Mayisela can education be therapeutic - final


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  • Excellent presentation. My work is 'Education can be therapeutic' in the sense that I use health education classes as therapeutic means to improve self -awareness, self coping skills and improve the ability of my students to make positive changes in their lives.

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Mayisela can education be therapeutic - final

  1. 1. STRUCTURE OF THE Can Education Be Therapeutic? PRESENTATION An Exploration of the Therapeutic  Aim of the Presentation Nature of Inclusive Education in  Research Questions Classrooms with Diverse Learner  Background Needs.  Wits – B. Ed honors Programme on Ms. S’mangele Mayisela. Emotions University of Witwatersrand,  Students view on the questions of Johannesburg , South Africa therapy and education S’  Therapeutic pedagogical practice as used in the mainstream classroom with reference to three examples.  Conclusion TEACHERS’ VIEWS ON TEACHERS VIEWS ON THERAPEUTIC EDUCATION THERAPEUTIC EDUCATION  The teachers who have an average of about 10years  A part of class activity in the B. Ed teaching experience believed that education cannot Honours, offered at the Wits School of therapeutic. Education at Wits University, Issues in  Education is about giving knew knowledge and has little to do healing and rehabilitation. Primary Education which primarily  Therapists in a school should focus on learners addresses issues of Emotions in therapeutic needs while they (teachers) focus on Education, Prof Karin Murris was teaching and facilitating new knowledge. observed working with her students on  These teachers have an experience of teaching in schools with support specialist is on site, where the topic of Therapy and Education. learners consult the specialist on an pull out system. She posed the question to her students;  The students, who did not have teaching experience, “Can education be therapeutic?” trained in post-apartheid era believed that education can be therapeutic. TEACHER REFLECTIONS AFTER TEACHER REFLECTIONS AFTER THE SEMESTER THE SEMESTER  Student 1: has no teaching experience, just  Student 2: 10 years teaching experience qualified as a teacher. “... the topic that I am now researching in my research project; is Therapy and Education. I “Education and therapy was quite an interesting believe therapy involves the promotion of self thought processing for me. I have always and I believe education supports the same looked at these two ideas as being separate goal. At this point in the course I realised that yet interlinked. What I have found incredible this course was made for me as it addresses to look back on as we progressed together as the topics I am interested in. It had been so a group of people is that we all have different interesting to learn how to teach a learner views on this matter and I find that it strongly using different methods and different pertains to our age and the way we were techniques. This course has confirmed my educated to become teachers” opinion that an inclusive way of teaching is the best way of teaching”
  2. 2. AIM OF THE PRESENTATION RESEARCH QUESTIONS  Can education be therapeutic? This paper seeks to explore the  What is meant by therapeutic therapeutic nature of education by education? discussing three therapeutic  In which way can pedagogical pedagogical practices as applied in a mainstream inclusive classroom practices have a therapeutic with the purpose of educating and impact on learners? addressing diverse learner needs. THERAPY AND EDUCATION THERAPEUTIC EDUCATION  Therapy – a medical term for treatment  Therapeutic Education refers to of diagnosed physical and psychological conditions classroom education practices  Education – concerns itself that enhance individual learners’ with the total development development through therapeutic of an individual social interactions, curriculum  The goals of therapy and content, learning support education – total wellbeing of a materials, teaching strategies person and a healthy and safe learning environment. INCLUSIVE EDCATION – A SOUTH AFRICAN PERSPECTIVE CASE STUDY Apartheid Era – Traditional Post –Apartheid Era – Inclusive  1988. Gloria, 16years old, grade 8, mild cerebral education Education palsy. Racial, economic, ability, special Racial, economic, ability and special need and segregation integration  She is limping, her mouth and eyes twitch when she Disability viewed as an objective Disability is viewed both as a speaks, she speaks slower, her voice is squeaky but and scientific construct medical and a social construct – audible when the listener listens attentively, she can from Ecosystemiceducation Outcomes based view. Teacher and curriculum centred write but she is slower that the rest in her class, as education compatible to inclusive education her hand is shaking her writing is not so legible Dual education system of “ordinary” Integrated system of both - with and “special” education. focus on right of all learners  Average intellectual ability Using a medical framework in Using social framework  New school, new environment, coming from primary dealing with impairment and difference school. The focus is on placement of Developing adaptive and supportive learners into special needs strategies in regular classroom  Her class is on 2nd floor, takes time to reach there 12 but she usually early  Her teachers are sensitive, are sending her to a special school – even when she refuses.
  3. 3. THERAPY : A MEDICAL CONCEPT?  Does therapeutic education subscribe to a Medical model of addressing diverse needs in education?  The Medical model as was used – it describes impairment as disability, disability is seen a objective and scientific, meant exclusion from society and economic activity, needing charity and support.  Medical model integrated with Social model in an Ecosystemic approach – creating a therapeutic system. THERAPEUTIC CLASSROOM STRATEGIES CURRICULUM AS A There is something I don’t know THERAPEUTIC TOOL That I am supposed to know.  Curriculum I don’t know what it is I don’t know  Addressing fantasy and And yet I’m supposed to know,  imagination And I feel I look stupid If I seem both not to know it through knowledge and not know what is it I don’t know acquisition Therefore, I pretend I know it.  Created a point where fantasy This is nerve racking and reality meet Since I don’t know what I must pretend to  Prevents anxiety of not knowing as know. depicted in Laing’s poem. Therefore, I pretend to know everything Excerpt from ‘Knots’ quoted from Stoll, Fink and Earl (2003)
  4. 4. Responses to the question: what is death? DISCIPLINE, BEHAVIOUR Pre-grade learners Grade 1 learners 5-6years 6-7years MANAGEMENT AND CONTAINMENT Your heart stops beating and you are Someone who is sleeping with eyes closed  Containment – a psychoanalytic unable to wake up concept. When you are shot with a gun When you disappear and they cannot find you, you are dead  Winnicott’s view - containment as body It means you are dead When someone has their eyes closed and mind in unison, whereby from When a person is unable to walk Sleeping person infancy the dwelling of the psyche Death means you have been murdered When someone has been murdered remains in the child’s body. When a person’s heart has stopped When someone has been hit by a car  From conception, skin is formed, womb, Is to faint A person who can’t speak mother’s arms, blanket – all form limiting It means a person cannot wake up A person who has been murdered membrane to contain the psyche. When a person is bleeding and sleeping  Later, family rules, social rules, classroom rules used to contain and embody the psyche. DISCIPLINE, BEHAVIOUR MANAGEMENT AND CONTAINMENT BIBLIO-THERAPY Family and social rules  To assist learners to deal with life challenges that are emotionally Mother’s arms and blanket charging, and abstract concepts and moral and social justice concepts like Mother’s womb death, emotions, corruption, etc.  Children’s books are therapeutic, due Foetus and its membrane pictures which can used as projective identification by learners.  The author serves as therapeutic observer, non intrusive reflections COMMUNITIES OF ENQUIRIES  A pedagogical methodology used in Philosophy for Children (P4C) – pioneered by Matthew Lipman.  Is a structured dialogue on a particular concept  With community rules, it develops self-control, respect for others, logical thinking skills, language processing skills  It facilitated inclusion promoting community citizenship by shared values and acceptance difference in pinions.
  5. 5. CONCLUSION  Considering the willingness of teachers to engage therapeutically with learners as evidence in the reflection of B. Ed Honours, student in the course on Emotions, there seem to be a need in teacher education to raise this consciousness in teachers.  This paper has demonstrated how education is inherently therapeutic if good teaching strategies are used in a healthy and socially inclusive learning environment.  It is assumed that many other pedagogic strategies, when examined ,can be found to therapeutic for all involved in education.