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John pearce leading and learning for interdependence 9 2 10

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  • This model starts with the vulnerably isolated – those who are (temporarily) disengaged, or unable to log into the social system (education) the disaster victim, the disadvantaged, disaffected and disappeared. We can judge a society by how it treats the most vulnerable (Jack Walsh “The Philosopher and the Wolf”. In the worst systems the vulnerably isolated have little, or no access to the ladderThe individual then moves to vulnerable dependence, now beginning to receive support, education, welfare etc and hopefully moves to a learned trust in safe dependence, where s/he has moved from Maslow’s survival level into some capacity to be an independent learner and citizen. But this is not the pinnacle, as some would have it – calling for independent learners – independent leaders etc and promoting a belief that the best can do it ALL themselves. The critical border crossing, realisation, epiophany (etc etc) is into interdependence and this sometimes begins with vulnerable independence (where, for example, the leader realises s/he cannot do it alone anymore but feels (knows) to admit this is a weakness. Vulnerable interdependence is the state where we want to, have to, need to rely on others – we need to be able to trust them. In this sense vulnerable interdependence is very similar to vulnerable isolation. We need others to help us move onwards and upwards.Finally, if we work hard and are surrounded by caring others we will reach safe interdependence. This represents the ideal and the kind of family, group, company, school and indeed world where I want to live. “Where everyone in the community feels secure in the knowledge that, as valued members of that community, they can partake in giving and receiving encouragement, guidance and support”. (Pearce and Clemett The Evaluation of Pastoral Care 1986)
  • Transcript

    • 1. Leading and learning for interdependence
      not independence
      A presentation especially for “Project Transformation” 6th February 2010 9.2.10
    • 2. A few words on the curriculum
      I did not talk in detail about possibilities within the new curriculum because it is now so flexible, with great potential. For detail go to:
      www.qcda.org.uk
      NB: The curriculum is now defined as the total experiences a youngster has in school (not the subjects, or the timetable and so, there is no such thing as extra-curricular activities).
      NB: The new secondary curriculum includes some great statutory work…..
      Scan the Citizenship, Personal, Social and Health Education (PSHEE) sections and the Personal Learning and Thinking Skills (PLTS). You’ll see there is much to support “Project Transformation” also skim the DIMENSIONS…. It is good stuff….. Globalisation…Sustainability etc etc.
      NB: the AIMS and VALUES behind the statutory and some recent learning from our work with Local Authorities implementing the New Secondary Curriculum and about to implement the New Primary Curriculum….
      so just one slide!
    • 3. What do we want to achieve?
      The statutory aims of the New Secondary Curriculum….
      successful learners who enjoy learning, make progress and achieve
      confident individuals who are able to live safe, healthy and fulfilling lives
      responsible citizens who make a positive contribution to society.
      Thoughts from work with Local Authorities
      The new curriculum is about:
      Raising standards andrecognising wider achievements
      Linking our work with Children’s Plan and ECM
      • All learners
      • 4. Narrowing the gap
      • 5. Gifted and talented
      “The challenge…..to prepare not just most
      but all children to make successes of
      their lives and develop the broader skills,
      knowledge and understanding they need
      for the future… “ White paper DCSF 2009
    • 6. OK – enough about the curriculum
      - this session is about…
      2 Visions, or approaches, to leading and learning…
      +
      3 Fs ( functionality, philosophy & fulfilment )
      =
      5Outcomes
    • 7. Every Child Matters 2003 - The Children Act 2004
      The 5 outcomes
      Staying Safe
      being protected from
      harm and neglect
      Being Healthy
      enjoying good physical
      and mental health
      and living healthy lives
      Enjoying and
      Achieving
      getting the most out of
      life and developing the
      skills for adulthood
      Making a Positive
      contribution
      being involved with the community and society and not engaging in anti social or offending behaviour
      Economic well being
      not being prevented by economic
      disadvantage from achieving
      their full life
      S H A P E
    • 8. In education and elsewhere we typically have processes like this to plan what we do….
      Vision
      Action
      Measure
      How might you get there?
      Where do you want to be?
      Have you got there?
      Where
      are you
      now?
      Planning, Coaching, Self-Evaluating, Performance Management etc
    • 9. PLAN
      RE PLAN
      REVIEW
      REVIEW
      DO
      DO
      and we use a range of similar models
      EVIDENCE?
      I M P A C T ?
    • 10. Which is really this….
      Where do you want to be?
      Where
      are you
      now?
      How might you get there?
      Have you got there?
    • 11. and is also this…
      G
      R
      O
      W
      Goal, current Reality, Options and Will (coaching model) J Whitmore “Coaching for Performance” 2009
    • 12. The Cycle of Apathy…
      and even this….
      Nothing said
      There’s no
      point saying
      anything
      Nothing happens
      Told you so!
      J S Pearce 1993
    • 13. So, simple concepts
      sometimesgetovercomplicated….
    • 14. Wouldn’t it be better to collaborate and find common, simpler ways to describe what we are trying to do?
      One huge issue for us all is the lack of perceived time for teachers and leaders to make sense of it themselves….
      What follows is my way of making sense of it all…
    • 15. It is as though we have lost a holistic vision for education hence Project Transformation and similar movements…
      2 Visions (approaches)
      to leading and learning
      MORAL PURPOSE
      NB these visions are complementary and not competing - they are not separate or exclusive…
      FUNCTIONALITY
    • 16. Vision 1: Functionality
      (mainly)
      learning what and how to do it
      FUNCTIONALITY
    • 19. THINK CREATIVELY
      REFLECT
      To what purpose?
      SELF-MANAGE
      PARTICIPATE
      TEAMWORK
      ENQUIR E
      PLTS
      ETC
      ETC
      PE
      STANDARDS!
      History
      Geography
      Listening
      Constructing
      Operating
      Speaking
      Numeracy
      Literacy
      3 Rs
      FUNCTIONALITY
    • 20. It is as though some have lost their moral purpose
    • 21. Functioning can sometimes lack purpose…
      So what informs our vision – other than functionality?
      Values
      Beliefs?
      Vision
      for education
      Moral Purpose?
    • 22. Others know functioning is enhanced by a moral purpose…
      So what informs this for you?
      Vision
      for society
      Moral Purpose
      Values
      Beliefs
    • 23. Vision 2: Moral purpose
      MORAL PURPOSE
      (mainly)
      learning why and how to live
      based on values? Whose? Good or bad?
      philosophy – ethics - religion
    • 26. My thoughts were once that there is a journey…..
      Interdependence
      Able (and willing) to look after others
      Independence
      Able (and willing) to look after himself/herself
      The red line is a borderline to a new (and better?) level of understanding
      Dependence
      Needs to be looked after by another
      John Pearce 2001
    • 27. And then I realised others had invented this ladder…..
      Kosmocentric
      Worldcentric
      Ethnocentric
      Egocentric
      Kohlberg & Gilligan
    • 28.  Global Flux
      Functional Flow
      Growth and Cause Oriented
      Materialistically Oriented
      System Oriented
      Aggression Oriented
      Tribal Oriented
      Survival Oriented
      The Evolution of Values - Clare Grave’s System
    • 29. Post Conventional
      Social Contract and Individual Right
      Universal Principles
      Conventional
      Good Interpersonal Relationships
      Social Order
      Pre Conventional
      Obedience and Punishment Orientation
      Individualism and Exchange
      Kohlberg’s stages of moral development
    • 30. And so I updated my original…..
      (see explanation on notes page)
      Safe interdependence
      Vulnerable interdependence
      Vulnerable independence
      Safe independence
      Safe dependence
      Vulnerable dependence
      Vulnerable isolation
      (not even near the ladder)
      John Pearce 2010….. Ongoing…
    • 31. Maslow and others….. many others too ……
    • 32. Vision 2: Moral Purpose
      CARE
      RESPECT
      PASTORAL CARE
      VALUES
      CITIZENSHIP
      PHILOSPOHY
      ETHICS
      Social Education
      And so we should also have a moral purpose in our vision for education and this includes such things as….
      MORAL PURPOSE
      Religious Education
      ALTRUISM
    • 33. Combining Vision 1 & 2
      altruistic
      MORAL PURPOSE
      egocentric
      unable
      capable
      FUNCTIONALITY
      Vulnerable
      Isolated
    • 34. Functionality + Moral Purpose = Fulfilment?
      Capable
      Altruistic
      incapablealtruistic
      MORAL PURPOSE
      Leading learning for interdependence
      Capable
      egocentric
      unable
      egocentric
      FUNCTIONALITY
    • 35. Borders and barriers on this journey…..
      Capable
      Altruistic
      incapablealtruistic
      MORAL PURPOSE
      Capable
      egocentric
      unable
      egocentric
      FUNCTIONALITY
      Vulnerable
      Isolated
    • 36. Borders and barriers on this journey…..
      Capable
      Altruistic
      World centric
      MORAL PURPOSE
      ethnocentric
      independent
      interdependent
      FUNCTIONALITY
      Vulnerable
      Isolated
    • 37. Playing with the model 1
      saint
      Good citizen
      Poor student
      aesthete
      philosopher
      recluse
      Poet
      Interdependent
      living
      Not helpful!
      MORAL PURPOSE
      terrorist
      Interdependent
      learning
      Independent
      learning
      philanderer
      Skilled
      operative
      Good student
      (poor citizen)
      sinner
      dependent
      learner
      Banker
      athlete
      FUNCTIONALITY
    • 38. Playing with the model 2
      APPLIED WISDOM
      Interdependent
      capable, altruistic
      Citizenship
      P.S.H.E.E.
      Moral and
      some religious education
      P.L.T.S
      Personal Learning
      Thinking Skills
      Interdependent
      living
      CONSEQUENTIAL DECISION MAKING
      MORAL PURPOSE
      Interdependent
      learning
      PEER ASSESSMENT
      SELF ASSESSMENT
      Independent
      learning
      Purely academic
      Functional
      skills
      instruction
      dependent
      learning
      FUNCTIONALITY
    • 39. Playing with the model 3
      Philosophising
      Fulfilment
      Appreciating
      MORAL PURPOSE
      Experiencing
      Living
      Experimenting
      Achieving
      Functioning
      Learning
      FUNCTIONALITY
    • 40. So, shouldn’t the x axis and the Yaxisbendto complement each other…
      But life isn’t all straight lines and arrows – it’s organic…
    • 41. Playing with the model iii
      Philosophising
      Fulfilment
      Appreciating
      MORAL PURPOSE
      Experiencing
      Living
      Experimenting
      Achieving
      Functioning
      Learning
      FUNCTIONALITY
    • 42. FULFILMENT
      Thinking leading to functioning
      PHILOSOPHY
      Flow of ideas ->
      <- Flow of ideas
      Functioning leading to purpose
      FUNCTIONALITY
    • 43.
    • 44. 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=234484
      How best to promote interdependent learning and leading in the dependent and independent?
    • 45. Isn’t promoting interdependent learning and leading about:
      turning that line of functionality into a curve towards moral purpose…… i.e. trying to apply functional learning to a good purpose
      and
      bending the line of moral purpose towards functionality….. i.e. taking action about what we believe is right…..
      Unless we do this don’t we risk becoming:
      mere operatives - functionaries
      inactive thinkers or
      we separate our thinking and doing
      ignoring our beliefs in our behaviours….?
      ?
      discuss
    • 46. And recognising that teachers/leaders/parents have authority to intervene in a range of ways and styles and that will expose our values…
      If we TELL predominantly – we will breed dependents
      If we move towards DELEGATE – we will build capacity, empower and encourage thinking…
      NB: Telling is not bad, neither is delegating (or coaching) inherently good….. The key concepts here are appropriacy of style and moral purpose. So the key judgement is …
      Judging the point and nature of any intervention…
      ?
      discuss
      See next (complicated) slides in animation
      and then their notes beneath, or vice versa,.,,
    • 47. We chose appropriate blends of teaching and leadership styles to achieve functionality with moral purpose
      Judging the points & nature of interventions
      INTERDEPENDENT
      WITHDRAW
      We hand over responsibility to you as quickly as possible
      ABDICATE
      DEPENDENT
      DELEGATE
      SHARE
      NEGOTIATE
      CONSULT
      TELL
      SELL
      FUNCTIONALITY (Capacity)
      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”
    • 48. Judging the points & nature of interventions
      and similarly to achieve moral purpose with functionality
      WITHDRAW
      ABDICATE
      DELEGATE
      You allow us to think for ourselves as often as possible!
      SHARE
      INTERDEPENDENT
      MORAL PURPOSE (Altruism)
      NEGOTIATE
      CONSULT
      SELL
      DEPENDENT
      TELL
      Pearce JS (2001) “Judging the point and nature of decision making - the PANINI model” Tannenbaum, A.S. and Schmitt, W.H. (1958)“Participative Leadership”
    • 49. FULFILMENT
      Thinking leading to functioning
      PHILOSOPHY
      Coaching zone?
      Flow of ideas ->
      <- Flow of ideas
      Functioning leading to purpose
      FUNCTIONALITY
    • 50. The 3 Fs
      FUNCTIONALITY
      PHILOSOPHY
      FULFILMENT
      Final thoughts
      L E A F some acronyms…..
      Learning Experiencing Achieving Fulfilling
      Living Egotism Altruism Fulfilment
      Lead Empower Actualise Flow
    • 51. FULFILMENT - FLOW
      PHILOSOPHY
      FUNCTIONALITY
    • 52. Leading and learning for
      interdependence
      I’m happy for the © JP materials to be used for
      non-profit making purposes.
      I’d love to discuss these developing ideas
      and explore ways of progressing them
      john@johnpearce.org.uk
      See an emerging BLOG for interdependence
      www.johnpearce.org.uk

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