SunWALK – A MODEL FOR ALL PROFESSIONAL,
HUMAN-CENTRED STUDIES
NB On my blogs I want to revisit the concepts as ‘key concepts in SunWALK’. This revised introduction explains SunWALK and how all relevant concepts were ‘sifted’ into 3 levels of importance.
The new posts will show the relevance of the key concepts to a wide variety of fields, from aesthetics to understanding fundamentalism, from teaching and learning to political reform
—–0—–
All professional studies need to take account of what it is to be human and of how, human beings function, in broad and holistic terms.
Being human is seen, intra-personally, as the flow of the life-force through each individual giving rise to the three ‘primary’ colours’ of Caring, Creativity and Criticality.
SEE diagram HERE
Caring – the ‘WE’ voice of caring and the moral sense, – giving rise to the Humanities
Creativity – the ‘I’ voice of subjective expression – giving rise to the Arts
Criticality – the ‘IT’ voice of objective engagement – giving rise to the Sciences.
These are seen as modes of being and doing, which we express, inter-personally, in Community with others. Hence the ‘SunWALK 4Cs model’ in answer to the most fundamental of all questions, “What is it to be, positively and fully, human?”
In constructing the model I gradually acquired a large set of concepts.
These I sifted through three levels roughly relevant to ‘important’, ‘very important’ and ‘indispensable’.
The indispensable concepts constitute the core model SunWALK, along with the model of what it is to be human.
The SunWALK model (of human-centred studies) combines the following elements;
1 the storied development of
2 meaning, which is
3 constructed, and de-constructed,
4 physically, mentally and spiritually, through
5 Wise &
6 Willing
7 Action, via
8 Loving and
9 Knowing – developed in
10 Community, via the
11 ‘Dialectical Spiritualization’ of
12 Caring,
13 Creativity &
14 Criticality processes, all undertaken in the light of the
15 ‘Sun’ of (chosen) higher-order values &beliefs, using best available, appropriate
16 content.
This framework can be applied to create sub-models for any professional studies. This ‘one-sentence’ version of the frame extends the 4Cs a little further and constitutes the shortest and most highly condensed version of SunWALK.
At this ‘third level’ the concepts are ‘organizing elements’, and we have a model as opposed to simply a list of concepts. To this set of core concept-categories all other concepts are related, but I have separated them out into important (first level) and second level (very important).
The concept list are not seen as absolutely fixed and concept-categories can be increased or decreased in importance – especially in application to fields other than education for which the model was originally developed. But since the core of the educational model was a model of what it is to be human it must have application to other fields of professional studies.
The two following sections are:
The second level – the sixty odd concepts of ‘main importance’, and
The first level – the 400+ concept list (still open to growing) – merely important!
—–0—–
LEVEL 2: THE CONCEPT-ELEMENTS IN SUNWALK’S CONCEPTUAL FRAMEWORK
THREE ‘LEVELS’ OF CONCEPT-ELEMENTS A) ORGANIZING, B) MAIN AND C) SECONDARY
NB SunWALK is the mnemonic for the ‘what’ of the model, as well as its overall name The model has a conceptual framework of some 400 concepts. This list is of the main concepts, some sixty odd. The 4Cs, caring creativity, criticality + community & the name (& mnemonic) ‘SunWALK’ provide the central & organizing concepts of the whole model. WALK = Wise, & Willing, Action through Loving and Knowing. ‘Sun’ = light of spiritual source/s
The model as core process consists of four elements – the 4Cs Human spirit is seen as light – the 3Cs are the intrapersonal ‘primary colours’ of the human spirit (and correspond to the Greek’s truth, beauty and goodness) + the interpersonal dimension of ‘Community’. Corresponding to the 3Cs are three forms of knowing: ‘social-others-centred’, the ‘subjective-creative-mystical’ and the ‘objective-reasoning-scientific’. The 4Cs are seen as the dynamic ‘how’ dimensions of the model. The one sentence version of the model is above.
In addition to the concepts categories/themes in the ‘one-sentence’ version of the model above there are there are two more lists – one of 60+ concepts and one of 400+ concepts, from which the model emerged via the sifting process.
—–0—–
THE SIXTY+ LEVEL 2 CONCEPT-ELEMENTS
1 Abilities
Action
Aims & Objectives & Goals
Authentic
5 Autonomy
Awe, wonder & amazement
Balance
Being & becoming
Belief/s
10 Certainty
Compassion and empathy
Content
Curriculum
Democracy
15 Dialectical Spiritualization
Dialogue see Dialect Spiritualization
Education, ed. as an art c.f. a science
Encouragement
20 Energy see spirit & chi
Engagement
English the teaching of & as an art
Environment/ecology/inner being
Experience
25 Faith
Group process-PFC/Consultation/dialogue
Healing
Heart-mind
Imagination
Intuition insight/inner develop/. Holism/whole/Holistic Ed
30 Human being –
h. nature/
h. spirit
Humanization & de-humanization
Identity
35 Justice
Knowledge & Knowing
Learning & Teaching
Life-force/energy/spirit/chi/inochi
Love – affect/spirit – see caring and
compassion and empathy
40 Maturation
Meaning & Meaning making
Meditate/meditation
Metaphor
Mind
Modes of experience & engagement
45 Moral ed. + m. sensibility
Mystery transcendentally & in human
nature
Personhood authenticity/autonomy
Philosophy & philosophical inquiry & Philosophy for children PFC
Process & process philos & theology
50 Purpose and identity
Real/ity
Science as criticality & objective knowing
Soul see also human spirit, mind
Spiritual/ity/ization/ s. qualities
55 Story & Autobiography
‘Sun’ as source of spiritualization
Teacher Education
Teaching & Learning
Text and Context
60 Truth/beauty & goodness – correspond
to Criticality, Creativity & Caring
Will volition and motivation
Wisdom
—–0—–
LEVEL 1: THE MASTER LIST OF 400+ ELEMENTS’/THEMES/ CONCEPTS FOR THE SunWALK model.
Aesthetic/s see Creative
Abilities
Action see Behaviour
Affective see feelings
Attitudes
Adulthood
Alienation
Aims & Objectives & Goals
Appearance & reality
Authenticity
Authority
Autobiography see story
Autonomy
Awareness
Beauty – see the Creative
Behaviour see Action
Being & becoming
Belief/s
Brain – ‘left brain’ & ‘right brain’
Caring
Certainty
Change
Childhood
Cooperative learning – see
community
Commitment
Communication
Community
Compassion and empathy
Conceptual development
Conflict resolution
Conformity
Connectedness see holism
Conscience
Consciousness & c. raising/expanding
Consultation – group process
Contemplation
Control
Creative thinking
Creative /ity
Crisis
Critical thinking
Criticality
Culture
Curriculum
Decision-making
Democracy and democratic process
Detachment
Development
Dialectical = problematization + dialogue
Discipline
Discovery
Discrimination
Doing
Dualism
Discovery (inc. curiosity)
Ecology see environment
Education
Educational environment
Emotion/s see affect
Empathy see compassion
Energy see spirit & chi
Engagement – see modes
Environment/ecology/inner being
Essence
Ethics – see moral/ity education
Ethos/Atmosphere
Existence
Existential/ism
Experience
Experimentation
Faith
Falsity
Feelings see affect
Free will- see will
Freedom
Global development
Goodness – see caring
Group process-PFC/Consultation
Team work/co-operation
Growth see development
Habit
Harmony – h. in diversity
Having c.f. being/doing/becoming
Holism/whole/Holistic Ed
Human being – h. nature/spirit
Humankind – humanity
Human Rights
Ideals
Imagination
Independence see autonomy
Individual/ity c.f. individualism
Indoctrination
Indwelling/intuition/inner being
Information – i. and knowledge
Initiation – education as
Inner being/spiritual/insight – see
interiority
Insight see intuition &
Interiority
Integrity
Intuition – insight/inner development
Insight
Instinct
Intelligence
Judgement
Justice
Justification – see knowledge
‘Know that’ – see Knowledge
Knowledge I WE IT voices
Language
Learning & Teaching
Life-force/energy/spirit/chi/inochi
Literature
Love – affect/spirit – see caring
Management
Materialism
Mechanistic models
Meaning & Meaning making
Meditation c.f. contemplation
Memory
Men/gender – see left brain/right brain
Metaphor
Methods in learning
Mind
Modes of experience & engagement
Moral development & sensibility
Moral sensibility
Mystery (in human nature)
/potential/subconscious/unknown
Narrative see story
Nature
Needs
Negotiated learning – see democratic
process
Non-reflective learning
Norms
Objectivity
Openness
Paradigm
Paradox
Participation
Perception/attention/forms/field
Person/hood see human being
Personal history see story autobiography
Personhood – see also
authenticity/autonomy
Philosophy
Philosophy for children PFC
Physical self
Planning
Play
Poetry
Politics
Positivism
Potential
Power & empowerment
Principles
Problem-solving v posing
Qualitative the
Qualities, spiritual e.g. empathy
Questioning
Rationality/reason/able/ness
Real/ity
Reductionism
Reflection – reasoning/meditation
Reflective learning
Rejection
Relationships
Relativity
Religion
Science – see also objective knowing
Self
Self-esteem
Self-image
Self-knowledge
Sensitivity
Service to others
Socialization
Society
Soul
Spiritual/ity/ization/ see energy
Spiritual qualities (e.g. empathy)
State
Story & Autobiography
Subjectivity
Tacit knowledge – see knowledge
Teacher Education
Teaching & Learning
Teacher thinking
Teacher thinking about the child’s
spirituality/holistic development
Thinking /caring /creative /criticality
see mind
Time
Tradition
Training (v. education)
Transformation
Truth/beauty & goodness
Understanding
Utilitarian
Validity
Values
Vision
Volition – see will
Wholeness – see holistic
Will
Wisdom
Women/gender – see left & r. brain
Work – re identity & purpose
SunWALK – A MODEL FOR ALL PROFESSIONAL, HUMAN-CENTRED STUDIES
.
NB On my blogs I want to revisit the concepts as ‘key concepts in SunWALK’. This revised introduction explains SunWALK and how all relevant concepts were ‘sifted’ into 3 levels of importance.
.
The new posts will show the relevance of the key concepts to a wide variety of fields, from aesthetics to understanding fundamentalism, from teaching and learning to political reform
.
-0-
.
All professional studies need to take account of what it is to be human and of how, human beings function, in broad and holistic terms.
.
Being human is seen, intra-personally, as the flow of the life-force through each individual giving rise to the three ‘primary’ colours’ of Caring, Creativity and Criticality.
.
Caring – the ‘WE’ voice of caring and the moral sense, – giving rise to the Humanities
Creativity – the ‘I’ voice of subjective expression – giving rise to the Arts
Criticality – the ‘IT’ voice of objective engagement – giving rise to the Sciences.
.
These are seen as modes of being and doing, which we express, inter-personally, in Community with others. Hence the ‘SunWALK 4Cs model’ in answer to the most fundamental of all questions, “What is it to be, positively and fully, human?”
.
In constructing the model I gradually acquired a large set of concepts.
.
These I sifted through three levels roughly relevant to ‘important’, ‘very important’ and ‘indispensable’.
.
The indispensable concepts constitute the core model SunWALK, along with the model of what it is to be human.
.
The SunWALK model (of human-centred studies) combines the following elements;
1 the storied development of
2 meaning, which is
3 constructed, and de-constructed,
4 physically, mentally and spiritually, through
5 Wise &
6 Willing
7 Action, via
8 Loving and
9 Knowing – developed in
10 Community, via the
11 ‘Dialectical Spiritualization’ of
12 Caring,
13 Creativity &
14 Criticality processes, all undertaken in the light of the
15 ‘Sun’ of (chosen) higher-order values &beliefs, using best available, appropriate
16 content.
.
This framework can be applied to create sub-models for any professional studies. This ‘one-sentence’ version of the frame extends the 4Cs a little further and constitutes the shortest and most highly condensed version of SunWALK.
.
At this ‘third level’ the concepts are ‘organizing elements’, and we have a model as opposed to simply a list of concepts. To this set of core concept-categories all other concepts are related, but I have separated them out into important (first level) and second level (very important).
The concept list are not seen as absolutely fixed and concept-categories can be increased or decreased in importance – especially in application to fields other than education for which the model was originally developed. But since the core of the educational model was a model of what it is to be human it must have application to other fields of professional studies.
.
The two following sections are:
The second level – the sixty odd concepts of ‘main importance’, and
The first level – the 400+ concept list (still open to growing) – merely important!
—–0—–
LEVEL 2: THE CONCEPT-ELEMENTS IN SUNWALK’S CONCEPTUAL FRAMEWORK
THREE ‘LEVELS’ OF CONCEPT-ELEMENTS A) ORGANIZING, B) MAIN AND C) SECONDARY
.
NB SunWALK is the mnemonic for the ‘what’ of the model, as well as its overall name The model has a conceptual framework of some 400 concepts. This list is of the main concepts, some sixty odd. The 4Cs, caring creativity, criticality + community & the name (& mnemonic) ‘SunWALK’ provide the central & organizing concepts of the whole model. WALK = Wise, & Willing, Action through Loving and Knowing. ‘Sun’ = light of spiritual source/s
The model as core process consists of four elements – the 4Cs Human spirit is seen as light – the 3Cs are the intrapersonal ‘primary colours’ of the human spirit (and correspond to the Greek’s truth, beauty and goodness) + the interpersonal dimension of ‘Community’. Corresponding to the 3Cs are three forms of knowing: ‘social-others-centred’, the ‘subjective-creative-mystical’ and the ‘objective-reasoning-scientific’. The 4Cs are seen as the dynamic ‘how’ dimensions of the model. The one sentence version of the model is above.
.
In addition to the concepts categories/themes in the ‘one-sentence’ version of the model above there are there are two more lists – one of 60+ concepts and one of 400+ concepts, from which the model emerged via the sifting process.
—–0—–
THE SIXTY+ LEVEL 2 CONCEPT-ELEMENTS
1 Abilities
Action
Aims & Objectives & Goals
Authentic
5 Autonomy
Awe, wonder & amazement
Balance
Being & becoming
Belief/s
10 Certainty
Compassion and empathy
Content
Curriculum
Democracy
15 Dialectical Spiritualization
Dialogue see Dialect Spiritualization
Education, ed. as an art c.f. a science
Encouragement
20 Energy see spirit & chi
Engagement
English the teaching of & as an art
Environment/ecology/inner being
Experience
25 Faith
Group process-PFC/Consultation/dialogue
Healing
Heart-mind
Imagination
Intuition insight/inner develop/. Holism/whole/Holistic Ed
30 Human being –
h. nature/
h. spirit
Humanization & de-humanization
Identity
35 Justice
Knowledge & Knowing
Learning & Teaching
Life-force/energy/spirit/chi/inochi
Love – affect/spirit – see caring and
compassion and empathy
40 Maturation
Meaning & Meaning making
Meditate/meditation
Metaphor
Mind
Modes of experience & engagement
45 Moral ed. + m. sensibility
Mystery transcendentally & in human
nature
Personhood authenticity/autonomy
Philosophy & philosophical inquiry & Philosophy for children PFC
Process & process philos & theology
50 Purpose and identity
Real/ity
Science as criticality & objective knowing
Soul see also human spirit, mind
Spiritual/ity/ization/ s. qualities
55 Story & Autobiography
‘Sun’ as source of spiritualization
Teacher Education
Teaching & Learning
Text and Context
60 Truth/beauty & goodness – correspond
to Criticality, Creativity & Caring
Will volition and motivation
Wisdom
—–0—–
LEVEL 1: THE MASTER LIST OF 400+ ELEMENTS’/THEMES/ CONCEPTS FOR THE SunWALK model.
Aesthetic/s see Creative
Abilities
Action see Behaviour
Affective see feelings
Attitudes
Adulthood
Alienation
Aims & Objectives & Goals
Appearance & reality
Authenticity
Authority
Autobiography see story
Autonomy
Awareness
Beauty – see the Creative
Behaviour see Action
Being & becoming
Belief/s
Brain – ‘left brain’ & ‘right brain’
Caring
Certainty
Change
Childhood
Cooperative learning – see
community
Commitment
Communication
Community
Compassion and empathy
Conceptual development
Conflict resolution
Conformity
Connectedness see holism
Conscience
Consciousness & c. raising/expanding
Consultation – group process
Contemplation
Control
Creative thinking
Creative /ity
Crisis
Critical thinking
Criticality
Culture
Curriculum
Decision-making
Democracy and democratic process
Detachment
Development
Dialectical = problematization + dialogue
Discipline
Discovery
Discrimination
Doing
Dualism
Discovery (inc. curiosity)
Ecology see environment
Education
Educational environment
Emotion/s see affect
Empathy see compassion
Energy see spirit & chi
Engagement – see modes
Environment/ecology/inner being
Essence
Ethics – see moral/ity education
Ethos/Atmosphere
Existence
Existential/ism
Experience
Experimentation
Faith
Falsity
Feelings see affect
Free will- see will
Freedom
Global development
Goodness – see caring
Group process-PFC/Consultation
Team work/co-operation
Growth see development
Habit
Harmony – h. in diversity
Having c.f. being/doing/becoming
Holism/whole/Holistic Ed
Human being – h. nature/spirit
Humankind – humanity
Human Rights
Ideals
Imagination
Independence see autonomy
Individual/ity c.f. individualism
Indoctrination
Indwelling/intuition/inner being
Information – i. and knowledge
Initiation – education as
Inner being/spiritual/insight – see
interiority
Insight see intuition &
Interiority
Integrity
Intuition – insight/inner development
Insight
Instinct
Intelligence
Judgement
Justice
Justification – see knowledge
‘Know that’ – see Knowledge
Knowledge I WE IT voices
Language
Learning & Teaching
Life-force/energy/spirit/chi/inochi
Literature
Love – affect/spirit – see caring
Management
Materialism
Mechanistic models
Meaning & Meaning making
Meditation c.f. contemplation
Memory
Men/gender – see left brain/right brain
Metaphor
Methods in learning
Mind
Modes of experience & engagement
Moral development & sensibility
Moral sensibility
Mystery (in human nature)
/potential/subconscious/unknown
Narrative see story
Nature
Needs
Negotiated learning – see democratic
process
Non-reflective learning
Norms
Objectivity
Openness
Paradigm
Paradox
Participation
Perception/attention/forms/field
Person/hood see human being
Personal history see story autobiography
Personhood – see also
authenticity/autonomy
Philosophy
Philosophy for children PFC
Physical self
Planning
Play
Poetry
Politics
Positivism
Potential
Power & empowerment
Principles
Problem-solving v posing
Qualitative the
Qualities, spiritual e.g. empathy
Questioning
Rationality/reason/able/ness
Real/ity
Reductionism
Reflection – reasoning/meditation
Reflective learning
Rejection
Relationships
Relativity
Religion
Science – see also objective knowing
Self
Self-esteem
Self-image
Self-knowledge
Sensitivity
Service to others
Socialization
Society
Soul
Spiritual/ity/ization/ see energy
Spiritual qualities (e.g. empathy)
State
Story & Autobiography
Subjectivity
Tacit knowledge – see knowledge
Teacher Education
Teaching & Learning
Teacher thinking
Teacher thinking about the child’s
spirituality/holistic development
Thinking /caring /creative /criticality
see mind
Time
Tradition
Training (v. education)
Transformation
Truth/beauty & goodness
Understanding
Utilitarian
Validity
Values
Vision
Volition – see will
Wholeness – see holistic
Will
Wisdom
Women/gender – see left & r. brain
Work – re identity & purpose
Soul Needs - One Garden 