what is the value of a map?€¦ · dimensions of the mind bloom+. the domaindysfunction spiritual...

What is the value of aMap?

What is a Descriptive Map?Geography

What is a Descriptive Map?Languages

What is a Descriptive Map?The Periodic Table

What is a Descriptive Map?Kingdom Animalia

KingdomPhylum

ClassOrder

FamilyGenus

Species

Animalia

ChordataMammalia

Carnicora

Felindae

Panthera leo

What is a Descriptive Map?Electro-Magnetic Waves

KingdomPhylum

ClassOrder

FamilyGenus

Species

Animalia

ChordataMammalia

Carnicora

Felindae

Panthera leo

What is a Descriptive Map?Time

KingdomPhylum

ClassOrder

FamilyGenus

Species

Animalia

ChordataMammalia

Carnicora

Felindae

Panthera leo

What is the value of a

the tool to contextualize everybody

a common frame of reference

zoomed in and out

improved collectively

Map?

1

2

3

4

KingdomPhylum

ClassOrder

FamilyGenus

Species

Animalia

ChordataMammalia

Carnicora

Felindae

Panthera leo

A map can be ...

What about a Descriptive Mapof Educational Objectives?

MAP:

• Contextualizes Everybody

• Common Frame of Reference

1

2


MAP: • Able to Zoom in and out

(Levels of Granularity & Context)

3

MAP: • Collective Effort to improve4


(Levels of Granularity & Context)

What are the

ofobjectives

?education

The big question is ...

What about a Descriptive Map

of Educational Objectives?

(Individual Capacity)

(Life Roles)

OutwardLooking

InwardLooking

Gifted Earned


(Life Roles)

OutwardLooking

InwardLooking

Cognitive

Affective

Psycho-motorGifte

d Earned


BLOOM

(Life Roles)

OutwardLooking

InwardLooking

Habit

Cognitive

Affective

Psycho-motor

Conative

Socio-Communicative

Spiritual

Gifted Earned


BLOOM+

(Life Roles)

OutwardLooking

InwardLooking

Habit

Cognitive

Affective

Psycho-motor

Conative

Socio-Communicative

Spiritual

Gifted Earned


BLOOM+

(Life Roles)

eadingshipLnstructionsIundamentalsF

eachingsT

EducatorParent

Police officerPlumber

PilotProsecutor

etc.

OutwardLooking

InwardLooking

Bloom+ LIFTHuman centeredInwards

Role centeredOutwards

HabitCognitiveAffectivePsycho-motorConativeSocio-communicativeSpiritual

LeadingshipInstructionsFundamentalsTeachings

OBJECTIVES OF EDUCATION

Dimensions of the Mind

BLOOM+

DysfunctionThe DomainSpiritual

Socio-Comm.

Conative

Cognitive

Motor

Affective

Habitual

Eternal

External

Internal

Dimensions of Mental Faculties

DysfunctionThe DomainSpiritual

Socio-Comm.

Conative

Cognitive

Motor

Affective

Habitual

Carnal

Hermit

Quitter

Dunce

Paralysed

Sociopath

Addict

Internal

External

Eternal


The Being


Habitual

HabitsPatternRoutineAcquired Reflex

The Being


HeadCognitiveDomain

AssessDesignAnalyzeAbstractContrastCompareInductiveDeductiveAbductiveConcretiseExtrapolate

The Being

Habitual


JoyFearHateAngerPatienceAttractionEnthusiasm

CognitiveDomain H

eart

HeadThe Being

HabitualAffectiveDomain


ReflexControlRespondStrengthEnduranceProceduralRespond

CognitiveDomain

AffectiveDomain

Hand

Psycho-motor

Domain

Head

Heart

The Being

Habitual


Will

CognitiveDomain

AffectiveDomain

Head

Heart

Psycho-motor

Domain

Hand

ConativeDomain

The Being

Habitual


LongsufferingConcentrationDeterminationSelf-regulationTolerance of Stress

GritGutsHopeFaithTenacityCourageAttentionResilienceWillpowerPersistencePerseveranceSelf-discipline

Will

CognitiveDomain

AffectiveDomain

Head

Heart

Psycho-motor

Domain

Hand

ConativeDomain

• The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack of will.

• Mental toughness is many things and rather difficult to explain. Its qualities are sacrifice and self-denial. Also, most importantly, it is combined with a perfectly disciplined will that refuses to give in. It's a state of mind -- you could call it 'character in action’.

• The harder you work, the harder it is to surrender.

• Winning is not everything, but wanting to win is.

Habitual

Quotes by Vince Lombardi


Habit

Head

HeartW

ill

Hand

In solitude one can acquire everything, except character.

-- Stendhal

The Being

Domains: Habit Cognitive Affective Psyco-motor Conative


Listening & Expression Skills

Context and Culture

cognitive

affective

psycho-motor

conative

habituative

... intellectually

... emotionally

... with body language

... with commitment

... in your being

For example, to understand and

be understood

The Being


Habit

Head

HeartW

ill

Hand

Using the internal to succeed at the external

Domain: Socio-Communicative

accept

tolerate

support

cooperate

collaborate

}Dimensions of Mental Faculties

A life approach transcending the now.

Based on respect for all life.

Seeking peace, charity

& justice.

A commitment to Integrity,Respect, Empathy,

Adaptability, Acceptance and Considerateness


The Being

Habit

Head

HeartW

ill

Hand

Using internal & external to promote eternal

Domain: Spiritual

Domain: Socio-Communicative

(long term)

Nurturethe internalthe external

kingdom Animaliaand kingdom Plantaeand the earth withan eternal perspective.

[Self][others]

and [humanity][life]


Introducing a Descriptive Mapof the Objectives of Education

MODELTHE

A Descriptive Map?of the Objectives of Education

Teachings

Instructions

people

vs

things

MODELTHE

Teachings

MODELTHE

Instructions

people

vs

things

Goal Centered: reflected knowledge, doing

Instructor

Proof of Reflected

Problem-SolvingSkills

Expertise

NSTRUCTIONSI

"Expertise is appropriately viewed not as simple (and often short-term) matter of fact or skill acquisition, but rather as a complex construct of adaptations of mind and body, which include substantial self-monitoring and control mechanisms, to task environments in service of representative task goals and activities."

~Paul Fletovich, Michael Prietula, and Anders EricssonThe Cambridge Handbook of Expertise and Expert Performance p57

To become a master at any skill, it takes the total effort of your:heart, mind, and soul working together in tandem.”

~ Maurice Young

NSTRUCTIONSI

MODELTHE

Proof:

Reflected Problem-solving Skills

Expertise

Essence

Instructions

Reflex

Reflected

Creative & Technical Writing

Essay Development

Paragraphs Sentences

Phrases

Words

Characters

Creative & Technical Speech

Discourse Development

Paragraphs

Sentences

Phrases

Words

Sounds

Speaking Writing

Linguistic Development

NSTRUCTIONSI

MODELTHE

Proof:


A B C D

NSTRUCTIONSI

Level of Professional Ability

Proof:


MODELTHE

EACHINGST

Teachings

Instructions

people

vs

things


Instructor

Proof of Reflected


Expertise

Human Centered: principled knowledge,

doing and being TeacherEvidence of

a commitment tointegrity, virtue

and justice

Virtue & Integrity

MODELTHE

... and because we know more about time and history than any men before us, we fallaciously equate

ethical advance with scientific progressin a point-to-point relationship.”

Loren Eiseley inThe Firmament of Time p.160

EACHINGST

MODELTHE

Evidence: Principled Judgment &

Commitment to integrity, virtue & justice

A B C D

S p ir it u a l l aci syhP

alnoitaR E m o t io n al

fle

S O t h e r s

Principlesof Charityand Justice

... a transformed being

The Quest toward Sanctity

Integrity inJudgment - love

- values

- principles

- morals

EACHINGST Evidence: Principled Judgment &

Commitment to integrity, virtue & justice

MODELTHE

TNSTRUCTIONS & EACHINGSI

Teachings

Instructions

people

vs

things


Instructor

Proof of Reflected


Expertise

Human Centered: principled knowledge,

doing and being TeacherEvidence of

a commitment tointegrity, virtue

and justice

Virtue & Integrity

MODELTHE

Proof of Reflected Problem-SolvingSkills

Evidence of principled commitmentto integrity, virtueand justice

Proof of AutomaticPerformance

Teachings

Instructions

Automaticity

Fact CenteredFundamentals

Trainer

UNDAMENTALSF

MODELTHE

"Civilization advances by extendingthe number of important operations

which we can performwithout thinking about them."

Alfred WhiteheadIntroduction to Mathematics (1911)

UNDAMENTALSF

MODELTHE

Proof:Automatic Performance

"Automaticity is central to the development of expertise, and practice is the means to automaticity [...] Through the act of practice (with appropriate feedback, monitoring, etc.), the character of cognitive operations changes in a manner that (a) improves the speed of the operations, (b) improves the smoothness of the operations, and (c) reduces the cognitive demands of the operations, this releasing cognitive (e.g. attentional) resources for other (often higher) functions (e.g. planning, self-monitoring)."

Paul Fletovich, Michael Prietula, and Anders Ericsson, The Cambridge Handbook of Expertise and Expert Performance p53

UNDAMENTALSF

MODELTHE


Cognitive > Associative > AutomatedFitts and Posner (1967)

Know it by production

Know it by recognition

Conscious Able Automated

Know it by habit

Unconscious

Know it not

UNDAMENTALSF

MODELTHE


Examples of Automatic Habits

• word and sentence formation• counting and math facts • spelling• muscle memory (sport)• emergency responses• diverse facts in context

UNDAMENTALSF

MODELTHE






UNDAMENTALSF

Teachings

Instructions

Automaticity

Fact CenteredFundamentals

Trainer

MODELTHE




Evidence of a proactive vision, beinginventive with ownershipof thinking and doing

LEADINGSHIP

Teachings

Instructions

Fundamentals

Exemplification

Vision Centered

LeadingshipMentor

MODELTHE

Arthur Schopenhauer (1788 - 1860)

“Thus, the task is not so much to see what no one else has seen,

But to think what nobody yet has thought,about that which everybody sees.”

LEADINGSHIP

MODELTHE

Evidence: proactive vision, beinginventive with ownership of thinking and doing

VISIONARY

“in pursuit of excellence”

THINKER

COMMUNICATOR

INVENTOR

LEADINGSHIP

MODELTHE


Leadingship vs LeadershipAn internal leader An external leader

The example

excellence in being

A desire to emulate

The individual

results

An obligation to follow

LEADINGSHIP

Lead by

Focus on

Impact


MODELTHE

LIFT MODELTHE




Evidence of a proactive vision, beinginventive with ownershipof thinking and doing

Goal Centered

Expertise

Automaticity

Fact Centered

Human Centered

Virtue & Integrity

Instructions

Teachings

Fundamentals

LeadingshipExemplification

Vision Centered

Instructor

Teacher

Trainer

Mentor

Leadingship

Instructions

Fundamentals

Teachings

ObjectiveFocus Ideal

Evidence of a proactivevision, being inventive with ownership of thinking and doing.

Proof of Reflected Problem-Solving Skills


Evidence of judgment withprincipaled commitment to integrity, virtue and justice.

Vision Centered

Goal Centered

Human Centered

Fact Centered Automaticity

Virtue & Integrity

Exemplification

Expertise

Mentor

Teacher

Instructor

Trainer

LIFT MODELTHE

UPPORT MILIEU,SYSTEMS & INFRASTRUCTURES

Preparing the Environment for the Learner:

1. Specific to Objectives 2. Broadly to Learning & Teaching

Preparing the Learner for the Environment:

1. Mazlow’s Hierarchy2. Hope, Self-esteem, Faith in and from others, Executive Skills

UEILIM

SYSTEMS

staticdynamic

contextplace

mechanicalelectronic

social

LIFT

Bloom+

Outward

Inward






UEILIM

SYSTEMS

Tools

Environments

Supporters

LearnersFormal

Dynamic

FormalDynamic

Gemeinschaft & Gesellschaft

LIFT

Bloom+

Outward

Inward

Physical & Virtual

Things

PeoplePhysical & Virtual

staticdynamic

contextplace

mechanicalelectronic

social






UEILIM

SYSTEMS

Synchronous

Asynchronous

PhysicalThings & People

Outward

Virtual

LIFT

Inward

Things & People

Bloom+

Asynchronous

Synchronous

What is the view ofeducation through

the ages?ARISTOTLE (384-322 BC) QUINTILIAN (35-95 AD) ALSTED (1588-1638) COMENIUS (1592-1671) Bishop CREIGHTON (1593-1672) René DESCARTES (1596-1650) John LOCKE (1632-1704) Immanuel KANT (1724-1804) Johann von GOETHE (1749-1832) Jane PORTER (1776-1850) John DEWEY (1859-1952) Emma GOLDMAN (1869-1940) Albert SCHWEITZER (1875-1965) Sherwood ANDERSON (1876-1941) James Truslow ADAMS (1878-1949) Albert EINSTEIN (1879-1955) Eric HOFFER (1902-1983) Bill BEATTIE (1902-1980) Ayn RAND (1905-1982) Paulo FREIRE (1921 - 1997) Martin Luther KING Jr. (1929-1968) Carol Ann TOMLINSON (1944 - Reilly JONES (1953 -

What is education? “It is by education I learn to do by choice, what other men doby constraint of fear.”

Focus:L TIF

ARISTOTLE (384-322 BC) QUINTILIAN (35-95 AD) ALSTED (1588-1638) COMENIUS (1592-1671) Bishop CREIGHTON (1593-1672) René DESCARTES (1596-1650) John LOCKE (1632-1704) Immanuel KANT (1724-1804) Johann von GOETHE (1749-1832) Jane PORTER (1776-1850) John DEWEY (1859-1952) Emma GOLDMAN (1869-1940) Albert SCHWEITZER (1875-1965) Sherwood ANDERSON (1876-1941) James Truslow ADAMS (1878-1949) Albert EINSTEIN (1879-1955) Eric HOFFER (1902-1983) Bill BEATTIE (1902-1980) Ayn RAND (1905-1982) Paulo FREIRE (1921 - 1997) Martin Luther KING Jr. (1929-1968) Carol Ann TOMLINSON (1944 -Reilly JONES (1953 -

What is education?

Focus:L TIF


“The aim is indeed to produce a Roman wise man, one who mingles in political action, as well as in the discussions of the schools.”

“... should learn what is goodfrom all.”

“... it is not mere acquisitionof facts that is important, but the habit of logical reasoning.”

What is education?

Focus:L TIF


“...inscribe the characters of piety and humanity.”

“Ye schools, have therefore well-skilled sculptors, to model man, and remodel him as a progressive revelation of the image of God.”

What is education?

Focus:L TIF


“From infancy children are to be trained in godliness, always according to their capacity and by mild means”

“...united with the elements of all the sciences might renew the kingdom of God upon the earth.”

“... present to the child good examples of temperance, neatness, cleanliness, courtesy, and honesty.”

What is education?

Focus:L TIF


“The one real object of education is to leave a man in the condition of continually asking questions.”

What is education?

Focus:L TIF


“The end of study should be to direct the mind towards the enunciation of sound and correct judgments on all matters that come before it.”

What is education?

Focus:L TIF


“... virtue is harder to be got than knowledge of the world.”

“essentials in education ... are virtue, wisdom, breeding, learning.”

“vigor of the body, knowledge, wisdom.”

What is education?

Focus:L TIF


“That all our knowledge begins with experience there can be no doubt.

...no knowledge of ours is antecedent to experience,but begins with it..”

What is education?

Focus:L TIF


“A man who cannot command himself will always be a slave.”

What is education?

Focus:L TIF


“It depends on education to open the gates which lead to virtue or to vice, to happiness or to misery.”

What is education?

Focus:L TIF


“Education is a social process; education is growth; education is not preparation for life but is life itself.”

What is education?

Focus:L TIF


“No one has yet realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.”

What is education?

Focus:L TIF


“Ethics, too, are nothing but reverence for life. That is what gives me the fundamental principle of morality, namely, that good consists in maintaining, promoting, and enhancing life, and that destroying, injuring, and limiting life are evil.”

What is education?

Focus:L TIF


“The whole object of education is, or should be, to develop the mind. The mind should be a thing that works. It should be able to pass judgment on events as they arise, make decisions.”

What is education?

Focus:L TIF


“There are obviously two educations.

One teach us how to make a living and the other how to live.”

What is education?

Focus:L TIF


“It is essential that the student acquire an understanding of and a lively feeling for values.

He must acquire a vivid sense of the beautiful and of the morally good.

Otherwise he – with his specialized knowledge – more closely resembles a well-trained dog.”

What is education?

Focus:L TIF


“The central task of education is to implant a will and facility for learning; it should produce not learned but learning people.”

“The truly human society is a learning society, where grandparents, parents, and children are students together.”

What is education?

Focus:L TIF


“The aim of education should be to teach us rather how to think, than what to think — rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.”

What is education?

Focus:L TIF


“The only purpose of education is to teach a student how to live his life — by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past-and he has to be equipped to acquire further knowledge by his own effort.”

What is education?

Focus:L TIF


“Problem-posing education affirms men and women as beings in the process of becoming.”

What is education?

Focus:L TIF


“Education has a two-fold function to perform in the life of man and in society: the one is utility and the other is culture”

What is education?

Focus:L TIF


“The central job of schools is to maximize the capacity of each student.”

What is education?

Focus:L TIF


“The purpose of education is the preservation and enhancement of knowledge and the development of character within our given form of society which will best prepare the individual for the conditions of extreme novelty the near future is bringing.”

Synopsis: Some

Thoughts on Education through Time

HUMAN CENTERED

PROBLEM-SOLVING

• Values, morally good, otherwise well-trained dog

• To continually ask questions

• Maximize the capacity of each student

• Function of utility and culture

• Do the right by choice

• Virtue, wisdom, breeding, learning

• To command oneself• First experience, then knowledge

• Ethics to promote and enhance life

• Education is to make a living and how to live• Develop the mind, judgment, thinking

• To teach us how to think

• Develop knowledge and character to prepare for future novelty

• Learn how to think and acquire knowledge by own effort

• Develop a will to perpetually learn

• To unlock internal wealth of kindness and generosity

• Education leads to either virtue or vice

• Well adapted, value the good, logical reasoning

• Godliness, piety, humanity• Correct judgments

CAPACITY DEVELOPMENT

HumanCentered

ObjectiveCentered

Automated

Reflected

Charity

Justice

Knowing

Doing

Inwards

Outwards

Binary

Analog

Leadingship

Leadership

Gemeinschaft

Gesellschaft

PushPull

ChronicAcute

what is the value of a map?€¦ · dimensions of the mind bloom+. the domaindysfunction spiritual...

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