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Written by Roger Prentice
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Sunday, 13 May 2007 |
I am pleased to introduce a new online doctoral dissertation - and much more - recently completed by Sue Stack in Tasmania. Her introduction reads:
Integrating science and soul in education: The lived experience of a science educator bringing Holistic and Integral perspectives to the transformation of science teaching by Dr Sue Stack (PhD, B.Sc (Hons))
Abstract This is an auto-ethnographic study into the lived experience of a science teacher as she attempts to transform her science teaching practice and the practice of other science teachers over a period of 15 years. In exploring what it means to be a holistic educator she is faced with disorienting dilemmas which cause her to question underpinning assumptions, values and curriculum frameworks which inform traditional science teaching practice and culture. In trying to reconcile science and soul in the pedagogical space of a physics classroom her journey requires a deep investigation of self in various cultures – science culture, educational culture, modernist and postmodernist cultures.
Part 1 of the study introduces the key referents of Integral Theory, Holistic Education and Spirituality which she used to inform her changing education practice.
Part 2 reflects on her journey from a traditional constructivist classroom, into ones which explore meaning, questioning, significance, discourse, ethics and enabling frameworks.
Part 3 concludes with an attempt to integrate science and soul into a vision for science educators. This includes a model which suggests that science has various development stages or cultures and that science teaching can be strategically aligned to facilitate the growth of human consciousness. Integrating science and soul in education: The lived experience of a science educator bringing Holistic and Integral perspectives to the transformation of science teaching by Dr Sue Stack (PhD, B.Sc (Hons))
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Last Updated ( Thursday, 17 May 2007 )
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Written by Roger Prentice
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Saturday, 17 March 2007 |
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It is impossible to conceive of a free
and creative life in the humanist sense as one lived without
alertness, sensitivity and insight. This tells us what Socrates
meant when he said that the best life is the considered life. To
the question 'What is good?', then, the answer can only be: 'The
considered life of achievement and fulfillment, of pleasure and
understanding, of love and friendship; in short, the best human
life in a human world, humanely lived.
From What is Good? - The search for the
best way to live by A C Grayling
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Written by Roger Prentice
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Saturday, 17 February 2007 |
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The novel The Promise of Happiness
by Justin Cartright is one of the very best pieces of modern
fiction I have read. I suspect that many of those interested in the
holistic also find in an amazing piece of work.
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Written by Roger Prentice
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Monday, 05 February 2007 |
An appeal for education that nurtures wisdom – at least for gifted students - comes from a surprising source – Charles Murray in the Wall Street Journal.
He says; The encouragement of wisdom requires a special kind of education. It requires first of all recognition of one's own intellectual limits and fallibilities--in a word, humility. This is perhaps the most conspicuously missing part of today's education of the gifted. Many high-IQ students, especially those who avoid serious science and math, go from kindergarten through an advanced degree without ever having a teacher who is dissatisfied with their best work and without ever taking a course that forces them to say to themselves, "I can't do this." Humility requires that the gifted learn what it feels like to hit an intellectual wall, just as all of their less talented peers do, and that can come only from a curriculum and pedagogy designed especially for them. That level of demand cannot fairly be imposed on a classroom that includes children who do not have the ability to respond. The gifted need to have some classes with each other not to be coddled, but because that is the only setting in which their feet can be held to the fire.
Are only the academically gifted capable of wisdom? Is intellectual walling the same as humiliation - and is this a good way to cultivate wisdom? My experience is that classes and individual children possess wisdom. The first step in its cultivation is stopping the system causing the wisdom to atrophy.
Of course using the SunWALK model, including PFC, the cultivation of wisdom is built in for all students from Year 1 onwards! The article can be read in full at http://www.opinionjournal.com/extra/?id=110009541 Thanks to Gordon Kerr for pointing out this article.
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Last Updated ( Monday, 05 February 2007 )
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Written by Roger Prentice
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Monday, 05 February 2007 |
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You live in illusions
and the appearance of things.
There is Reality,
you are that Reality.
When you recognize this
you will realize that you are no thing and being no thing are
everything.
Kalu Rinpoche - 20thC Tibetan Buddhist p. 201 in
the excellent Essential Spirituality by Roger
Walsh
PS from RP - But for an educational, developmental perspective
duality it is as vital as achieving experience of singleness. The
two are like a pair of scissors - not just for cutting into reality
but to understand how we grow and develop. We don't come back to
earth with a bump we re-enter duality with a jolt so as to enable
the impulse from oneness to take us a bit further.
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