CUIN 6371 Models of Teaching Fall Semester, 2003 Howard L. Jones Personal Source Family

CUIN 6371Models of Teaching

Fall Semester, 2003

Howard L. Jones

Personal Source Family

Schooling

vs.

Education

Behavior is a Function of

Person .......................Environment

B = f (P, E)

Behavior is a Function of

Person .......................Environment

B = f (P, E)

Personal Source Social Model Families

And how do we explain…?Influences on Human Behavior

Behaviorism Psycho-analytical

B.F. Skinner Sigmund Freud

Both – good behavior is viewed in terms of how most people actually behaved

Transitions in Lifestyle Not too long ago…

Much family sharing Extensive basic life training More homogeneous values Low level of information Low technology Many required tasks Much family work Extended families nearby Few broken homes

Little anonymity

Present Norms Little family sharing Limited basic life training More heterogeneous Huge surplus of info High technology Few required tasks Little family work Extended families far away Many broken homes- General anonymity

Resiliency Among Learners “heightened likelihood of success in

school and other life accomplishments despite environmental adversities

brought about by early traits, conditions, and experiences”

(Wang, Haertel, & Walberg, 1994)

Resilient Learners are more

optimistic, responsible and goal-setting, inquisitive, and able to solve problems

autonomous and purposeful yet social punctual, flexible, and energetic

Other studies have shown more heightened senses of humor, to be in service to others, and somewhere to have a supportive adult relationship

Never trust a cultureWhose commandments Starts with the word “Just”

A man must wrestle

with many questions

que.

Who am I? What am I?Why am I here? What’s it all about? WHY ME?

Do we have any beer?

A man must wrestle with many questions

Who am I? What am I? Why am I here?

What’s it all about? Why me?

Do we have any beer?

H. A. Sullivan

“Delusions of Uniqueness”

Excuse me…I know the game’salmost over,but, just for the record, I don’t think my buzzerwas workingproperly

Abraham Maslow

“From Freud we have learned that the past exists now in the person. We need to recognize that the future is also there in the form of hopes, ideals, goals…”.

“I don’t know who my grandfather was; I am much more concerned to know what his grandson will be.”

Abraham Lincoln (1809-1865)

The “Third Force” Models of excellence in which desirable behavior

is something to “shoot for” Most of us have not succeeded in clarifying our

values, becoming “self-actualized,” or developing a “fully functional” person

There are unique “phenomena of consciousness” and meanings in individual experiences; in fact, “The inner self is a creation of the person her/himself.” (Abraham Maslow)

A Paradox…Models in Social and Personal Sources

Families face the issue…

How do we allow students to develop on their own terms and wonder about the extent to which the teacher (or parent) can impose his/her own desires…

What…….does Maxine Greene tell us about schools

should be about?

Reality – What is really real and how do we know it if we experience it? Idealism – reality is somewhere else; our

experiences are, at best, a dull reflection of what is really real

Realism – reality is what we experience or a very good reflection of what is really real

Pragmatism – reality is what works Existentialism – reality is…

Existentialist/Phenomenologist Classrooms… Should permit passionate encounters with

the perennial problems of life and the inevitability of death The duty to deal with the “death dread” or

angst The contemplation of one’s demise creates a

situation where the meaning of life can be explored

Existentialist Classrooms… Should reflect the idea that existence precedes essence

Jean-Paul Sartre – lonely human in absurd world – “Man is nothing else but that which he makes of himself!”

Objects exist before humans put meaning into them – and personal meaning is essential

Personal meaning is essential to understanding living and also living according to that understanding

“Who am I?” is a troubling question faced usually in blind panic by teenagers

Existentialist Classrooms… Should reflect the idea that, by itself, the

universe is without meaning and purpose The only “design” that exists is our attempts

to put order into a chaotic world – here I am in an alien universe knowing that I will die

Real heroism – taking hold of the absurdity and living life as if there were a true meaning

Focus on decision-making and action! A Leap of Faith!

Existentialist Classrooms… Should reflect the idea that humans have

absolute freedom because they are really not part of any universal system Freedom is burdensome! Absolute freedom allows one to be truly

heroic Individuals to be responsible for their

behaviors No one to blame but…

Existentialist Classrooms… Should require – or at least engender

activities – which permit human beings make themselves Humans define themselves by the actions

they take Sartre – “Freedom being pure potentiality until it

actualizes itself in deeds, man is nothing until he acts.”

Existentialist Classrooms… Have the obligation to expose tendencies

which dehumanize people Major goal – highlighting injustices to

remind people of the “death dread” Topics include…. Create an intellectual and emotional climate

that stimulates learners to find meaning and implement a personal plan of action

Common Among All Existentialists

Meaningless Life isn’t a just a “bowl of cherries”

Absolute Freedom Humans as self-defining

organisms

Sounds so “irreligious” We will cease to exist in our present

conditions and perhaps will not be missed A philosophy of despair after WWI – Sartre,

Heidegger, Camus

But there is another camp

The Other Side of Existentialism Soren Kierkegaard (1813-1855) –

lonely individuals in an objective and science-oriented world must live each day as a “leap of faith” knowing that there is no proof that God exists

BUT… recall that someday you will be standing before God – stark naked – for judgment

Before Piaget…Kierkegaard saw that live is lived in stages… Aesthetic

Ethical

Religious

Kierkegaard’s LawLife can be understood backward….

But…it must be lived forward….

Soren Kierkegaard (1813-1855)

The Other Side of Existentialism

Martin Buber – the exhilaration of the “I-Thou” relationships; friendships first and relationships with God as last

Paul Tillich, Karl Jaspers, Gabriel Marcel…

Conflicting views of what constitutes humanity are fertile grounds for debates over what

should be emphasized in education

The Characteristics, World (and other)Views, and Destiny of Humans According

to … Reality Human Make-Up

What is Valuable

What Constitutes

Evil?

Goal of Human Society

Naturalists Nature is all Flesh, like other

animals

Survival &

Pleasure

Lack of survival;

pain

Evolution; progress is

always good

Humanists Nature + man - a thinking,

feeling, reflecting

entity

Flesh,like other

animals but with a mind

to contemplate

Intrinsic values;

happiness

Ignorance Wisdom since time does not

heal everything

Theists Nature, man and God(s) –

both immanent and transcendent

Nature, Mind and

Soul (`yucej -

psyche); child of God

Doing the Will of

God/Heaven

Violating law or will

of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness



What is Valuable

What Constitutes

Evil?



animals

Survival &

Pleasure

Lack of survival;

pain


always good


feeling, reflecting

entity

Flesh,like other


to contemplate

Intrinsic values;

happiness


heal everything



Nature, Mind and

Soul (`yucej -


Doing the Will of

God/Heaven


of God (sin)

Blessedness

Dear Dr. Goodvibes,You “secular humanists” always whine about birth control…

Dear Dr. Goodvibes, I believe in dealingYou “secular humanists” with overpopulation always whine about the natural way…birth control…

Dear Dr. Goodvibes, I believe in dealing Let them fall offYou “secular humanists” with overpopulation the edge of theAlways whine about the natural way… earth!Birth control…

Hey, what about John Dewey?

Self Concept Development

I Can’t Do That


I Think I Can Do That

I Can’t Do That


I’m Not Such a Bad Person After All

I Can Do That!


I Can’t Do That


I’m OKI’m Not Such a

Bad Person After All

I Can Do That!


I Can’t Do That

Self Concept Development You’re OK

I’m OKI’m Not Such a

Bad Person After All

I Can Do That!


I Can’t Do That

Personal GrowthPersonal Growth

Awareness of Self Awareness Training - F. Perls, et al.

Enhancing Personal Goals Non-Directive - Carl Rogers Classroom Meeting - William Glasser Growth Sequences – Abraham Maslow

Tough to teach this way… especially

When mutual respect in interaction is required – quite a way from usual rewards and punishments

When knowledge cannot occur apart from emotional involvement

When the levels of learners are so diverse When people “clarify” ideas, values, and

knowledge differently

To the Amusement Park….

There are a number of key determinants concerning how

teachers choose to teach.

One key determinant is the level of control that the

teacher feels that s(he) needs in the learning situation.

The S (Student) Score1 – A 8 – A 15 - B2 – A 9 – B 16 - A3 – B 10 – B 17 - A4 – B 11 – A 18 - B5 – B 12 – B 19 - A6 – A 13 – A 20 - B7 – B 14 - A

The C (Content) Score21 – B 28 – A 35 - A22 – B 29 – B 36 - B23 – A 30 – B 37 - A24 – A 31 – B 38 - A25 – B 32 – A 39 - B26 – A 33 – B 40 - B27 – A 34 - A

Commandingly Authoritative

Warm, Caring, Loving

Superteacher?

Infectiously Enthusiastic

Who are these guys?

Who believe the warm, caring, loving

teachers can really make a difference?

Fritz Perls (1893 - 1970)

The satisfaction when the veil lifts and someone realizes that the only barriers to growth are imaginary and self-imposed is almost unbearable. It must be like watching the birth of a species….Fritz Perls to Bruce Joyce, 1968

Abraham Maslow (1908-1970) "I was awfully curious to find out why I didn't go insane."

• Each person’s inner nature has some shared characteristics (species-wise) and some which are idiosyncratically unique

• This inner self is definitely not evil but is a creation of the person • Unfortunately, the inner self is not strong…frustrations abound• No psychological health is possible unless the essential core is

fundamentally accepted, loved and respected by others and by self

Basic Needs Social Needs Self-actualization

• Self-actualization does not transcend problems.• Conflict, anxiety, frustrations, sadness, hurt..all part of living

William Glasser (1925- ) People fail because of interpersonal

relationships People who fail in society and school are lonely! Humans have two basic needs

Love (relatedness) and self worth – together these create an identity

People must be real (assess behavior in terms of consequences to themselves and others, responsible (meet own needs without hurting or depriving others), and

right (maintain standard of which they set and evaluate)

William Glasser (1925 - ) Classroom Meetings

Developing a caring social groupSelf-disciplineBehavioral commitmentOpen-ended, non-judgmental

discussionsPositive – towards solutions rather

than finding fault

Carl Rogers (1902-1987)Non-Directive Teaching – “The Learner at the Center” Core Tendency to actualize one’s inherent

potentialities to self-actualize Growth Syndrome

Cat

har

sis

New Perceptions Decisions: New Self-Initiated Independence of the Self Choice of Goals Action Confidence

New

Ori

enta

tionRelease of

Feelings Insight Action Integration

Carl Rogers (1902-1987) How do this? Assume that students are willing to accept

responsibility for their own learning/behaviors

Attempt to see world as student does Empathetic communication – one-to-one Unconditional Positive Regard

William SchutzPersonal self-concept comes fro

relations with others

1. Fulfillment of potential - Joy!

2. Awareness –

recall the Johari Window!

3. Basic Interpersonal Skills

“You Have to Live It.”

The Search Institute

615 First Avenue SE, Suite 125

Minneapolis, MN 55413

www.search-institute.org

Awareness Training

Fulfillment of Potential

Awareness of Needs/Feelings

Inclusion Control Affection Justified by Autocrats – Abdicrats love/hate

own uniqueness

All through … Encounter

Social contact where one takes responsibility, focuses on feelings, and provides feedback

Intrapersonal and Interpersonal

A Common SyntaxPhase Two Phase One

Posing and Completing Discussion or Analysisthe Task of Phase One

Emphasize responsibility, feelings and feedback

Focus on here and now

Promote honesty and openness

Give directions or provide opportunities

Ensure safe environment for students

Chapter 1 Chapter 2 Chapter 3

…

My Life’s Story

Strength Bombardment Target

Dr. Jones, mayI be excused?My brain is full.

Documents

CUIN 6371 Models of Teaching Fall Semester, 2003 Howard L. Jones Personal Source Family