JS 423 EDUCATION, SERVICE AND COMMUNITY MANAGEMENT
I found the words of the paper on “A New Way of Encountering God”, inspiring in that it particularly talks about “encountering” God. In my experience it is very important that we experience God in our hearts and care for others not only because we believe it is the intellectually right thing to do but as we are all part of God, then by our compassion and caring for the rest of humanity we also care for ourselves.
Whilst caring for humanity we need to find a balance so that we look at our own needs as well as how we can make the world a better place. As I believe that God is in all of us then if one person is suffering in the world then it is my responsibility to try and do something about it and that is my task. Certainly God is “the God of the poor” (1) but God is in all of us and so we need to honour and respect our own Godliness and that of others. While we are alive we must look to helping others and this can take an enormous number of different paths. “To make common cause” (2) with persons who are suffering is a powerful act and one that intrinsically accepts their human dignity and accepts that we are all in this journey together and that we are responsible for each other. Whilst ever there are persons in need in our society then it is our responsibility to attend to those needs as best we can. If we truly love our neighbour then we are loving God. Our neighbour is any person who is in need and when we look at the state of the world then we see that we have many neighbours as there are so many in need in the world.
Liberation theology as outlined in “ A New Way of Encountering God, “(3) refers to the commitment to the poor and that is extremely important. I believe it is important to connect with our hearts with people in need so that we are moved by their situation and wish to do something to change it. I appreciate the analogy of theology being like a love letter (4) as it keeps the connection to God as something that has a quality of mystery to it which is heartfelt and not something that one thinks about only on an intellectual level.
In 2005 I spent 5 weeks walking on the pilgrimage to Santiago de Compostella in Spain On that walk I met a South American catholic priest who wished to tackle the problems of the poor. I was impressed by his commitment even though he acknowledged the many problems that the institution of the Catholic church is saddled with. Walking for a long distance can be a valuable way of finding the space in which to connect with God and to focus on where to set priorities. I found that the act of walking and having solitary time for myself gave me a way of experiencing and connecting with God on a deeper level. It became something very experiential that I connected to with my heart and not just with my thoughts. Others will find different ways of connecting with God but if one can feel connected to God on a thinking and heartfelt level and do something to honour that connection then God becomes very alive. Then it is possible to do justice in the world and to experience that God is in our midst and is very much alive.
When I look at the difficult situations that exist in the world it is hard to know where we can effectively help to change the world . I believe we need to ask that question in our prayers and to be open to guidance that can come from the spiritual world if we are truly seeking with our heart the path to follow and not trying to abstractly intellectualise or rationalise what we should do.
Liberation theory refers to the importance of the Bible (5) for understanding what is required of Christians. I believe the Bible is an important tool for deepening our understanding of the Christian path and for promoting discussion but there are many ways of understanding and interpreting it and we need to be open to different possibilities. I found the ideas of the interpretation of the Exodus story as outlined by liberation theory (6) thought provoking. It brings aspects of the historical picture to present the bible images afresh. For example the “chosen people” were not called Jews or Hebrews at that time but were the poor and oppressed who were probably a nomadic slave class. In my readings of the historical accounts of the movement of nomadic Jewish peoples down to Egypt, one gets this sense of a group of impoverished people who were trying to survive in difficult circumstances. This particular picture is strong in bible stories such as the story of Joseph and how he rediscovers his lost family in Egypt after he has become a high Egyptian official. I found it helpful to look at an analysis of the historical background and likely scenarios suggesting what type of situation people found themselves in .
When liberation theory looks at reducing specific events to more “plausible and appropriate” scenarios then I find it more frustrating. For example I find the imagery of the parting of the waters as the Hebrews escape across the Red Sea in the Exodus story quite vivid and inspiring . To try and reduce this down to a more likely scenario to find out what really supposedly happened I find frustrating. I believe that the consciousness of people alive at that time would be different to our modern day consciousness and what actually happened may be quite different to what it appears from these words. In these words is some truth though it may not be in a literal sense and it is not that important that we understand exactly what happened as the consciousness of people alive at that time would have meant that they experienced these events in a sense that was important to them and of which we may have little understanding.
There are many different levels of meaning in stories and writing that comes from a spiritual level. We can try to understand these many levels but we may misunderstand many aspects as we do not see things in the same way as people of that time, A reductionist/pragmatist view eliminates other imaginative possibilities and I find that frustrating when I try to comprehend the mystery of these words of the bible and its remarkable stories.
It is an important task to try and reflect on our set ways of seeing the world and to look at it anew and to try and bring to our consciousness new ways of connecting with and understanding the world. In that respect the ideas of liberation theory and the new ways of understanding bible material are very important to how we move forward in the world.
References
(1) Liberation Theory. A New Way of Encountering God, page 51
(2) Ibid, page 56
(3) Ibid
(4) Ibid page 53
(5) Ibid, page 59
(6) Lecture by Michael Elphick, 27/3/07, JS423
Thursday, April 19, 2007
Thursday, April 5, 2007
Assessment 1 Glasser
Glasser believed that people are driven by five basic needs: survival, power, love/belonging, freedom and fun. When people are aware of their needs and why they are acting in certain ways then they are able to make choices as to the reality they will create in their life. In the classroom the most important of these needs is the need to be loved and to feel a sense of belonging. A close relationship is essential before the other needs can be met and so Glasser listed habits that teachers should have in the classroom. These are supporting, encouraging, listening, accepting, trusting, respecting and negotiating differences. Opposed to this are the seven deadly habits.
Glasser also believed that if students are able to take responsibility for their own behaviour by making contracts with the teacher and by making appropriate choices then problem behaviour could be overcome.
Glasser's ideas about human needs and the focus on love and belonging are important and often overlooked aspects of a student's experience. As a teacher it is a central part of our role to see the student as a being who we respect and care for regardless of the nature of their behaviour. It is necessary that we present to the student by our own conduct and attitudes a picture of positive behaviour and relationships regardless of the negative behaviour they present to us. Glasser's focus on teacher's habits highlights the importance of the attitudes brought to the classroom and the choice that can be made to take respnsibility for one's own behaviour.
Glasser required students to take responsibility for their behaviour and believed that taking responsibilty would minimise misbehaviour. Taking responsibility could occur in a variety of ways such as entering into contracts with teachers that the students and teachers agree on.
This is a beneficial approach for a student at highschool level but I do not believe making contracts with children is appropriate for very young children who live out of their active wills. Having students reflect on their behaviour and how to improve it is an excellent skill that high school age students can master with practice.
I have difficulty with Glasser's theory that fun is a basic need as I see the need for fun as a positive adjunct to daily life and not a basic need. Fun is a quality we hope to experience at different times but I do not see it as a basic need central to human existence.
References:
http:wik.ed.uiuc.edu/index.php/Glasser,_William
http://raider.muc.edu/-schnelpl/Control%20Theory%20-%20Overhead.html
Glasser outlin
Glasser also believed that if students are able to take responsibility for their own behaviour by making contracts with the teacher and by making appropriate choices then problem behaviour could be overcome.
Glasser's ideas about human needs and the focus on love and belonging are important and often overlooked aspects of a student's experience. As a teacher it is a central part of our role to see the student as a being who we respect and care for regardless of the nature of their behaviour. It is necessary that we present to the student by our own conduct and attitudes a picture of positive behaviour and relationships regardless of the negative behaviour they present to us. Glasser's focus on teacher's habits highlights the importance of the attitudes brought to the classroom and the choice that can be made to take respnsibility for one's own behaviour.
Glasser required students to take responsibility for their behaviour and believed that taking responsibilty would minimise misbehaviour. Taking responsibility could occur in a variety of ways such as entering into contracts with teachers that the students and teachers agree on.
This is a beneficial approach for a student at highschool level but I do not believe making contracts with children is appropriate for very young children who live out of their active wills. Having students reflect on their behaviour and how to improve it is an excellent skill that high school age students can master with practice.
I have difficulty with Glasser's theory that fun is a basic need as I see the need for fun as a positive adjunct to daily life and not a basic need. Fun is a quality we hope to experience at different times but I do not see it as a basic need central to human existence.
References:
http:wik.ed.uiuc.edu/index.php/Glasser,_William
http://raider.muc.edu/-schnelpl/Control%20Theory%20-%20Overhead.html
Glasser outlin
Wednesday, April 4, 2007
Assessment 1 Bruner
Bruner developed educational theories based on the constructivist model which looked at the nature of instruction. He developed principles of instruction to highlight what he believed to be important aspects of good instruction.
There are three principles: firstly it is important to assess the stage at which the student is at so as to determine readiness for the activity.
Secondly a spiral organisation helps the student be able to grasp what is being brought.
Thirdly the student should be able to take on tasks themselves and further develop them and take them to a new level.
In all of this he saw it important that the actual experience of learning was a reward in itself.
Bruner further believed that Piaget's stages of development were important issues to look at but he took a different view to that of Piaget. Bruner stated that there were three stages of development dominant during learning affecting readiness to learn. As the stages are dominant factors only Bruner considers that difficult learning about all subjects can be brought to children in any stage of development so long as the scaffolding and cultural context are appropriate. The stages, similar to what Piaget had outlined are enactive, iconic and symbolic. Piaget believed that only certain types of learning could occur at the earliest stages contrary to what Bruner believed.
I have found that children learn in different types of ways at different stages and that learning is maximised when these stages are taken into account. For example a young child learns through movement and utilising this ability one can have them move and jump number patterns to maximise their learning in mathematics. This is appropriate to their stage of development. Learning how to work with abstract symbols and sums whilst possible at this stage is not healthy to their overall development and generally would not maximise enthusiasm to learn. I would agree with Bruner that they are capable of learning complex tasks but it is important that learning be appropriate to their stage of development and so I would disagree with him that any sort of learning is appropriate at any stage.
Bruner stated that a spiral promotes learning and that different ways of learning promote this spiral of development. He gave examples where different approaches could facilitate learning . For example a student could learn about prime numbers by working with visual patterns instead of abstract theory. Once they had grasped the process they could try out different approaches of their own and take the initiative to extend their own learning.
I find that learning is most effective when students experience different styles of learning and when a central theme is explored in different ways. This way of learning promotes a learning spiral as the material is experienced in different ways and in different contexts over time.
References
M.K. (2002) 'Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www.infed.org/thinkers/bruner.htm. Last updated: January 28, 2005.
http://tip.psychology.org/theories.html
There are three principles: firstly it is important to assess the stage at which the student is at so as to determine readiness for the activity.
Secondly a spiral organisation helps the student be able to grasp what is being brought.
Thirdly the student should be able to take on tasks themselves and further develop them and take them to a new level.
In all of this he saw it important that the actual experience of learning was a reward in itself.
Bruner further believed that Piaget's stages of development were important issues to look at but he took a different view to that of Piaget. Bruner stated that there were three stages of development dominant during learning affecting readiness to learn. As the stages are dominant factors only Bruner considers that difficult learning about all subjects can be brought to children in any stage of development so long as the scaffolding and cultural context are appropriate. The stages, similar to what Piaget had outlined are enactive, iconic and symbolic. Piaget believed that only certain types of learning could occur at the earliest stages contrary to what Bruner believed.
I have found that children learn in different types of ways at different stages and that learning is maximised when these stages are taken into account. For example a young child learns through movement and utilising this ability one can have them move and jump number patterns to maximise their learning in mathematics. This is appropriate to their stage of development. Learning how to work with abstract symbols and sums whilst possible at this stage is not healthy to their overall development and generally would not maximise enthusiasm to learn. I would agree with Bruner that they are capable of learning complex tasks but it is important that learning be appropriate to their stage of development and so I would disagree with him that any sort of learning is appropriate at any stage.
Bruner stated that a spiral promotes learning and that different ways of learning promote this spiral of development. He gave examples where different approaches could facilitate learning . For example a student could learn about prime numbers by working with visual patterns instead of abstract theory. Once they had grasped the process they could try out different approaches of their own and take the initiative to extend their own learning.
I find that learning is most effective when students experience different styles of learning and when a central theme is explored in different ways. This way of learning promotes a learning spiral as the material is experienced in different ways and in different contexts over time.
References
M.K. (2002) 'Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www.infed.org/thinkers/bruner.htm. Last updated: January 28, 2005.
http://tip.psychology.org/theories.html
Monday, April 2, 2007
Assessment 1 Hattie
John Hattie studied schools to find what sort of factors in schools had an effect on learning. He ascertained that if one put together reliable data based on effective research then this would inform debate and direction in determining what measures schools should adopt to improve learning.
When looking at the evidence as to what is effective in schools he found that certain features in teaching were more effective than others. Two of the highly influential factors are "direct instruction" and "feedback".
By direct instruction Hattie outlined an Active Teaching Model which included certain features. These features included elements of: review, showing how, individual work and practice and checking of work.
I think these are useful tools to keep in mind when teaching. In history lessons I generally tell some sort of story about the topic. In history class this could be a biography or details of what led up to certain historical events. I find it useful to have the students review this story the next day by retelling the story as a group. Out of this will arise questions and discussion. The students are then given a task to work on either individually or in small groups. When the tasks are finished I usually check their books to see that they are up to date. When these elements are covered I find that a rhythm is created in the classroom which enhances learning.
Feedback is essential according to Hattie and can take different forms. I find it very useful to let a student know where they are doing well and to specify exactly what is working well rather than leaving it as a general statement, "you have completed good work." Specifying the precise nature of what makes the work "good" helps the student to build confidence and also see the broader picture of where they are going. The positive feedback
should highlight specific details that work rather than simply being praise without explanation.
Reflection is a further necessary element outlined by Hattie and it is important to make this a regular part on the teaching routine.
Hattie's ideas are important to further the general debate over what works effectively in teaching.
References:
www.geoffpetty.com/research.html
www.acer.edu.au/workshops/documentsHattieslides.pdf
When looking at the evidence as to what is effective in schools he found that certain features in teaching were more effective than others. Two of the highly influential factors are "direct instruction" and "feedback".
By direct instruction Hattie outlined an Active Teaching Model which included certain features. These features included elements of: review, showing how, individual work and practice and checking of work.
I think these are useful tools to keep in mind when teaching. In history lessons I generally tell some sort of story about the topic. In history class this could be a biography or details of what led up to certain historical events. I find it useful to have the students review this story the next day by retelling the story as a group. Out of this will arise questions and discussion. The students are then given a task to work on either individually or in small groups. When the tasks are finished I usually check their books to see that they are up to date. When these elements are covered I find that a rhythm is created in the classroom which enhances learning.
Feedback is essential according to Hattie and can take different forms. I find it very useful to let a student know where they are doing well and to specify exactly what is working well rather than leaving it as a general statement, "you have completed good work." Specifying the precise nature of what makes the work "good" helps the student to build confidence and also see the broader picture of where they are going. The positive feedback
should highlight specific details that work rather than simply being praise without explanation.
Reflection is a further necessary element outlined by Hattie and it is important to make this a regular part on the teaching routine.
Hattie's ideas are important to further the general debate over what works effectively in teaching.
References:
www.geoffpetty.com/research.html
www.acer.edu.au/workshops/documentsHattieslides.pdf
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