1. not independence Updated May 2010 from original “Project Transformation” February 2010

2. Leading and learning for interdependence This is the animated version, with notes pages. The © JP materials to be used for non-profit making purposes. I am keen to discuss these developing ideas and explore ways of progressing them . contact [email_address] see www.johnpearce.org.uk

4. Simple concepts sometimes get over complicated….

5. In education and elsewhere we typically have processes like this to plan what we do…. Planning, Coaching, Self-Evaluating, Performance Management etc Where do you want to be? How might you get there? Have you got there? Where are you now? Vision Action Measure

6. I M P A C T ? EVIDENCE? and we use a range of similar models PLAN RE PLAN DO REVIEW REVIEW DO

7. Which is really this…. Where do you want to be? How might you get there? Have you got there? Where are you now?

8. and is also this… G oal, current R eality, O ptions and W ill (coaching model) J Whitmore “Coaching for Performance” 2009 G O W R

9. J S Pearce 1993 and even this…. The Cycle of Apathy… Nothing said Nothing happens Told you so! There’s no point saying anything

10. Activity: Educational vision and values Why did you want to work in education and with young people? What characteristics do you want young people to have when they become adult? What do you see as the purpose of education?

11. Because I wanted to make the world a better place.. I want students to be knowledgeable, skilled, honest and caring.. I want education to be… let me try to explain…

12. FUNCTIONALITY 2 Visions (approaches) to leading and learning MORAL PURPOSE I want to argue these visions are complementary… that they are not separate, or exclusive… It is as though some have lost a holistic vision for education and others have polarised under two visions…

14. FUNCTIONALITY 3 Rs Literacy Numeracy Speaking Operating Constructing Listening To what purpose? Geography History PE ETC ETC STANDARDS? PLTS ENQUIR E TEAMWORK PARTICIPATE SELF-MANAGE REFLECT THINK CREATIVELY About the individual?

15. Functioning on its own can lack purpose… So what informs our vision – other than functionality? Values Beliefs? Moral Purpose? Vision for education

16. Many teachers feel that functioning is enhanced by an associated set of values or moral purpose… Values Beliefs Moral Purpose Vision for society

17. Activity: Moral purpose? Have you a moral purpose in your work with young people? How do you feel about being asked this question?

18. It is as though some have lost their moral purpose

20. MORAL PURPOSE CARE RESPECT VALUES PHILOSOPHY ETHICS ALTRUISM Based on values? But whose? Good or bad? ( Philosophy – ethics – principles – codes - beliefs ) BELIEFS Social Education Religious Education CITIZENSHIP PASTORAL CARE / PSHE? ABOUT COMMUNITY & SOCIETY

21. Activity: The Common Goods Do you think people believe in the same or similar “good things”? Are there any “common goods”? (values, principles, beliefs, codes and behaviours that most citizens of the world would subscribe to)

22. Dependence Independence Interdependence 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 Originally, I thought education was a journey….. These red lines are borderlines to a new (and better?) level of understanding…

23. Egocentric Kosmocentric Kohlberg & Gilligan Worldcentric Ethnocentric I learned of others who had described this ladder…..

26. Vulnerable dependence Safe independence Safe interdependence Vulnerable interdependence Vulnerable independence Safe dependence Vulnerable isolation John Pearce 2010….. Ongoing… not even near the ladder And so I extended my original….. (see explanation on notes pages) The Ladder of interdependence .

28. We move them up by empowering their thinking about learning and life We move them down if we stress just functionality We do best by balancing function with purpose…

29. Activity: Key Questions on moral purpose How do we engage the vulnerable isolated? Then promote inter dependent learning and leading in the dependent and independent? And what are the “Common Goods”?

30. There are lots of “Common Goods” out there…

31. Every Child Matters 2003 - The Children Act 2004 The 5 outcomes Being H ealthy enjoying good physical and mental health and living healthy lives S taying S afe being protected from harm and neglect Enjoying and A chieving getting the most out of life and developing the skills for adulthood Making a P ositive contribution being involved with the community and society and not engaging in anti social or offending behaviour E conomic well being not being prevented by economic disadvantage from achieving their full life S H A P E

34. http://www.udhr.org/index.htm

40. MORAL PURPOSE FUNCTIONALITY Combining Vision 1 & 2 Vulnerable Isolated unable Capable altruistic egocentric

41. Functionality + Moral Purpose = Fulfilment ? MORAL PURPOSE FUNCTIONALITY incapablealtruistic Capable egocentric Capable Altruistic Leading learning for interdependence unable egocentric Philosophy

42. MORAL PURPOSE FUNCTIONALITY incapablealtruistic Capable egocentric Capable Altruistic unable egocentric Vulnerable Isolated Borders and barriers on this journey….. Remember - red lines are borderlines to a new/better (?) level of understanding..

43. MORAL PURPOSE FUNCTIONALITY independent Capable Altruistic interdependent Ethnocentric World centric Vulnerable Isolated Borders and barriers on this journey…..

44. Playing with the model.. MORAL PURPOSE FUNCTIONALITY Skilled operative philosopher recluse aesthete athlete terrorist philanderer saint Banker Good student (poor citizen) Good citizen Poor student Independent learning Interdependent learning Poet Interdependent living dependent learner sinner Not helpful! Olympian

45. MORAL PURPOSE FUNCTIONALITY Independent learning Interdependent learning dependent learning Interdependent living P.L.T.S Personal Learning Thinking Skills Citizenship Non fundamental Moral and religious education Functional skills Purely academic P.S. H.E .E. CONSEQUENTIAL DECISION MAKING PEER ASSESSMENT SELF ASSESSMENT instruction Interdependent capable, altruistic APPLIED WISDOM

46. MORAL PURPOSE FUNCTIONALITY L iving E xperimenting E xperiencing A chieving Ph ilosophising A ppreciating F unctioning F ulfilment L earning

47. But life isn’t all straight lines and arrows – it’s organic… So, shouldn’t the x axis and the Y axis bend to complement each other…

48. MORAL PURPOSE FUNCTIONALITY L iving E xperimenting E xperiencing A chieving Ph ilosophising A ppreciating F unctioning F ulfilment L earning

49. Thinking leading to functioning Functioning leading to purpose Flow of ideas -> <- Flow of ideas

50. Activity : : How can we combine moral purpose and functionality in: - our teaching and learning? - strategic planning? - our curriculum?

51. See next slides in animation and then their notes beneath, or vice versa… Teachers, leaders, parents and citizens can choose to intervene in a range of ways and styles to strengthen the values and beliefs of young people. If we TELL predominantly, we will breed dependency but as we move towards EMPOWERING – we will build capacity, enable and encourage thinking in young people… Important Note: Telling is not inherently bad, neither is Facilitating, or Coaching always good….. The key concept here is appropriacy of style and approach. The critical skill is … Judging the point and nature of intervention… ? discuss

52. TELL SELL CONSULT NEGOTIATE SHARE DELEGATE ABDICATE 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 DEPENDENT We hand over responsibility to you as quickly as possible Judging the point and nature of intervention FUNCTIONALITY (Capacity) Withdraw

53. Coach DEPENDENT Persuade Inform Question Discuss Facilitate Mentor and similarly to achieve moral purpose with functionality INTERDEPENDENT Judging the point and nature of intervention MORAL PURPOSE (Altruism) WISDOM You allow us to think for ourselves as often as possible!

54. Judging the point and nature of intervention ? discuss Coach Persuade Question Discuss Facilitate Mentor Coaching zone? TELL SELL CONSULT SHARE DELEGATE ABDICATE NEGOTIATE WISDOM Instruction Zone?

56. PHILOSOPHY FUNCTIONALITY Thinking leading to functioning Functioning leading to purpose Flow of ideas -> <- Flow of ideas FULFILMENT

57. Promoting interdependent learning is about curving that line of functionality towards a moral purpose i.e. applying skills and knowledge to a common good. AND/OR bending the line of moral purpose towards functionality i.e. encouraging action about what we believe is right. If we just teach skills and knowledge, we risk training young people to ignore their beliefs and values. We risk training operatives and functionaries rather than citizens… ? discuss

58. P HILOSOPHY F ULFILMENT = F UNCTIONALITY + The 3 Fs L E A F an acronym to play with….. L earning = E xperiencing A chieving F ulfilling Some reminders…

59. Leading and learning for interdependence I’m happy for these © JP materials to be used for non-profit making purposes… I’m keen to discuss these developing ideas and explore ways of progressing them (see notes page) [email_address] See an emerging BLOG for interdependence www.johnpearce.org.uk