This document discusses 21st century education and developing global minds. It covers five key topics: 1. Five minds for the future including the ethical, respectful, creating, synthesizing, and disciplined mind. 2. Impact of trends like globalization and technology on education and the need for curriculum, methods, and learning spaces to change. 3. Examples of 21st century educational models from Hong Kong that focus on strong basic education in areas like math, science, technology and arts to develop globally competitive citizens. 4. Ways to develop global minds like through integrating global values and arts in the curriculum, and educational collaboration. 5. The need for transformative innovations in curriculum design

1. 21st CENTURY EDUCATION:
DEVELOPING GLOBAL MINDS
Prof. Cecilia B. Manikan

2. FIVE MINDS FOR THE FUTURE (Gardner, 2008)
The Ethical Mind
(Universal Values)
The Respectful Mind
(Inclusive/Unitive)
The Creating Mind (Innovation)
The Synthesizing Mind
(Systemic)
The Disciplined Mind
(Domain Mastery)

3. Revised Bloom’s Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

4. 21st CENTURY MODEL OF GLOBAL & INNOVATIVE MIND:
STEVE JOBS
SCIENCE /TECHNOLOGY + ART (INTUITION/IMAGINATION)
Logical Visual
Factual Holistic
Critical Intuitive
Technical Innovative
Analytical Imaginative
Structured Interpersonal
Sequential Kinesthetic
Organized Emotional
Detailed Sensory
Planned Feeling
EXPERIMENTATION + USER-FRIENDLY

5. 21st century trends
 GLOBALIZATION
Use and Impact of Technology
Formation of Global Values
Internationalization of Education
NEW POSITIONING FOR SCHOOLS
Curriculum
Design, Methods, Materials, Learning
Spaces, Systems/Processes

6. Change Elements that Impact Education
Changing world requires lifestyle
changes (worldviews, markets,
communication)
New Knowledge and New
Functional requirements in the
workplace

7. I. IMPACT OF TECHNOLOGY
Technology is changing the
Educational scenario!
How do we bridge the digital divide?

8. Growth in non-traditional markets
 Education can be
availed outside the
walls of traditional
campuses

9. Consider how the following affect your
school delivery system:
 Information is
everywhere for
everyone
 Knowledge is just a
mouse click away

10. Connectivity
 Education should
prepare students as
citizens of a global
community

11. Technology will continue to revolutionize
education…
how well are you meeting its demands?

12. 21st Century Educational Leadership Model
Curriculum Leaning
Evaluation
Experiences
and Materials
Design and
Philosophy
Development
V-M-O Training/Cap
Instructional ability
Supervision Building
Human Resource
Skills &
Competencies, Values &
Attitudes

13. FOR EDUCATION TO BE TRULY RELEVANT AND EFFECTIVE, SCHOOL
SYSTEMS MUST CONTEND WITH THE FOLLOWING:
 TECHNOLOGY
INTERNATIONALIZATION OF EDUCATION
INCREASING LOCAL, REGIONAL, AND INTERNATIONAL
COMPETITION
HOW BEST TO PREPARE STUDENTS FOR GLOBAL
CITIZENSHIP AND NEW REQUIREMENTS OF A GLOBALIZED
WORKPLACE

14. TRANSFORMATIVE INNOVATIONS ARE REQUIRED IN
THE FOLLOWING:
 Curriculum/ Curriculum Design
 Methods and Learning Materials
 Learning Spaces
 Systems and Processes

15. III. EDUCATIONAL REPOSITIONING
THE HONGKONG MODEL
NATIONAL VISION
“GLOBAL LEADERSHIP IN THE REGION”
Question:
What is the role of Hongkong’s educational system in
making it a major player in global competitiveness?

16. Hongkong’s Integrated EDUCATIONAL POSITIONING
HK University
of Science
and
Technology
HK Teachers’
Academy
HK Chinese
Polytechnic University of
University HK
STRONG, BASIC EDUCATION IN MATH, SCIENCE, TECHNOLOGY, ARTS

17. HOW DO WE DEVELOP GLOBAL MINDS?
The Ethical Mind
(Universal Values)
The Respectful Mind
(Inclusive/Unitive)
The Creating Mind (Innovation)
The Synthesizing Mind
(Systemic)
The Disciplined Mind
(Domain Mastery)

18. EFFECTIVE INTERVENTIONS
 Whole-Brain Approach to Teaching and
Learning
Integration of arts in the curriculum
Integration of global values in school
systems
Educational collaboration/transnational
education (TNE)

19. WHOLE-BRAIN FACULTY
CAPABILITIY BUILDING
SELF-MASTERY THROUGH
WHOLE-BRAIN DEVELOPMENT

20. RATIONALE
 Education envisions an integrated, highly functioning
individual capable of managing self, others, and the world
in varied, changing situations of life.
 Total person development requires self-mastery in the
basic functions of navigating life through whole-brain
thinking, learning, and doing.
 For education to achieve this goal, teachers need to
develop the self-mastery skills and whole-brain
understanding and capability that we seek students to
acquire and develop.

21. Course Description
This training program equips teachers with knowledge and
tools towards transformative whole-brain learning and the
development of the 7 self-mastery skills of highly
functioning individuals.
The 5-day module is an experiential journey into the
different parts and functions of the brain and the
requirements that would promote:
 Learning to Think Learning to Do
 Learning to Feel Learning to Communicate
 Learning to Intuit Learning to Lead
 Learning to Be

23. The HBDI developed by Hermann yielded a brain
dominance profile
Logical Visual
Factual Holistic
Critical Intuitive
Technical Innovative
Analytical Conceptual
Quantitative Imaginative
Conservative Interpersonal
Structure Kinesthetic
Sequential Emotional
Organized Spiritual
Detailed Sensory
Planned Feeling

24. Whole-Brain Objectives
7 Self-Mastery Skills APPLICATION:
IQ
• Learning To Think  ACADEMICS
IQ2
• Learning to Do  SPIRITUAL
EQ FORMATION
• Learning to Feel
AQ  SOCIAL
• Learning to
Communicate SQ RESPONSIBILITY
• Learning to Intuit
• Learning to Lead
• Learning to Be

25. THE 7 SELF-MASTERY SKILLS & 5Q’s
WITHIN THE QUADRANTS
A D
Analytical Holistic
LEARNING TO LEARNING TO
THINK (logically) THINK (creatively)
LEARNING TO LEARNING TO
COMMUNICATE LEARNING
INTUIT
TO LEAD
IQ AQ & SQ IQ2
LEARNING
TO BE
LEARNING TO DO LEARNING TO FEEL
B C
Sequential Emotional
EQ

26. WHOLE-BRAIN
APPROACH APPLIED TO
BASIC EDUCATION

27. Grade 3 - Basic Concepts of Fractions and Decimals
End States THINK DO FEEL COMMUNI INTUIT LEAD BE
CATE
Morally Understand A humble
Upright that each Perform Embrace Express Reflect how Recognize part of
(UNITAS) one is a one’s role and value the idea each one giftedness in the
fraction of as part of diversity as that one completes everyone whole
God’s God’s means to cannot be the whole but a gift
creation. family wholeness whole to
Each one is and unity without everyone
part of the God and
whole neighbor
Academical- Master Apply basic Appreciate Express Able to Encourage Precise
ly excellent concepts concepts of the ideas as estimate others to and
(VERITAS) of fractions fractions importance they relate simple participate in accurate
and and of accuracy to wholes quantitative math games learner
decimals decimals in as and values based involving
real life expressed fractions on fractions & fractions and
situations in fractions decimals decimals
and
decimals
Socially Under- Perform Promote Express Regard a Promote Young
responsible standing one’s task love and the need community unity through person
(CARITAS) one’s role as member respect of for working where cooperation for
in the of family, neighbors and everyone and others
community school, and helping feels a sense collaboration
community one of
another belongingnes
s

28. Whole-Brain Goals of
CATHOLIC EDUCATION
A D
Analytical Holistic
CHRIST-
CENTERED
ACADMICALLY
ACADEMIC EXCELLENT CHRISTIAN
MASTERY SOCIALLY FORMATION
RESPONSIBLE
B C
Sequential SERVICE Emotional
TO LOCAL CHURCH &
COMMUNITY

29. I. SUBJECT AREA/PER LEVEL RUBRICS
FOR THE 7 MASTERY SKILLS APPLIED TO:
 Academic excellence
 Spiritual/Moral Formation
 Social Responsiveness
II. PASSING RATE IN NATIONAL ACADEMIC
TESTS AND STANDARDS
III. APOSTOLATE WORK AND OTHER
COMMUNITY SERVICES

30. KEY RESULT AREAS
FOR
WHOLE-BRAIN BASIC EDUCATION
For Learners:
1) Higher Performance and Achievement
(School-based, Regional, and National Tests)
2) Admission of graduates to top tertiary schools
3) Intra-school awards, honors, and recognition
4) Meaningful social service and environmental
consciousness
5) Christ-centered,global outlook
6) Creative, Innovative, Life-long learners

31. KEY RESULT AREAS
FOR
WHOLE-BRAIN BASIC EDUCATION
For Academic & Non-Academic Staff
1) Low turn-over rate
2) Highly motivated, loyal, and dedicated
3) High level of professional competencies
4) Creative, innovative, progressive thinkers

32. KEY RESULT AREAS
FOR
WHOLE-BRAIN BASIC EDUCATION
FOR THE SCHOOL
 Good reputation
 Increase in enrolment
 Greater support from parents and
community
 Awards, Citations, and Recognition

33. Research Findings
on
SUPERIOR TEACHING

34. ABSTRACT
EMERGENT MAJOR CORE “ BEYOND
CATEGORIES CATEGORIES: CATEGORY: TEACHING:
(SETS A, B, C) Purpose Becoming an
The Theory of
Practice Outstanding
Personhood Academic Becoming an
Outstanding Academic (O.A.) Developmental Patterns Outstanding
(Qualities and Dimensions of & Influences of
Great Teachers & Great Teaching) Outstanding Academics Academic in
Philippine
Tertiary
SET A Education
TEACHERS
SET B
STUDENTS
SET C
MASTER TEACHERS

35. SET A Coding Results -
TEACHERS’ CONCEPTIONS OF
THE QUALITIES & DIMENSIONS DEVELOPING POTENTIAL
OF AN OUTSTANDING ACADEMIC
•Recognizes and nurtures talents
•Symbolizes hope for better
future
•Inculcate Professional Values
and Character
•Teacher as model and agent of
transformation
LEARNER-CENTEREDNESS
HAVING
EFFECTIVE, CREATIVE, INNOVA
•Love and concern for learners
TIVE METHODS
•Motivating students towards
high achievement
•Mastery of Different
•Reaching out and making
Teaching/ Learning Styles OUTSTANDING meaningful connection
ACADEMIC •Motivates and elevates
•Innovative and Adaptive
students’ capacity for learning
methods
•
PROFESSIONALLY PERSONAL ATTRIBUTES
COMPETENT
•Presence
•Subject Mastery and •Commitment and
Functional Expertise Professionalism
•Practitoner-Orientation •Humanistic Qualities
•Subject Relevance & •Character and Integrity
Theoretical Application •Life-long Learning Skills
•Emotional Intelligence
• Humor

36. SET B Results
STUDENTS’ CONCEPTIONS OF GREAT DEVELOPING POTENTIAL
TEACHING/GREAT TEACHERS
•Teaching as Spirituality
•Nurturer of talents
•Development of values and ELEVATION OF THINKING
character
Having •Influence in Career Choice •Teaching as Science
EFFECTIVE, CREATIVE, IN
&Development •Hones analytical and critical
•Drives student performance thinking
NOVATIVE METHODS
• Teaching as Art
& achievement •Develops reflective, critical
•Creates own tools and and transformative thinking
methods for better student •Sets high standards and
understanding expectations
•Nurtures student creativity •Mastery of the Art of
and encourages originality Questioning
GREAT
TEACHERS PERSONAL
Having PASSION ATTRIBUTES
& ABILITY TO INSPIRE
•Compelling Personality
•Emotional Arousal & high • Sense of humor
student engagement •Originality and uniqueness
•Innate love for subject matter
•Drives student performance
and achievement
•Cause for Emulation
Having EXCELLENT
•Depth & Originality of Ideas
COMMUINICATION SKILLS
•Effective use of language to connect
and sustain interest
•Effective use of language to ensure
comprehension & understandability
•Dramatization of concepts and ideas
•Use of native language & culture in
Shared with Teachers
instruction

37. SET C Coding Results -
Master Teachers Conceptions of Being
an Outstanding Academic HAVING A PERSONAL
PHILOSOPHY OF LEARNING
•Purpose, Role, and Meaning
MAKING SUBJECT MATTER Awareness PROMOTING A CULTURE
ALIVE & INTERESTING OF EXCELLENCE
•Development of Potential
(Taking responsibility and
•Passion/Ability to inspire •Teaching as SCIENCE
accountability for student learning)
•Creative, Innovative •Total Mind Development
Methods and Approaches •Rigorous Standards &
•Transformative Evaluation
teaching/learning processes •Development of lifelong
•Diagnostic Thinking & •learning skills
Effective Communication •Practitioner-Orientation
Skills •Coaching and Mentoring
•Knowledge and Mastery of •Valuing
Pedagogical Styles and individuality, uniqueness, and
Methods OUTSTANDING originality
ACADEMIC • Teacher as Life-long learner
PROFESSIONAL
LEARNER- CENTEREDNESS
VALUES & CHARACTER
• Empathy for students
• Professional commitment and
discipline
•Knowing, Understanding, Conn
ecting, and Adapting to
•Ethical Behavior;
students’ learning needs
Honesty, Justice & Fairness
Shared with Students Shared with Teachers

38. Diagram Contrasting Categories between Teachers and Students
TEACHERS • Developing STUDENTS
Potential •Passion & Ability
•Professional to Inspire
Competence • Having
Effective, •Excellent Communication
•Learner- Creative and Skills
Centeredness Innovative
Methods •Elevates Thinking
•Personal Attributes
(Positive Presence, •Personal Attributes
Professional, Dedicated, • Personal Compelling Personality,
Committed, Humanistic High Attributes Originality/Uniqueness, Depth )
EQ, Lifelong learner)
(Presence &Humor)

39. Comparative Presentation of Master Teachers and Teachers’ Categories
(Maximization of Similarities and Differences)
MASTER
TEACHERS
TEACHERS • Philosophy of Learning
-Development (Taking accountability &
of Potential responsibility for student
•Professional learning)
Competence - Learner-
Centeredness • Making Subject Matter
Alive and Interesting
•Personal Values - Effective, Creative, (Passion/Inspiration)
(Humanistic, Positive Innovative Methods
(with Practitioner • Promoting a Culture of
Presence, Sense of
Orientation) Excellence
Humor, High EQ)
- Values • Professional Values &
(Commitment and Depth of Character
Discipline) - Honest, Fair, Ethical
- Original, Insightful,
Witty

40. . Comparison of Categories between Master Teacher and Students
(Maximization of Similarities & Differences)
MASTER
TEACHERS •Development of
Potential
STUDENTS
•Making Subject •Personal
•Philosophy of Matter Alive and Attributes
Learning Interesting: (Compelling,
•Effective, Creative, Depth of
•Learner- Innovative Methods Character,
Centeredness •Passion Uniqueness,
•Ability to Inspire Originality,
•Professional Humor, Good
Values •Excellent
looks)
(Honest, Communication Skills
Fair, Ethical, •Promoting a Culture
Committed, of
Disciplined) Excellence
(Teaching Thinking)

41. Figure 9. APPLYING THE *GLASERIAN DYNAMICS OF GROUP COMPARISON
TO PRODUCE LEVELS, CONTINUA, DEGREES, & RELATIONSHIPS OF
EFFECTIVE TEACHING
LEVEL 1 - BASIC GOOD TEACHING
(DIFFERENTIAL CATEGORIES OF TEACHERS
+COMMUNICATION SKILLS BY STUDENTS)
*Maximizing differences = Conceptual Gaps
Learning Gaps
LEVEL II – INTERMEDIATE
CATEGORICAL UNIFORMITIES IN SETS A, B, C
*Maximizing Similarities = Conceptual Uniformities
Differential Categories for Superior Teaching
LEVE III – MASTER TEACHING
(DIFFERENTIAL CATEGORIES OF MASTER
TEACHERS + SUBSUMED CATEGORIES OF
STUDENTS)
*Minimizing Differences = Standards for Superior
Add’l category for Teaching
superior teaching

42. Figure 10 . Categories of Teaching at Various Levels of Proficiency
LEVEL III – MASTER TEACHING
LEVEL II
INTEMEDIATE •Personal Philosophy of
Learning (Taking
LEVEL I responsibility & accountability
BASIC GOOD TEACHING for student learning; Upholding
•Development of student rights & interests)
Potential
•Subject Mastery/ • Promoting a Culture of
Professional •Learner- Excellence
Competence Centeredness
•Making Subject Matter
• Diagnostic •Effective, Creative, Alive and Interesting
Thinking & Good Innovative Methods (Passion/Inspiration,
Communication (with Practitioner- Excellent Communication)
Skills Orientation)
•Values & Character
•Personal • Professional (Ethical Behavior, Protecting
student rights & interest, Wit,
Qualities Values Originality, Depth of Character)
(Humanistic, Commitment and
Positive Presence, Discipline
Sense of Humor)
CONTINUUM OF TRAINING AND DEVELOPMENT AS DICTATED BY
THE CATEGORIES OF NEXT HIGHER LEVEL

43. DEVELOPMENTAL PATTERNS &
INFLUENCES OF MASTER TEACHERS
VERIFICATION SURVEY ON THE DEVELOPMENT OF
CATEGORIES FOR SUPERIOR TEACHING

44. Table 7. SURVEY RESULTS – DEVELOPMENTAL PATTERNS & INFLUENCES OF MASTERS
Summary of Categories, Sub-Categories, and Memos on the Development of Qualities for Great
Teaching
CATEGORIES SUB-CATEGORIES MEMOS
A. Career Level Some teachers become outstanding through
- Highest academic degree in the in-depth field specialization, establishing
1) Continuous Training and field academic authority and leadership in their
Development - Continuing Education and particular fields.
2) Innovation and Creation of Professional Training Great teachers are life-long learners who
New Knowledge - Research and Publication continually develop the capacities of the self
3) Academic Leadership and - Innovation and contribute new knowledge through
Community Service - Honing Pedagogical skills research and educational innovation.
- Career Pathing in the Academe Great teaching can be learned from
experienced teachers and through
continuous professional training and self-
improvement in the craft.
A. Pre -Teaching Influences
(Childhood to Young - Children’s Classics As children, great teachers love learning, are
Adulthood) - Encyclopedia avid readers, and have strong interest in the
1) Natural Interest and Love - Stories humanities. Creative & Resourceful.
for Learning - Literary Contests School training in oral communication
2) Early training and - Dramatic Arts through language clubs and dramatic arts
development in Language - Academic Achievement develop confidence and facility of language.
3) Creative giftedness - Campus Politics Academic and campus leadership contribute
4) Honing of Thinking Skills in shaping the dynamic personalities of
5) Campus and Academic future great teachers.
Leadership

45. Figure 11. Developmental Patterns & Influences of Outstanding Academics
I. Childhood Patterns
III. Career Level
and Influences II. Adolescence and
- Natural Interest and Young Adulthood
Love for Learning -Continuous Training
and Development
(Avid Reading, Natural -Honing of Thinking
Curiosity, Storytelling, I Skills -Innovation and
nterest in Natural Creation of New
-Development of
Science) Knowledge
Communication Skills
- Early development - Academic
- Campus and
of Language Skills Leadership and
Academic Leadership
Community Service
-Creative Giftedness

46. Selective coding
Sorting of Memos and Putting it all Together

47. Figure 12. SELECTIVE CODING PROCESS
Emergent Categories Major Categories
• Development of Potential
SORTING OF ACCOMPANYING
• Personal Philosophy of
MEMOS:
Learning (Responsibility &
1.Teaching as a sacred Accountability for Student
mission to cultivate full Learning
human potential.
• Promoting a culture of
1.Teaching as Science (body Excellence
and system of • Making subject matter alive
knowledge), Art (
Creative, innovative methods
and interesting
& approaches), & • Learner-centeredness
Spirituality
(meaningful, transformative
inner processes).
• Professional/personal
1.Teacher as Attributes, Values
interesting, inspiring role Competence
model, mentor, and facilitator
of great learning.
(Committed, Disciplined,
Ethical
Interesting, Witty,
Compelling)

48. Figure 13. Framework for the Process of Becoming an Outstanding Academic
anchored on Purpose, Process, and Personhood
Cultivating a deep sense of
PURPOSE
•Human Advancement to Full
Potential
• Personal Philosophy of Learning
•Taking responsibility and
accountability for student learning
ROLE MENTOR
MODEL
Evolving a
Engagement in Effective,
High sense of OUTSTANDING Meaningful, Professional
PERSONHOOD ACADEMIC Teaching PRACTICE
• Professional Values/ • Teaching as Science, Art,
Competence and Spirituality
• Committed, Disciplined, GREAT •Learner-Centeredness
• Ethical TEACHER •Creating a Culture of Excellence
•Interesting & Compelling •Making subject matter
alive and interesting

49. Figure 14. DEVELOPING THE STORYLINE of EMERGENT THEORY “BEYOND TEACHING”
BECOMING AN OUTSTANDING ACADEMIC
(CORE CATEGORY)
Major Category
Major Category Major Category
EVOLVING A HIGH
CULTIVATING A DEEP ENGAGEMENT IN EFFECTIVE,
SENSE OF
SENSE OF PURPOSE MEANINGFUL,
PERSONHOOD
PROFESSIONAL TEACHING
“THE MENTOR” PRACTICE
“THE ROLE MODEL”
“THE GREAT TEACHER“
• Human Advancement to • Professional Values/ •Teaching as Science, Art,
Competence and Spirituality
Full Potential
• Committed & Disciplined •Learner-Centeredness
• Personal Philosophy of
• Honest, Just, Fair, Ethical •Creating a Culture of
Learning
• Taking Responsibility & •Interesting & Compelling Excellence
•Making Subject Matter
Accountability for Student
Alive and Interesting
Learning
DEVELOPMENTAL PATTERNS & INFLUENCES OF OUTSTANDING TEACHERS

50. FORMULATING THE THE EMERGENT THEORY
“Beyond  Beyond teaching, becoming an outstanding
academic is responding to a sense of higher
Teaching” purpose that cultivates habits of heart and mind that
define Personhood and drive the educative Process
to the highest degree of effectiveness and
proficiency.
 Beyond teaching, becoming an outstanding
academic is developing students to become their
very best selves through mentoring, modeling, and
employing the best pedagogical methods in the
interdisciplinary fields of Science, Art, and
Spirituality to ensure learning effectiveness towards
expansion of the mind and the elevation of heart
and soul.

51. (Con’t.)
“Beyond  Becoming an outstanding academic suggests a
developmental process way before one becomes a
Teaching”
teacher in the early cultivation of a child’s
imaginational, intellectual, and language capacities
and the development of inner sensibilities through the
arts and the humanities.
 In young adulthood, it suggests further personality
development and confidence building through extra-
curricular activities, academic achievement and
campus leadership.
 At the career level, outstanding academics are
characterized by innovation and creation of new
knowledge and devote time in furthering the industry
through educational leadership and community
service.

52. Excerpts from interview of a Master Teacher that embody the propositions of
Purpose, Personhood, and Practice in the emergent theory “Beyond
Teaching:
Incident #86.
“After intensive training inside our studio and on "living sets", they're
ready and excited to join the professional work force of the motion
picture industries. They've been taught to be collaborative; to
negotiate rather than compromise; to discern the sheep from the
wolves; to protect each other from exploiters and temptations of
greed and ambition; to make a difference for the good; to point the
camera where their hearts beat; and to respect and love their
audiences. Even better, they're eager to share with their audiences, not
just what they've learned, but, more importantly, what they've
experienced, both good and "bad". For me, it's been a humbling privilege
to be a part of their development as storytellers onscreen. We are one
another's teachers and students for life!”

53. Implications for Philippine Higher Education
The findings of the study offer fresh insights into the
development of the following aspects of education:
1) Curricular review and reforms in teacher education.
1) Professional in-service training at various levels of
teaching proficiency.
1) Admissions criteria for entry level teachers.
1) Evaluation standards for assessing teacher
performance and teaching quality

54. INTEGRATING ARTS IN THE CURRICULUM

55.  How do we develop such
minds?
 How do schools prepare
students for the global
workplace?

56. ART IS A WHOLE-BRAIN PROCESS
CREATIVE IDEA
Logical Visual
Factual Holistic
Critical Intuitive
Technical Innovative
A Analytical Conceptual D
Quantitative Imaginative
Conservative Interpersonal
B Structured Kinesthetic C
Sequential Emotional
Organized Spiritual
Detailed Sensory
Planned Feeling
CREATIVE EXPRESSION

57. ART AS TOOL FOR LEARNING
 Knowledge Objectives
1) Learn and develop appreciation for creative and
effective problem solving techniques
2) Appreciation of art as effective vehicle for
abstraction / distillation of values and principles that
can be applied to various aspects of life

58. ART AS TOOL FOR LEARNING
 DEVELOPMENT OF SKILLS & COMPETENCIES
1) development of multi-sensory learning
2) harness elements of effective problem solving through the
development of:
(INNER
•SENSITIVITY REFLECTION, EXPANDED
AWARENESS, HEIGHTENED
• EMPATHY ALERTNESS
• CONNECTEDNESS READY INTEGRATION OF
SIMULTANEOUS INPUTS
• COMPASSION
ABSTRACTION OF VALUES
ANDPRINCIPLES)

59. ART AS TOOL FOR LEARNING
 DEVELOPMENT OF VALUES &
ATTITUDES
development and appreciation of universal
core values through self-mastery
and connectedness with the deeper self,
others and the world

60. TOTAL EXPERIENCE CONCEPT
VERBAL, VISUAL / SPATIAL, MOVEMENT, MUSICAL / RHYTHMIC
(POETRY) (PAINTING) (DANCE) (MUSIC)
TO READILY INTEGRATE SIMULTANEOUS
INPUTS AND CREATE TOTAL EFFECT
HOLISTIC & RELATIONAL

61. Educational Research Findings:
ART IS A PRIMARY COMPONENT OF SUPERIOR TEACHING!
EDUCATIONAL VALUES
IMPACT OF ARTS ON STUDENT
LEARNING & DEVELOPMENT:
Informative Educative
 INTUITIVE INSIGHT
 REFLECTIVE JUDGMENT
CREATIVE VALUES CREATIVE IMAGINATION
Methods Approaches AESTHETIC SENSIBILITIES
DEVELOPMENTAL VALUES
Creative, Innovative, Integrative, Transformative

62. LEARNING VALUES DERIVED FROM ART
CREATIVE/INNOVATIVE
THINKING
Logical Visual
LOGIC Factual Holistic POSSIBILITIES
CRITICAL Critical Innovative
THINKING Technical INTEGRATION/
Conceptual
GENRE, FORM, Intuitive TOTAL PICTURE
STYLE, A Analytical D
Imaginative
STRUCTURE Quantitative
B Interpersonal
Conservative C
Structured Kinesthetic
Sequential Emotional
Organized Spiritual
FACTS/ Detailed Sensory PEOPLE
DETAILS Planned Feeling SENSITIVITY/
DISCIPLINE/ INNER
TECHNIQUE REFLECTION, INNER
TRAINING AWARENESS
ORIGINALITY
STYLE/ CONNECTIVITY
INTERPRETATION COLLABORATION, GR

63. WHERE’S THE FIT?
(UNDERSTANDING THE SPIRIT & NEEDS OF THE TIME) + (SUPERIOR TEACHING) +
(ARTS IN THE CURRICULUM) = 21ST CENTURY GLOBAL TEACHING AND LEARNING
The Ethical Mind
(Universal Values)
The Respectful Mind
(Inclusive/Unitive)
The Creating Mind
(Innovation)
The Synthesizing
Mind (Systemic)
The Disciplined
Mind (Domain
Mastery)

64. “A teacher affects eternity;
he can never tell where his
influence stops.”
~Henry Adams