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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)

John pearce   leading and learning for interdependence  9 2 10 John pearce leading and learning for interdependence 9 2 10 Presentation Transcript

  • Leading and learning for interdependence
    not independence
    A presentation especially for “Project Transformation” 6th February 2010 9.2.10
  • 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!
  • 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
    • Narrowing the gap
    • 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
  • OK – enough about the curriculum
    - this session is about…
    2 Visions, or approaches, to leading and learning…
    +
    3 Fs ( functionality, philosophy & fulfilment )
    =
    5Outcomes
  • 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
  • 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
  • PLAN
    RE PLAN
    REVIEW
    REVIEW
    DO
    DO
    and we use a range of similar models
    EVIDENCE?
    I M P A C T ?
  • Which is really this….
    Where do you want to be?
    Where
    are you
    now?
    How might you get there?
    Have you got there?
  • and is also this…
    G
    R
    O
    W
    Goal, current Reality, Options and Will (coaching model) J Whitmore “Coaching for Performance” 2009
  • The Cycle of Apathy…
    and even this….
    Nothing said
    There’s no
    point saying
    anything
    Nothing happens
    Told you so!
    J S Pearce 1993
  • So, simple concepts
    sometimesgetovercomplicated….
  • 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…
  • 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
  • Vision 1: Functionality
    • Skills….
    • Knowledge
    • Understanding
    (mainly)
    learning what and how to do it
    FUNCTIONALITY
  • 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
  • It is as though some have lost their moral purpose
  • Functioning can sometimes lack purpose…
    So what informs our vision – other than functionality?
    Values
    Beliefs?
    Vision
    for education
    Moral Purpose?
  • Others know functioning is enhanced by a moral purpose…
    So what informs this for you?
    Vision
    for society
    Moral Purpose
    Values
    Beliefs
  • Vision 2: Moral purpose
    • Skills….
    • Knowledge
    • Understanding
    MORAL PURPOSE
    (mainly)
    learning why and how to live
    based on values? Whose? Good or bad?
    philosophy – ethics - religion
  • 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
  • And then I realised others had invented this ladder…..
    Kosmocentric
    Worldcentric
    Ethnocentric
    Egocentric
    Kohlberg & Gilligan
  •  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
  • 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
  • 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…
  • Maslow and others….. many others too ……
  • 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
  • Combining Vision 1 & 2
    altruistic
    MORAL PURPOSE
    egocentric
    unable
    capable
    FUNCTIONALITY
    Vulnerable
    Isolated
  • Functionality + Moral Purpose = Fulfilment?
    Capable
    Altruistic
    incapablealtruistic
    MORAL PURPOSE
    Leading learning for interdependence
    Capable
    egocentric
    unable
    egocentric
    FUNCTIONALITY
  • Borders and barriers on this journey…..
    Capable
    Altruistic
    incapablealtruistic
    MORAL PURPOSE
    Capable
    egocentric
    unable
    egocentric
    FUNCTIONALITY
    Vulnerable
    Isolated
  • Borders and barriers on this journey…..
    Capable
    Altruistic
    World centric
    MORAL PURPOSE
    ethnocentric
    independent
    interdependent
    FUNCTIONALITY
    Vulnerable
    Isolated
  • 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
  • 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
  • Playing with the model 3
    Philosophising
    Fulfilment
    Appreciating
    MORAL PURPOSE
    Experiencing
    Living
    Experimenting
    Achieving
    Functioning
    Learning
    FUNCTIONALITY
  • So, shouldn’t the x axis and the Yaxisbendto complement each other…
    But life isn’t all straight lines and arrows – it’s organic…
  • Playing with the model iii
    Philosophising
    Fulfilment
    Appreciating
    MORAL PURPOSE
    Experiencing
    Living
    Experimenting
    Achieving
    Functioning
    Learning
    FUNCTIONALITY
  • FULFILMENT
    Thinking leading to functioning
    PHILOSOPHY
    Flow of ideas ->
    <- Flow of ideas
    Functioning leading to purpose
    FUNCTIONALITY
  • 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?
  • 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
  • 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,.,,
  • 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”
  • 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”
  • FULFILMENT
    Thinking leading to functioning
    PHILOSOPHY
    Coaching zone?
    Flow of ideas ->
    <- Flow of ideas
    Functioning leading to purpose
    FUNCTIONALITY
  • 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
  • FULFILMENT - FLOW
    PHILOSOPHY
    FUNCTIONALITY
  • 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