā  Story-making of our experience is in-built.Ā  Conversely we tend to read the world according to the stories to which we subscribe, or that we ourselves have created.Ā  A religious world-view would be an example of the former.Ā  Concerning personal stories and how we construe the world see the psychology, and methodology, of George Kelly HERE

I am seeking on this site, and have sought in my thesis, to see beyond the familiar stories of my life, and of education as it is has been, and, through ‘a re-composing’ of my life via autobiography, my teaching and dialogues, I have sought to envision a new story for education.Ā  This is what is meant by ‘applied autoethnography’.

The Golden Rule as one aspect of the world-view shared by most holistic educators

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The Golden Rule

Two aspects of the world-view shared by most holistic educators are Perennial Philosophy (see separate post) and the Golden Rule.

 

 

One measure of the challenge facing us is in the following. In looking for short definitions that might be useful I was struck by the fact that several (many?) Western encyclopedias actually refer to the Golden Rule as a Christian doctrine! Ethnocentricity rules! The point is also well pinned down in an interesting article from Arab News by Iman Kurdi

Below are some of the most interesting sites that present and explore the Golden Rule along with some suggestions for lessons and all ages.

 

http://www.jcu.edu/philosophy/gensler/goldrule.htm

http://www.goldenruleradical.org/

Home

 

SOME SUGGESTIONS FOR LESSONS/Discussion

1 In what sense is the Golden Rule the same as or different to acting justly?

2 Collect some examples, via interviews, of where the Golden Rule was applied with good effect?

3 Choose several of the problems that exist in the world and see how far you can a) analyze the problem and b) obtain inspiration for steps toward a solution.

poster.gifSource – for your poster Golden Rule info and much more

 

A TOUCH OF IRONY: The Wiki entry on the Golden Rule currently shows the price of democracy in that it is hung up in disputes! Re-named as the Ethic of Reciprocity – has it been hijacked or up-lifted by philosophers! I’m sure it will settle eventually – in the mean time there is a lot of good stuff alread on the site – including additional sources.

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NB All postings to this site relate to the central model in the PhD.

Summaries are HERE

 

 

 

 

‘Practical theory’ re: Jane’s Short Story, meaning, interpretation, stories, meta-thinking, the teacher – and generating an antidote to fundamentalism!

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Ā Ā Ā Ā  Teachers, and other professionals, deal in a) texts (written and other kinds) and b) discourse about their meaning and interpretation with students every day.

 

Ā Ā Ā Ā  When we engage with texts we do so in one of three voices – the philosophical-scientific, the creative or the moral-caring. This article comprises the first of a few reflections about hermeneutics in relation to the process of teaching ā€“ and in relation to the SunWALK model and ‘what it is to be fully and positively human’ – the main focus of this site.

 

‘Essentially, hermeneutics involves cultivating the ability to understand things from somebody else’s point of view, and to appreciate the cultural and social forces that may have influenced their outlook. Hermeneutics is the process of applying this understanding to interpreting the meaning of written texts and symbolic artifacts (such as art or sculpture or architecture), which may be either historic or contemporary.’ Wiki

 

Ā Ā Ā Ā  1 It makes sense for middle school children, and above, to come to understand that texts represent possible meanings and ‘critiques’ represent readings of texts. It might also be useful from this to understand that readings can both change over time in our lives, but principles might remain constant.

 

Ā Ā Ā Ā 
Developing meta-thinking via periodic re-visits to a useful text

Ā Ā Ā Ā  There are calls for teachers to help children to achieve meta-thinking and one enjoyable way is to re-visit a story in succeeding years with the discourse centred around such questions as;

ā€œHow do you read the story?ā€ and

ā€œHow do you feel what you’ve learned over last year has changed your views and, what you value ā€“ in relation to the story?ā€ and

ā€œIn what respects have you, and your thinking, changed and developed over the last year?ā€and

ā€œHow do you read the story now compared to when you first ‘met it’ ā€“ what’s stayed the same and what has changed?ā€

 

Ā Ā Ā Ā  One re-visiting was to Jane’s Short Story in a Roman Catholic middle school. Jane’s Short Story was posted to this site yesterday (8th Aug 2007). I wrote Jane’s Short Story to see how good Year 7 children (11 to 12 year olds) were at de-constructing and critiquing a piece that was deliberately stream-of-consciousness, oblique and cryptic! They surprised me the first time we used the story as a text and they also impressed me with their reflections on how their thinking had developed and the differences they saw on their second encounter.

 

Ā Ā Ā Ā  Such work is also an antidote to the shallowness and superficiality that blights much of what children suffer in school. If you treat children as profound thinkers they show that they are profound thinkers ā€“ that’s part of the genius of the process in Lipman’s Philosophy for Children

 

What’s the connection with the SunWALK model?

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Ā Ā Ā Ā  PFC Philosophy for Children is the exemplary programme for the ‘IT’ voice, the objective mode of engaging with truth. The spirit flows even more powerfully if we combine IT engagement with working with the ‘I’ voice of creative expression. This means that the children can treat the text, including occasionally pieces by the teacher and/or other pupils both as literary text and as philosophical text. Switching back and forth between the two activities and the two treatments of text becomes a very powerful mode of teaching ā€“ including for the third voice, that of the moral and other-centred i.e Caring.

 

What’s the connection with fundamentalism?

Ā Ā Ā Ā  There are many including;

Once you have separated out the different forms of truth-telling, the IT voice of philosophy and science, the ‘I’ voice of Creativity and the ‘WE’ voice of Caring you no longer have to defend texts in inappropriate and very dangerous ways. Treating religious texts as the supreme sources of inspiration for acting with justice, truth, beauty and goodness makes sense. Treating such texts as finite and fixed in their meaning as if they were simply mathematic formulae doesn’t.

Ā Ā Ā Ā  It is we who make the meaning, not God ā€“ which is why we should always be tentative in how we assert our interpretations (including this one!). Sacred texts are gifts of meaning-making possibilities. Of course part of the texts is time-related and part constitutes eternal realities, but understanding what we are doing as we engage in objective, subjective or moral truth-seeking helps minimize confusion.

Ā Ā Ā Ā  Literalism is the denial of God because it is the denial of meaning-making possibilities in relating to sacred texts ā€“ it limits the text to fixed and finite meaning ā€“ and tends to take us away from the focus on the need to act in the world with justice, truth, beauty, goodness – and all of the other so-called names and attributes of God.

 

Ā Ā Ā Ā  It also allows people to start believing that the ‘others’ have broken whatever covenant is deemed to have existed so that no ‘rules’ of war’ need be complied with.

Ā Ā Ā Ā  Its only in early life that we can prevent the kind of indoctrination of hatred for others. Understanding that spirituality, be it theistic or humanist, is simply the process of gaining the will to act morally is vital. Understanding the ‘voices’ with which engage and the texts that we engage with are all either objectively focused or subjectively focused or morally focused is vital in developing the truly mature mind-set and world-view.

 

Knowledge, Knowing and the Unknowable: Head, Heart and the Mystery of Our-selves

 

Ver 2. as at 4th Aug 2007

PREFACE

This was written as a summary of some of the discussions held during a recent course run with 9 wonderful young women and men. So first and foremost this is for Poppy, Ellie, Jono, Saha, Natalie, Paddy, Jody, Kenny – and Davey.

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This is what I feel/think I’ve learned so far;

WHAT’S WRONG?

Because of its lopsidedness and excessive specialization modern science, and thought generally, has got us into a mess. The mess is characterized by our consciousness and life being fragmented, mechanical and excessively materialistic. We need to create a new ‘post post-modernism’ that combines the positives from modernism, post-modernism and pre-modernism.

First of all we have to chose a starting point – because all of life is a circling matrix of connectedness.

THINKING AND FEELING AND BEING – AND BEING ‘MORE THEN’

I am – therefore I think. (Variation on Descartes’ starting point).

We are/You are – thereby I am. (Variation on a Swahili saying).

I am supported in my existence by all of the relationships in which I am embedded – including my ‘significant others’, and those I chose to lead me, and those with whom I chose to identify – so as to become like them or at least possess some of their qualities.

Our being is much more than our thinking, reason and logic ā€“ we are 51%, or more, feelings.

Unless our capacities for feeling are attenuated, blunted or simply under-developed.

We are known and knowable – but also exist at levels that are beyond the knowable.

That is we are, in the depths of our being, a mystery to our selves – and to each other.

Thinking is one way to engage with other/s, or the self ā€“ and with reality.

Thinking is what we do as part of being ā€“ sometimes it is more, and sometimes less, than the feeling/s we are also generating/experiencing. One or the other is in dominance at any one time.

Thinking and feeling are simply different forms of the single human spirit that flows through each of us ā€“ and apparently around that ‘space’ we call our inner world or interiority.

What would be a sensible name for the single flow of spirit that switches back and forth between ‘heart’ and ‘mind’? I suggest ‘heart-mind’. ‘Heart-mind’ actually has a long history in Chinese thought.

‘Heart-mind’ is preferable to ‘heart’ and ‘mind’ as some sort of separated ‘organs’.

Heart-mind is interiority ā€“ conscious thoughts and feelings, + re-callable memories + that which normally remains in the sub-conscious, such as painful memories.

HEART-MIND (THE ONENESS OF THINKING AND FEELING) AS THE 3 ‘I’, ‘WE’ AND ‘IT’ VOICES OR MODES OF ENGAGING WITH REALITY – AND OF CIOMMUNICATING WITH EACH OTHER

Thought and feeling however don’t account for the fact that we communicate with each other, at any one time, in one of three voices; ‘I’. ‘WE’ and ‘IT’ .

Sometimes our heart-mind/spirit switches into the I mode of artistic-subjective expression and engagement with reality.

Sometimes it switches into the WE mode of caring and other-focused action.

Sometimes it switches into the IT mode of scientific-objective investigation and engagement with reality.

We switch back and forth with great rapidity ā€“ unless we are in a meditative state or dreamless sleep. The other 2 voices are always ‘running in the background’.

THE ‘I’, ‘WE’ and ‘IT’ VOICES CORRESPOND TO CREATIVITY, CARING and CRITICALITY

I suggest that the term ‘thinking’ is better thought of as three separate ways in which we engage with reality, with each other – and our selves.

Thinking in the sense of Criticality (inc. philosophy, science maths, Eng. Lit, etc.) is one way for the human spirit to engage with reality. The other two are Caring and Creativity.

Caring focuses on moral truth as caring – action for the sake of others.

Creativity is concerned with subjective truth as a way to engage with reality ā€“ its voice says ā€œThis is how it has been for me, this is how it looks for me ā€“ standing in my ‘skin’.

Criticality focuses on objective truth – in which reasoning and logic are especially important.

Thought and feeling/s are two sides of a single coin ā€“ each transforms into the other moment by moment in the dynamics of the heart-mind. This is evident in simple introspection.

Heart-mind, is however socialized into the 3 I, WE and IT voices.

All 3 have cognitive and affective charges at any one time.

The I WE and IT voices are internalizations/socializations of parental voices, school and community voices.

The cultural ‘repositories’ that correspond to the I,WE and IT voices we call the Arts, Humanities & Sciences.

The moral voice is an internalization of early caring and experience ā€“ with conscience as the internalization of the parental voice.

There may be sensible connections to be made between left and right brain hemispheres and the UIT and I voices.

It seems sensible to connect the I voice and the mystical since both involve unitive experiences.

In dealing with the Critical IT way of engaging with reality we deal in concepts ā€“ but we might agree with Heschel who says ā€œConcepts are delicious snacks with which we try to alleviate our amazement.ā€

CONCEPTS AS ‘DELICIOUS SNACKS’ – AND ‘AMAZEMENT’ AS THE UNITIVE STATE OF THE MYSTICAL EXPERIENCE

Amazement is the state of union, the unitive state which in its elevated forms is the mystical.

The mystical needs to be recognized as a normal, every-day even, part of being human. It needs de-mystifying and de-rarefying. It is not the sole prerogative of the exceptional such as Joan of Arc or of those who unhelpfully hear voices.

The basic experience is embedded in every day language as when we say, ā€œIt took me out of my-self.ā€

In normal, conceptual, busy-busy life we have a strong sense of ego/self/me-me. But sometimes I forget my self – through a unitive experience.

As the gospel song says;

I’m gonna lay down my heavy load

Down by the riverside

Down by the riverside

I’m gonna lay down my heavy load

Down by the riverside

Gonna study war no more.

One reading of the ‘heavy load’ is the small self, the ego, the ego boundary that keeps us in the relative hell of separation and pain and suffering.

Contemplation or perhaps deeper meditation is what takes us to the unitive state.

But I don’t think permanent self-loss is the goal because the dynamic lies in going back and forth between the unitive and the duality that is most of everyday life.

In fact I believe that our knowing comes as a consequence of the dynamic that arises from going back and forth between the unitive and duality

LOGIC IS WHAT WE NEED WHEN WE RETURN FROM THE STATE OF AMAZEMENT/MYSTICAL UNION

Logic is a good servant but insufficient as an overall master explanation of what we are, or what amounts to truth.

For example logic can be used impeccably to support the view that God exists, and equally for the view that there is no God.

Logical constructions, like journeys, always start somewhere.

That ‘somewhere’ in our intellectual-spiritual journeys, and dialogue with each other, is always a set of assumptions and viewpoints.

DEVELOPING A NEW PARADIGM – AND REALIZING THAT THE INADEQUACIES OF THE OLD PARADIGM LIE IN ITS SET OF ASSUMPTIONS (BECAUSE THEY LARGELY LIE UNTESTED)

The assumptions, like a geographical position, always imply a world-view.

The assumptions are largely untested like the 9/10ths of the ice-berg that is below the surface.

The world-view can include a range of other assumptions including what it is to be human, what constitutes reality, what is good or bad etc.

The new paradigm that is struggling to be born is characterised by wholeness, flow and realizations of the spiritual nature of being human – the opposites of fragmentation, the mechanistic and the excessively materialistic. Above all it centres on realizing to a much deeper and higher forms answers to the most important of all questions; ā€œWhat is it to be (fully and positively) human?ā€

REALIZING UNITY – PERSONALLY OR COLLECTIVELY – IS HELP BY THE GIFT OF WISE VOICES

Individually our happiness depends on our integration ā€“ of heart and head, of identity and purpose, of personal development and service to others. One key secret is realizing that mind and body and spirit are all one and the same ā€“ the singleness of the life-force, chi, the human spirit.

Collectively we also need deeper realization of unity ā€“ that unity is based on the existential reality of being human. Like millions of others I learned this from Shakespeare. Scots would add Robbie Burns.

Unity can not in the social political sphere be achieved through philosophy or theology, both of which depend on reason and logic. Why? Well as the ancient saying goes, ‘The longest journey in the world is from the human head to the human heart, but the shortest journey in the world is from the human heart to the human head.’

Unity can only be achieved via a commitment to the existential reality of being human. We are all human. We strive for a better life. We have loved ones and we all suffer grief and loss……………….

Our theology and philosophy are only games (of reason and logic) that we play ā€“ on the ‘foundation’ of incomplete certainty, not-knowing and mystery – and they must take second place to realizing our existential human oneness – and truth and beauty and goodness.- and above all justice as our over-riding interior ‘conditioner’ as well as the chief conditioner in the social and political realms.

Deep unity is realized through our existential sameness. The ‘healthy doubt’ is vital in matters of theology and philosophy. Doubting, just a modicum not a flood, is healthy when it functions as a cousin of tentativeness and humility. Absolute certainty is the condition of the fundamentalist ā€“ and the fascist and terrorist. Unity requires something other than closed minds and cold hearts. The co-existence of humility ā€“ but without a collapse into the hell of relativity, political correctness and effete values now displayed in so many Western countries. But our unity lies in the state of not-knowing, not in hard and water-tight (heart-tight?) convictions;

“We are united by our doubts and divided by our convictions.” Sir Peter Ustinov

Excesses of certitude cut us off from truth and can lead to horrors of cruelty ā€“ the Nazis were certain that Jews, and Gypsies were sub-human.

“Certitude divides and diversity unifiesā€¦..We have to elevate religion above politicsā€¦..”

H.R.H. Prince El-Hassan Bin Talal of Jordan BBC Newsnight 9th Feb 2006

I am because we are. I am ultimately in a state of not knowing. I see through a glass not darkly, but with imperfect vision ā€“ this being an inevitable consequence of being finite.

Speaking personally I can’t live fully up to the truth, beauty, goodness, justice and mystery that I’ve learned (about) so far. This means that I, like us all, need forgiveness; hearts embrace, minds take a stroll together before parting. I/we need for-give-ness as part of the love through which to gain the will to walk on!

Go well.

Roger

Dr Roger Prentice

Who are you? Who am I? What is human being?

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Saw this today – with some quick ideas for a lesson;

“You are the average of the five people
you spend the most time with.”
– Jim Rohn

Are you? Am I?

Do we have an essence? Or are we each an admixture of the roles we play and the relationships in which we are embedded?

Or both?

The best answers I ever found were in Who is Man? by Abraham Joshua Heschel.

The Photo is of Heschel with MLK at Selma – they consider each other to be a ‘prophet’

Is my essence the sum of that with which I identify?

Or is there an essence that is independent of the accidents of personal history ?

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All postings to this site relate to the central model in the PhD. Summaries are HERE