go through Terry Heick
In his article Two thoughtsNot surprisingly, Wendell Berry offers two thoughts produced by two “thoughts” (rational and compassion).
One is driven by logic, inference, data and measurements, the other is driven by emotions and other wasteful abstractions (primitive, reverence, joy and belief). These thoughts strive to be manifested in our collective behavior. That is, they both try to control our behavior-what we say and do.
Berry explains their differences:
“Reasonable thoughts are inspired by fear of being misleading, wrong. The purpose is to exclude everything that cannot be proven experimentally through experience or experiments.
Compassion is out of fear of a completely different mistake: careless, unloved mistake. Its purpose is to take into account everything that exists and nothing is left out. ”
It is not surprising that these two ideas also exist in education. These are the instincts you may have as an educator – a teacher, administrator, developer, or designer. If you have children, you may also be a parent. It needs to be consistent with the enormous complexity and scale of the environment you are facing.
You are told that it is data-based, that is, a “strategy” design learning experience proposed through some measurements you take.
You might plan your courses and units by asking yourself why you want this teaching strategy? Why this evaluation form? Why group in the course instead of that time? Why is the standard of this novel?
This is your rational thought.
But your rational thought is the servant of another kind of thinking – in fact, a stimulus and thrill of insecurity makes people realize the unquestionable importance of this and it is impossible to make the work done in your life: teach the work to dozens of people, and insert the others you need to know here (insert your content area here).
The rational thought (the same thought that drives policy and standards) hopes to parse the task – responding with logic. Strategy and analytical preemption.
So instead of Worry That student Unable to read This student is an excellent artist, preparing professional tutor to develop his gift, and this student needs a hug and self-knowledge, not content knowledge, that you can respond through analysis. Your rational thought takes over.
You stare at Marzano and Hattie’s standards and bar charts and skim books, which list the teaching strategies that their rational thought says. You will listen to colleagues, teaching coaches, and others who are willing to give advice. Then you teach, evaluate, reassess, reassess, remedies, expands and move on.
However, you are keenly aware of the tear that occurs through the action of logic. You have separated learners from their very human environment – their interests, past experiences, insecurities and feelings.
Academic content from local model.
The ability to curiosity.
Scientific concept of scientific application.
Reading level.
A rational mind will inevitably rule out curiosity, love, feelings and joy, because they are inherently unreasonable. We live in the information age, which is itself the enlightenment era. According to the design, data and rationality cannot tolerate abstraction and humanity, or they will be confused to get out of it.
But this needs to be adjusted for us. We must stop being stubborn and we see students more and more. indifferent. Distracted. shallow.
As an industry, we are currently driven not only, but also dangerously focused on research and science, and are measurable and observable, which are our superstitious careers such as “patience,” “self-knowledge,” and “community.”
We reserve it for teachers to ease collisions between students or to have more than just a community where students can be proficient. But if we “take into account everything that exists” and want to “nothing is left out”, we can now see that pure reason is not a complete ‘thought’ but an instinctive reaction to the scale of our task.
Then, I and I may be through a marriage that brings teaching beyond singularity – adding our rational and compassionate thoughts to inclusion, soberness and overall.
In any case, we always insist that we do not resort to reason or even sympathy, but act as “the whole teacher” in every interaction and analysis we have with our students, and that the important practices we have made for them are important human practices.
Image Attribution Flickr user NASA Goddard Space Flight Center; Become the “whole teacher”
