Oneness ≠ Sameness Preview

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An overview of the workshop "Oneness is Not Sameness" from Stained Glass Spirit and Tracy Brown. Visit www.StainedGlassSpirit.net for more information.

Oneness ≠ Sameness Can We Have Oneness in a World Where There’s So Much Diversity?

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“Appreciative Inquiry is the cooperative search for the best in people, their organizations, and the world around them. It involves systematic discover of what gives a system ‘life’ when it is most effective and capable in economic, ecological, and human terms.” Cooperrider, D.L. & Whitney, D It is a methodology aimed at the development of the organization based on the assumption that inquiry into and dialogue about strengths, successes, values, hopes and dreams is in itself transformational. The process used to generate the power of Appreciative Inquiry is the 4-D Cycle: Discovery - Dream - Design - Destiny Discovery: The Discovery phase is a diligent and extensive search to understand the "best of what is" and "the best of what has been." Dream: The Dream phase is an energizing exploration of "what might be:" Design: The Design phase involves making choices about "what should be" within an organization or system. Destiny: The Destiny phase initiates a series of inspired actions that support ongoing learning and innovation - or "what will be." School leaders and teachers are searching for a purpose and a sense of identity. We want more than just pay; we want a ‘sense of mission’. When you believe in a professional way of doing your job you have to be able to transmit this to all the people involved in teaching/learning process. The Appreciative Inquiry methodology helps to create our identity and to transmit our values and beliefs. Educational institutions need to be knowledge rich, adaptable and permanently changing. We need to be able to design curricula according to our student’s individual needs.

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In the field of development and humanitarian aid, we are facing increasingly complex and interconnected problems that exist in changing and unstable contexts. We need to incorporate approaches and methodologies that allow us to propose solutions that understand and embrace the qualities of today's reality. This means seeking solutions that: take into account the whole system; can evolve and effectively adapt to changing circumstances; build a body of learning and good practice throughout the process; and look at long-term behavioural changes and impacts. A body of action-research has emerged within the field of development aiming to solve some of the above issues. This includes considering frameworks, models and methodologies to “Do Development Differently”. This hadbook cotais the theory ad practice of a workhosp I facilitated i Maila i which we looked at the underlying paradigms of thinking that can help us to reflect upon and put into practice adaptive development. We explored the theories and science of Complex Systems that lie behind the new paradigm of thinking designed to better understand the realities of today’s challenges and to overcome some of the limitations of linear, reductionist thinking for programming and planning. We looked at some of the methodologies that will help develop adaptive, systemic and collaborative projects.

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This session explores a variety of brain-compatible strategies to differentiate instruction for diverse gifted and talented learners, focusing on movement from manipulation to application to abstraction in the dynamic classroom environment. Holistic approaches to differentiation are discussed in the context of arts immersion; iconic teaching; content imperatives; and the use of universal themes to engage creative audiences. Delivered at Pasadena USD, March 31, 2017.

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A compilation of how Creative Problem Solving is best designed for teachers to experience their own journey of facilitating for creativity in the classroom with different thinking tools to enhance Creativity. Emergenetics was the chosen profiling instrument to help teachers themselves situate their own understanding and behaviour of what creativity meant to them. They first experience how their energy generated for the 7 thinking and behavioural attributes (i.e. Social, Conceptual, Analytical, Structural, Expressiveness, Assertiveness, Flexibility) allow them to value what is creative. Thereafter the participants are grouped based on the Emergenetics concept of Whole Emergenetics (WE) team to harness different perspectives and values to design for a truly innovative process of teaching and learning. This professional learning course is designed by John Yeo, National Institute of Education, Singapore.

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