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8/14/2019 John Pearce - Leading and Learning for Interdependence 9.2.10
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John Pearce 2010
Leading and learning for
interdependence
notindependence
A presentation especially for Project Transformation 6th February 2010 . .2 10
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John Pearce 2010
A few words on the curriculum
I did not talk in detail about possibilities within the new curriculumbecause it is now so flexible, with great potential. IFor detail go to:
www.qcda.org.uk
NB: The curriculum is now defined as the total experiences a youngster has inschool (not the subjects, or the timetable and so, there is no such thing asextra-curricular activities).
NB: The new secondary curriculum includes some great statutory work..Scan the Citizenship, Personal, Social and Health Education (PSHEE) sectionsand the Personal Learning and Thinking Skills (PLTS). Youll see there is muchto support Project Transformation also skim the DIMENSIONS. It is goodstuff.. GlobalisationSustainability etc etc.
NB: the AIMS and VALUES behind the statutory and some recent learning fromour work with Local Authorities implementing the New Secondary Curriculumand about to implement the New Primary Curriculum.
so just one slide!
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he statutory aims of the New Secondary.urriculum uccessful learners ,who enjoy learning
make progress and achieve onfident individuals who are able to live
,safe healthy and fulfilling lives esponsible citizens who make a positive
.contribution to society
h o u g h t s f r om w o r k w it h L o ca l A u t h o ri t i e s :h e n e w c u r ri cu l u m i s a b o u t a is in g s ta nd ar ds a n d e co gn is in g w id er a ch ie vem en ts
hat do we want to achieve?
Thechallen
ge..topre
parenotjus
tmost
butallchild
rentomake
successeso
f
theirlive
sanddeve
lopthebroa
derskills,
knowledgeandu
nderstandin
gtheyneed
forthefutu
reWhite
paperDCS
F2009
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John Pearce 2010
2 Visions, or approaches, to leading andlearning
+
3 Fs ( functionality, philosophy & fulfilment )=
5 Outcomes
OK enough about the curriculum- this session is about
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Every Child Matters 2003 - The Children Act 2004Every Child Matters 2003 - The Children Act 2004
he 5outcomeseing Healthy
enjoying good physicaland mental healthand living healthy lives
SS aying Safebeing protected fromharm and neglect njoying and
Achievinggetting the most out of
life and developing theskills for adulthood
aking a P sitivecontributionbeing involved with thecommunity and society and notengaging in anti social oroffending behaviour
E onomic well beingnot being prevented by economicdisadvantage from achievingtheir full life
H A P EH A P E
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Where do you want to be?How m
ight you get there?Hav
e you got there
In education and elsewhere we typically have processeslike this to plan what we do.
Whereare you
now?
Vision
Action Measure
Planning, Coaching, Self-Evaluating, Performance Management etc
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John Pearce 2010
PLANE PLAN
DO
REVIEWREVIEW
DO
I M P A C T ?M P A C T ?
EV IDENCE?V IDENCE?
and we use a range of similar models
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Where do you want to be?
How might you get there?
Have you got there?
Which is really this.
Whereare you
now?
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John Pearce 2010
G
OW
and is also this
R
Goal, current Reality, Options and Will (coaching model) J Whitmore Coaching for Performance2009
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John Pearce 2010
Nothing said
Nothing happens
Told you so!
Theresno
point
sayinganything
J S Pearce 1993
and even this.The Cycle of Apathy
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John Pearce 2010
So, simple conceptsSo, simple concepts
sometimes get oversometimes get overcomplicated.complicated.
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John Pearce 2010
aborateandfindco
mmon,simplerways
tode
elackofperceivedti
meforteachersan
dlea
What follows is my way of making sense o
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John Pearce 2010
FUNCTIONALITY
22 VisionsVisions(approaches)(approaches)
to leading and learningto leading and learningMORAL
PUR
POSE
NB these visions are complementary and notcompeting - they are not separate or exclusive
It is as though we have lost a holistic vision for educationhence Project Transformation and similar movements
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John Pearce 2010
VisionVision 11: Functionality: Functionality
FUNCTIONALITY
Skills.Skills.
KnowledgeKnowledgeUnderstandingUnderstanding
(mainly)(mainly)
learninglearningwhatwhatand how to do itand how to do it
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John Pearce 2010
FUNCTIONALITY
3 Rs
LiteracyNu
mera
cySpeakingO
perat
ingConstructing
Listening
To what purpose?
Geography
HistoryPE
ETC ETC
!
S T A N D A R D S
PLTSENQ
UIRE
TEAMWORKPAR
TICIPATE
SELF-MANAGE
REFLE
CT
THINKCREATIVELY
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John Pearce 2010
It is as though some have lost their moral purpose
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John Pearce 2010
Values
Beliefs?
Moral Purpose?
Visionfor education
Functioning can sometimes lack purposeSo what informs our vision other than functionality?
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John Pearce 2010
ValuesBeliefs
Moral Purpose
Others know functioning is enhanced by amoral purpose So what informs this for you?
Visionfor society
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John Pearce 2010
VisionVision 22: Moral purpose: Moral purpose
M
ORAL
P URPOSE
Skills.Skills.KnowledgeKnowledgeUnderstandingUnderstanding
(mainly)(mainly)
learninglearningwhywhy and how to liveand how to livebased on values? Whose? Good or bad?based on values? Whose? Good or bad?
philosophy ethics - religionphilosophy ethics - religion
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DependencDependencee
In d e p e n d e n cn d e p e n d e n ce
In te rd e p e n d e nn te rd e p e n d e ncee
Needs to be looked after by another
Able (and willing) to look after himself/herself
Able (and willing) to look after others
John Pearce 2001
My thoughts were once that there is a journey..
The red line is a borderline to a new (and better?
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John Pearce 2010
Global Flux
Functional Flow
Growth and Cause Oriented
Materialistically Oriented
System Oriented
Aggression Oriented
Tribal Oriented
Survival Oriented
The Evolution of Values - Clare Graves System
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Post ConventionalSocial Contract and Individual Right
Universal Principles
ConventionalGood Interpersonal Relationships
Social Order
Pre ConventionalObedience and Punishment Orientation
Individualism and Exchange
Kohlbergs stages of moral development
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John Pearce 2010
Vulnerable dependenceVulnerable dependence
a fe in d e p e n d e n cea fe in d e p e n d e n ce
a fea fein te rd e p e n d e n cen te rd e p e n d e n ceV u ln e ra b le in te rd e p e n d e n ceV u ln e ra b le in te rd e p e n d e n ce
V u ln e ra b le in d e p e n d e n ceV u ln e ra b le in d e p e n d e n ce
a fe d e p e n d e n cea fe d e p e n d e n ce
ln e ra b le iso la tio nln e ra b le iso la tio nJohn Pearce 2010.. Ongoing
(not even(not even nearnearthe ladderthe ladder))
And so I updated my original..(see explanation on notes page)
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John Pearce 2010
Maslow and others.. many others too Maslow and others.. many others too
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VisionVision 22: Moral Purpose: Moral Purpose
MORA
L
PURP
OSE
CARE
RESPECT
VALUES
CITIZE
NSHIP
PHILOSPOHYETHICS
PA ST OR AL C AR E
And so we should also have amoral purpose in our vision foreducation and this includes suchthings as.
SocialEducationReligious
EducationALTRUISM
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F ti lit + M l P F lfil tF nctionalit + Moral P rpose F lfilment ??
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Functionality + Moral Purpose = FulfilmentFunctionality + Moral Purpose = Fulfilment ??
MORAL
PUR
POSE
FUNCTIONALITY
incapable
altruistic
Capableegocentric
Capable
Altruistic
L ea di
n gle a r
ni n gf o r
i nter de p
e n den ce
unableegocentric
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MORAL
P
URPOSE
FUNCTIONALITY
incapable
altruistic
Capableegocentric
CapableAltruistic
unableegocentric
Vulnerable
Isolated
Borders and barriers on this journey..Borders and barriers on this journey..
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MORALP
UR
POSE
FUNCTIONALITY
independent
Capable
Altruistic
interdependent
ethnocentric
World centric
Vulnerable
Isolated
Borders and barriers on this journey..Borders and barriers on this journey..
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John Pearce 2010
Playing with the model 1Playing with the model 1
MORAL
PUR
POSE
FUNCTIONALITY
Skilledperative
p h i l o s o p h err e c l u s e
aesthete
a th le t e
te rro ristph il a nde rer
saint
Bankero od st ude nt( )poor citizen
o odci t iz e no orst ud en t
I n d e p e n d e nte a r n in g
I n t e r d e p e n d en tl e a r n i n g
P o e tInterdependentliving
dependentearnersinner
N
othelpful!
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John Pearce 2010
Playing with the model 2Playing with the model 2
MORAL
PUR
POSE
FUNCTIONALITY
I n d e p e n d e ne a r n i n g
I n t e r d e p e n d en tl e a r n i n g
dependentlearning
Interdependetliving
P.L.T.SPer
sonalL
earning
Thinking
Skills
Citizenship
Moraland
somereligious
education
Functionalskills
Purelya
cademic
P.S.H.E.E
.
CONSEQUENTIALDECISIONMAKING PEERASSESSMENT
SELFASSESSMENTinstruction
Interdependentcapable, altruistic
APPLIEDWISDOM
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John Pearce 2010
Playing with the model 3Playing with the model 3
MORAL
PUR
POSE
FUNCTIONALITY
Living
Experimenting
Experiencing
Achieving
Philosophising
Appreciating
Functioning
Fulfilment
Learning
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John Pearce 2010
nt all straight lines and arrows itsorganicaxis and theYaxisbendto complement each othe
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Playing with the model iiiPlaying with the model iii
MORAL
PUR
POSE
FUNCTIONALITY
Living
Experimenting
Experiencing
Achieving
Philosophising
Appreciating
Functioning
Fulfilment
Learning
FULFILMENT
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John Pearce 2010
PHIL
OSOPHY
FUNCTIONALITY
Thinking
lead
ingto
funct
ioning
Funct
ioning
leading
topu
rpose
Flowofideas->
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Key questions for us all (not just teachers)
How to engage the vulnerable isolated?(See, for one example, the project Narrowing the Gap)
www.lga.gov.uk/lga/core/page.do?pageId
=234484How best to promote interdependentlearning and leading in the dependent
and independent?
http://www.lga.gov.uk/lga/core/page.do?pageId=234484http://www.lga.gov.uk/lga/core/page.do?pageId=234484http://www.lga.gov.uk/lga/core/page.do?pageId=234484http://www.lga.gov.uk/lga/core/page.do?pageId=2344848/14/2019 John Pearce - Leading and Learning for Interdependence 9.2.10
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We chose appropriate blends of teaching and leadershipWe chose appropriate blends of teaching and leadership
Judging the points & nature of interventionsJudging the points & nature of interventions
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TELL SELLCONSULT
NEGOTIATE
SHARE
DELEGATE
ABDICATE
We chose appropriate blends of teaching and leadershipWe chose appropriate blends of teaching and leadership
styles to achieve functionality with moral purposestyles to achieve functionality with moral purpose
J S Pearce (2001) Judging the point and nature of decision making and the PANINI model
Tannenbaum, A.S. and Schmitt, W.H. (1958) Participative Leadership
INTERDEPENDENT
ehandove
rresponsib
ilitytoyouasqu
icklyaspo
ssible
Judging the points & nature of interventionsJudging the points & nature of interventions
FUNCTIONALITY (Capacity)
WITHDRAW
d i il l t hi l ith f ti litd i il l t hi l ith f ti lit
Judging the points & nature of interventionsJudging the points & nature of interventions
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John Pearce 2010
ABDICATE
DEPENDENTSELL
TELL
CONSULT
NEGOTIATE
SHARE
DELEGATE
and similarly to achieve moral purpose with functionalityand similarly to achieve moral purpose with functionality
Pearce JS (2001) Judging the point and nature of decision making - the PANINI model
Tannenbaum, A.S. and Schmitt, W.H. (1958) Participative Leadership
You allow us to think for ourselves as often as possible!
WITHDRAW
Judging the points & nature of interventionsJudging the points & nature of interventions
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PHILOSOPHY
FULFILMENT
FUNCTIONALITY
he 3 Fs
E A F some acronyms..Learning Experiencing Achieving Fulfilling
Living Egotism Altruism FulfilmentLead Empower Actualise Flow
Final thoughts
FULFILMENT FLOW
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John Pearce 2010
PHIL
OSOPHY
FUNCTIONALITY
FULFILMENT - FLOW
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