Philosophy, Vision, Plan

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My 'Philosophy, Vision, Plan' presentation at the end of Change Leadership module

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Philosophy, Vision, Plan

  1. 1. John Yeo Creativity & Change Leadership Adopted Son of the Lucky 7s Philosophy, Vision, Plan June 19, 2008
  2. 2. Vision Started from 2006 Where do I go? and What do I want? and Why Does It Matter?
  3. 3. Philosophy
  4. 4. Philosophy
  5. 5. C = f a (K, I, E) <ul><li>Knowledge </li></ul><ul><li>Imagination </li></ul><ul><li>Evaluation </li></ul>Ruth Noller, Emeritus Professor Center for Studies in Creativity Buffalo State College ATTITUDE motivated to use potential Creative P erson
  6. 6. I had 1 timeline 2 posters, 3 written drafts INTELLECTUAL Exercise
  7. 7. Why do I sense some disconnection ?)(@$&@$^!
  8. 8. BARRIERS to why creativity seemed “less valued”
  9. 9. Creative is good How is it valuable
  10. 10. Imagination Globalisation Self-actualisation Part of the curriculum Process, Environment No time Stifling environment How to teach creativity Teachers not ready Standard based assessment Asians less creative Is it necessary What you WON’T hear What you WILL hear
  11. 11. Make Creativity more Accessible through Education & Sharing of Research findings Barrier Busters:
  12. 12. Back to the CORE
  13. 13. “ J udgment can help keep i magination on the track, and i magination can help enlighten j udgment ” (Osborn, 1963, p.39)
  14. 14. FINDING THE BALANCE Internal motivations External drivers
  15. 15. The central point was that … <ul><li>… the creative person also is a </li></ul><ul><li>self-actualised person </li></ul><ul><li>– a fully functioning, mentally healthy, forward-growing human being who is also using his talents to become what he is capable of becoming. </li></ul><ul><li>(Maslow, 1968, 1970; Rogers, 1962) </li></ul>
  16. 16. My Family- The promise of Hope
  17. 17. Vision
  18. 18. Mission
  19. 19. My 3 states of ‘Mindfulness’ <ul><li>Consciousness </li></ul><ul><ul><li>Self-actualization: To enjoy the process of deliberating, working through challenges, and building small steps of successes by bringing ideas into fruition. </li></ul></ul><ul><li>Connections </li></ul><ul><ul><li>Synthesis and meaning making: C ollaborations and co-creations, strengthening relationships and driving new directions of work both within MOE as well as in personal areas by helping others to see ‘new meaning’ of common interest. </li></ul></ul><ul><li>Communication </li></ul><ul><ul><li>Simonton’s 5 th P: To catalyse “ideas that are so good that they change the ways others think” (Runco, 2007) through networking, curriculum partnerships and blogging. </li></ul></ul>
  20. 20. The Leap beyond … at 4am ‘ Insights or “ahas” may occur, at the most unlikely times and places’ Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond Buffalo, NY: Creative Education Foundation Press.
  21. 21. Force Connections? <ul><li>My definition </li></ul><ul><li>Bath </li></ul>
  22. 22. Re defining the 盒
  23. 23. Then the game began …
  24. 24. brainwriting?
  25. 26. Actually a Continuum No Clear Dividing Line From now Til I die
  26. 31. You are here, I trust, because you love your kids
  27. 32. <ul><li>“ He felt excitement, hope, and a compelling desire to move toward the future” </li></ul>Boyatzis, R., & McKee, A. (2005). Resonant leadership . Boston, MA: Harvard Business Press.
  28. 35. <ul><ul><li>Confident Person </li></ul></ul><ul><ul><li>???? </li></ul></ul>
  29. 37. And because I care about learning, and about preparing kids to succeed in the 21 st century
  30. 40. Persuasion as the Fifth P A creator [must] claim appreciators or admirers to be legitimatized as a true creator. (Simonton, 1988a, 1990) “… there is just so much compressed intellectual energy in your blogs!” Nina
  31. 44. My new venture with Aaron Dus
  32. 45. “ Environmental Detectives” Learning with Interactive Digital Media
  33. 46. “ Leader of Collaborations” (Interpersonal Relationships) Creative Management
  34. 47. Next Steps (by end 2008) <ul><li>Capacity : </li></ul><ul><li>Use Torrance Incubation Model in curriculum design </li></ul><ul><li>Study how Taylor’s Talent model differ from Howard Gardner’s MI theory </li></ul><ul><li>Opportunity : </li></ul><ul><li>Create a Thinking Skills Model for children </li></ul><ul><li>Passion : </li></ul><ul><li>Co-create with Aaron bring3take3.blogspot.com </li></ul>
  35. 48. In conclusion … <ul><li>“ J ohn accomplishes more in one day than many people do in a week. So how does he do it? One thing that stands out is his acute self-awareness and keen insight about people and the world around him. He knows what is important to him, and why. He has figured our how to live his beliefs and values. He sees other people and situations very clearly. He notices what is happening inside him and around him. John is awake, aware, and actively attentive to himself, people, and situations. And he uses what he sees.” </li></ul>Boyatzis, R. & McKee, A. , 2005, p112, Resonant leadership : Boston, MA: Harvard Business Press.
  36. 50. And the good news is that…
  37. 51. have you as my partner!

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