Alcuglobal education

21st CENTURY EDUCATION:DEVELOPING GLOBAL MINDS

Prof. Cecilia B. Manikan

FIVE MINDS FOR THE FUTURE (Gardner, 2008)

The Ethical Mind (Universal Values)

The Disciplined Mind (Domain

Mastery)

Revised Bloom’s Taxonomy

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

21st CENTURY MODEL OF GLOBAL & INNOVATIVE MIND: STEVE JOBS

Logical Factual Critical

TechnicalAnalytical

StructuredSequentialOrganized

DetailedPlanned

VisualHolisticIntuitiveInnovativeImaginative

InterpersonalKinestheticEmotionalSensoryFeeling

SCIENCE /TECHNOLOGY + ART (INTUITION/IMAGINATION)

EXPERIMENTATION + USER-FRIENDLY

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

Change Elements that Impact Education

Changing world requires lifestyle changes (worldviews, markets, communication)

New Knowledge and New Functional requirements in the workplace

I. IMPACT OF TECHNOLOGY

Technology is changing the Educational scenario!

How do we bridge the digital divide?

Growth in non-traditional markets

Education can be availed outside the walls of traditional campuses

Consider how the following affect your school delivery system:

Information is everywhere for everyone

Knowledge is just a mouse click away

Connectivity

Education should prepare students as citizens of a global community

Technology will continue to revolutionize education…

how well are you meeting its demands?

21st Century Educational Leadership Model

EXTERNAL ENVIRONMENT GLOBAL TRENDS/FUNCTIONAL REQ.

IMPACT ON VMO

Curriculum

Design andDevelopment

Leaning Experiences and Materials

Human Resource

Philosophy

V-M-O

Evaluation

Skills & Competencies, Values & Attitudes

Training/CapabilityBuilding

InstructionalSupervision

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

FOR EDUCATION TO BE TRULY RELEVANT AND EFFECTIVE, SCHOOL SYSTEMS MUST CONTEND WITH THE FOLLOWING:

TRANSFORMATIVE INNOVATIONS ARE REQUIRED IN THE FOLLOWING:

Curriculum/ Curriculum Design

Methods and Learning Materials

Learning Spaces

Systems and Processes

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?

Hongkong’s Integrated EDUCATIONAL POSITIONING

HK University of Science

and Technology

HK Polytechni

c University

HK Teachers’ Academy

Chinese University

of HK

STRONG, BASIC EDUCATION IN MATH, SCIENCE, TECHNOLOGY, ARTS

HOW DO WE DEVELOP GLOBAL MINDS?

The Ethical Mind (Universal Values)

The Disciplined Mind (Domain

Mastery)

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)

WHOLE-BRAIN FACULTY CAPABILITIY BUILDING

SELF-MASTERY THROUGH WHOLE-BRAIN DEVELOPMENT

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.

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

The HBDI developed by Hermann yielded a brain dominance profile

Logical Factual Critical

TechnicalAnalytical

Quantitative

ConservativeStructure

SequentialOrganized

DetailedPlanned

VisualHolisticIntuitiveInnovativeConceptualImaginative

InterpersonalKinestheticEmotionalSpiritualSensoryFeeling

Whole-Brain Objectives7 Self-Mastery Skills

• Learning To Think• Learning to Do• Learning to Feel• Learning to

Communicate• Learning to Intuit• Learning to Lead• Learning to Be

IQ

IQ2

EQ

AQ

SQ

APPLICATION:

ACADEMICS

SPIRITUAL FORMATION

SOCIAL RESPONSIBILITY

THE 7 SELF-MASTERY SKILLS & 5Q’s WITHIN THE QUADRANTS

A

B C

D

LEARNING TO THINK (logically)

LEARNING TO COMMUNICATE

LEARNING TO DO LEARNING TO FEEL

LEARNING TO INTUIT

LEARNING TO THINK (creatively)

LEARNING TO LEAD

LEARNING TO BE

Analytical Holistic

Sequential Emotional

IQ IQ2

EQ

AQ & SQ

WHOLE-BRAIN APPROACH APPLIED TO

BASIC EDUCATION

Grade 3 - Basic Concepts of Fractions and Decimals

End States THINK DO FEEL COMMUNICATE

INTUIT LEAD BE

Academical-ly excellent (VERITAS)

Master concepts of fractions and decimals

Apply basic concepts of fractions and decimals in real life situations

Appreciate the importance of accuracy as expressed in fractions and decimals

Express ideas as they relate to wholes and fractions

Able to estimate simple quantitative values based on fractions & decimals

Encourage others to participate in math games involving fractions and decimals

Precise and accurate learner

Morally Upright (UNITAS)

Understand that each one is a fraction of God’s creation. Each one is part of the whole

Perform one’s role as part of God’s family

Embrace and value diversity as means to wholeness and unity

Express the idea that one cannot be whole without God and neighbor

Reflect how each one completes the whole

Recognize giftedness in everyone

A humble part of the whole but a gift to everyone

Socially responsible (CARITAS)

Under-standing one’s role in the community

Perform one’s task as member of family, school, and community

Promote love and respect of neighbors

Express the need for working and helping one another

Regard a community where everyone feels a sense of belongingness

Promote unity through cooperation and collaboration

Young person for others

Whole-Brain Goals of CATHOLIC EDUCATION

A

B C

D

CHRIST- CENTERED

ACADMICALLY EXCELLENT

SOCIALLY RESPONSIBLE

Analytical Holistic

Sequential Emotional

ACADEMIC MASTERY

SERVICE TO LOCAL CHURCH & COMMUNITY

CHRISTIAN FORMATION

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

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 schools3) Intra-school awards, honors, and recognition4) Meaningful social service and environmental

consciousness5) Christ-centered,global outlook6) Creative, Innovative, Life-long learners



For Academic & Non-Academic Staff

1) Low turn-over rate2) Highly motivated, loyal, and dedicated3) High level of professional competencies4) Creative, innovative, progressive thinkers



FOR THE SCHOOL

Good reputation Increase in enrolment Greater support from parents and

community Awards, Citations, and Recognition

Research Findings on

SUPERIOR TEACHING

SET A TEACHERS

SET C MASTER TEACHERS

SET B STUDENTS

Outstanding Academic (O.A.) (Qualities and Dimensions of Great Teachers & Great Teaching)

Developmental Patterns & Influences of Outstanding Academics

EMERGENT CATEGORIES(SETS A, B, C)

MAJOR CATEGORIES: Purpose Practice Personhood

“ BEYONDTEACHING:

The Theory of

Becoming an

Outstanding

Academic in

Philippine

Tertiary

Education

CORE CATEGORY:Becoming an Outstanding Academic

ABSTRACT

OUTSTANDING ACADEMIC

DEVELOPING POTENTIAL

• Recognizes and nurtures talents

• Symbolizes hope for better future

• Inculcate Professional Values and Character

• Teacher as model and agent of transformation

HAVING EFFECTIVE, CREATIVE, INNOVATIVE METHODS

• Mastery of Different Teaching/ Learning Styles

• Innovative and Adaptive methods

PROFESSIONALLY COMPETENT

• Subject Mastery and Functional Expertise

• Practitoner-Orientation• Subject Relevance &

Theoretical Application

LEARNER-CENTEREDNESS • Love and concern for

learners• Motivating students

towards high achievement

• Reaching out and making meaningful connection

• Motivates and elevates students’ capacity for learning

•

PERSONAL ATTRIBUTES

• Presence• Commitment and

Professionalism• Humanistic Qualities• Character and Integrity • Life-long Learning Skills• Emotional Intelligence• Humor

SET A Coding Results - TEACHERS’ CONCEPTIONS OF THE QUALITIES & DIMENSIONS OF AN OUTSTANDING ACADEMIC

GREAT TEACHERS

Having PASSION & ABILITY TO INSPIRE

• Emotional Arousal & high student engagement

• Innate love for subject matter

• Drives student performance and achievement

• Cause for Emulation• Depth & Originality of

Ideas

ELEVATION OF THINKING

• Teaching as Science• Hones analytical and

critical thinking• Develops reflective,

critical and transformative thinking

• Sets high standards and expectations

• Mastery of the Art of Questioning

Having EXCELLENT 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 instruction

•

PERSONAL ATTRIBUTES

• Compelling Personality

• Sense of humor• Originality and

uniqueness

SET B ResultsSTUDENTS’ CONCEPTIONS OF GREAT TEACHING/GREAT TEACHERS

DEVELOPING POTENTIAL

• Teaching as Spirituality

• Nurturer of talents• Development of

values and character• Influence in Career

Choice &Development• Drives student

performance & achievement

Having EFFECTIVE, CREATIVE, INNOVATIVE METHODS• Teaching as Art • Creates own tools

and methods for better student understanding

• Nurtures student creativity and encourages originality

Shared with Teachers

HAVING A PERSONAL PHILOSOPHY OF LEARNING

• Purpose, Role, and Meaning Awareness

• Development of Potential (Taking responsibility and accountability for student learning)

OUTSTANDING

ACADEMIC

SET C Coding Results - Master Teachers Conceptions of Being an Outstanding Academic

MAKING SUBJECT MATTER ALIVE & INTERESTING

• Passion/Ability to inspire

• Creative, Innovative Methods and Approaches

• Transformative teaching/learning processes

• Diagnostic Thinking & Effective Communication Skills

• Knowledge and Mastery of Pedagogical Styles and Methods

PROMOTING A CULTURE OF EXCELLENCE

• Teaching as SCIENCE• Total Mind Development• Rigorous Standards & Evaluation• Development of lifelong • learning skills• Practitioner-Orientation• Coaching and Mentoring• Valuing individuality,

uniqueness, and originality• Teacher as Life-long learner

PROFESSIONAL VALUES & CHARACTER

• Professional commitment and discipline

• Ethical Behavior;Honesty, Justice & Fairness

LEARNER- CENTEREDNESS

• Empathy for students

• Knowing, Understanding, Connecting, and Adapting to students’ learning needs

Shared with StudentsShared with Teachers

TEACHERS

• Professional Competence

• Learner-Centeredness

• Personal Attributes(Positive Presence, Professional, Dedicated, Committed, Humanistic High EQ, Lifelong learner)

STUDENTS• Passion & Ability to Inspire

• Excellent Communication Skills

• Elevates Thinking

• Personal AttributesCompelling Personality,

Originality/Uniqueness, Depth )

• Developing Potential

• Having Effective, Creative and Innovative Methods

• Personal Attributes (Presence &Humor)

Diagram Contrasting Categories between Teachers and Students

MASTER TEACHERS

-Development of Potential

- Learner- Centeredness

- Effective, Creative, Innovative Methods (with Practitioner Orientation)

- Values (Commitment and Discipline)

TEACHERS

• Professional Competence

• Personal Values(Humanistic, Positive Presence, Sense of Humor, High EQ)

•Philosophy of Learning

(Taking accountability & responsibility for student learning)

•Making Subject Matter Alive and Interesting

(Passion/Inspiration)

•Promoting a Culture of

Excellence

•Professional Values &

Depth of Character - Honest, Fair, Ethical - Original, Insightful, Witty

Comparative Presentation of Master Teachers and Teachers’ Categories (Maximization of Similarities and Differences)

MASTER TEACHERS MASTER TEACHERS • Development of

Potential • Making Subject

Matter Alive and Interesting:

• Effective, Creative, Innovative Methods

• Passion• Ability to Inspire• Excellent

Communication Skills

• Promoting a Culture of

Excellence (Teaching Thinking)

STUDENTS

• Personal Attributes

(Compelling, Depth of Character, Uniqueness, Originality, Humor, Good looks)

• Philosophy of Learning


• ProfessionalValues (Honest,Fair, Ethical,Committed, Disciplined)

. Comparison of Categories between Master Teacher and Students (Maximization of Similarities & Differences)

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

LEVEL II – INTERMEDIATE CATEGORICAL UNIFORMITIES IN SETS A, B, C*Maximizing Similarities = Conceptual Uniformities

LEVE III – MASTER TEACHING(DIFFERENTIAL CATEGORIES OF MASTER TEACHERS + SUBSUMED CATEGORIES OF

STUDENTS)*Minimizing Differences = Standards for Superior Teaching

Learning Gaps

Differential Categories for Superior Teaching

Add’l category for superior teaching

• Personal Philosophy of Learning (Taking responsibility & accountability for student learning; Upholding student rights & interests)

• Promoting a Culture of Excellence

• Making Subject Matter Alive and Interesting (Passion/Inspiration, Excellent Communication)

• Values & Character(Ethical Behavior, Protecting student rights & interest, Wit, Originality, Depth of Character)

• Personal Philosophy of Learning (Taking responsibility & accountability for student learning; Upholding student rights & interests)

• Promoting a Culture of Excellence

• Making Subject Matter Alive and Interesting (Passion/Inspiration, Excellent Communication)

• Values & Character(Ethical Behavior, Protecting student rights & interest, Wit, Originality, Depth of Character)

• Development of Potential


• Effective, Creative, Innovative Methods

(with Practitioner-Orientation)

• Professional Values

Commitment and Discipline

• Subject Mastery/ Professional Competence

• Diagnostic Thinking & Good Communication

Skills

• Personal Qualities (Humanistic, Positive Presence, Sense of Humor)CONTINUUM OF TRAINING AND DEVELOPMENT AS DICTATED BY THE CATEGORIES OF NEXT HIGHER LEVELCONTINUUM OF TRAINING AND DEVELOPMENT AS DICTATED BY THE CATEGORIES OF NEXT HIGHER LEVEL

LEVEL III – MASTER TEACHING

LEVEL II INTEMEDIATE

LEVEL IBASIC GOOD TEACHING

Figure 10 . Categories of Teaching at Various Levels of Proficiency

DEVELOPMENTAL PATTERNS & INFLUENCES OF MASTER TEACHERS

VERIFICATION SURVEY ON THE DEVELOPMENT OF CATEGORIES FOR SUPERIOR TEACHING

CATEGORIES SUB-CATEGORIES MEMOSA. Career Level

1) Continuous Training and Development

2) Innovation and Creation of New Knowledge

3) Academic Leadership and Community Service

- Highest academic degree in the field

- Continuing Education and Professional Training

- Research and Publication- Innovation- Honing Pedagogical skills- Career Pathing in the Academe

Some teachers become outstanding through in-depth field specialization, establishing academic authority and leadership in their particular fields.Great teachers are life-long learners who continually develop the capacities of the self and contribute new knowledge through research and educational innovation.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 Adulthood)

1) Natural Interest and Love for Learning

2) Early training and development in Language

3) Creative giftedness4) Honing of Thinking Skills5) Campus and Academic

Leadership

- Children’s Classics- Encyclopedia - Stories- Literary Contests- Dramatic Arts- Academic Achievement- Campus Politics

As children, great teachers love learning, are avid readers, and have strong interest in the humanities. Creative & Resourceful. School training in oral communication through language clubs and dramatic arts develop confidence and facility of language.Academic and campus leadership contribute in shaping the dynamic personalities of future great teachers.

Table 7. SURVEY RESULTS – DEVELOPMENTAL PATTERNS & INFLUENCES OF MASTERS Summary of Categories, Sub-Categories, and Memos on the Development of Qualities for Great Teaching

I. Childhood Patterns and

Influences- Natural Interest

and Love for Learning

(Avid Reading, Natural Curiosity, Storytelling,

Interest in Natural Science)

- Early development of Language Skills

-Creative Giftedness

II. Adolescence and Young Adulthood

-Honing of Thinking Skills

-Development of Communication

Skills- Campus and

Academic Leadership

III. Career Level

-Continuous Training and Development

-Innovation and Creation of New

Knowledge- Academic

Leadership and Community

Service

Figure 11. Developmental Patterns & Influences of Outstanding Academics

Selective coding

Sorting of Memos and Putting it all Together

• Development of Potential• Personal Philosophy of Learning (Responsibility & Accountability for Student Learning

• Development of Potential• Personal Philosophy of Learning (Responsibility & Accountability for Student Learning

•Promoting a culture of Excellence

•Making subject matter alive and interesting

• Learner-centeredness

•Promoting a culture of Excellence

•Making subject matter alive and interesting

• Learner-centeredness

• Professional/personal Attributes, Values Competence (Committed, Disciplined, Ethical Interesting, Witty, Compelling)

• Professional/personal Attributes, Values Competence (Committed, Disciplined, Ethical Interesting, Witty, Compelling)

Figure 12. SELECTIVE CODING PROCESS

Cultivating a deep sense of

PURPOSE

Engagement in Effective,

Meaningful, Professional

PRACTICE

Evolving a high sense of

PERSONHOOD

SORTING OF ACCOMPANYING

MEMOS:

1. Teaching as a sacred mission to cultivate full human potential.

2. Teaching as Science (body and system of knowledge), Art ( Creative, innovative methods & approaches), & Spirituality (meaningful, transformative inner processes).

3. Teacher as interesting, inspiring role model, mentor, and facilitator of great learning.

Emergent Categories Major Categories

Cultivating a deep sense of PURPOSE

• Human Advancement to Full Potential

• Personal Philosophy of Learning• Taking responsibility and

accountability for student learning

Cultivating a deep sense of PURPOSE


• Personal Philosophy of Learning• Taking responsibility and

accountability for student learning

Engagement in Effective, Meaningful, Professional Teaching PRACTICE • Teaching as Science, Art, and Spirituality• Learner-Centeredness• Creating a Culture of

Excellence• Making subject matter alive and interesting

OUTSTANDING ACADEMIC

Evolving a High sense of PERSONHOOD

• Professional Values/ Competence

• Committed, Disciplined, • Ethical• Interesting & Compelling

GREAT TEACHER

MENTORROLEMODEL

Figure 13. Framework for the Process of Becoming an Outstanding Academic anchored on Purpose, Process, and Personhood

Figure 14. DEVELOPING THE STORYLINE of EMERGENT THEORY “BEYOND TEACHING”

BECOMING AN OUTSTANDING ACADEMIC(CORE CATEGORY)

Major CategoryCULTIVATING A DEEP SENSE OF PURPOSE

“THE MENTOR”

Major CategoryENGAGEMENT IN EFFECTIVE,

MEANINGFUL, PROFESSIONAL TEACHING

PRACTICE“THE GREAT TEACHER“

Major CategoryEVOLVING A HIGH

SENSE OF PERSONHOOD

“THE ROLE MODEL”

• Professional Values/ Competence

• Committed & Disciplined

• Honest, Just, Fair, Ethical

• Interesting & Compelling

• Teaching as Science, Art, and Spirituality

• Learner-Centeredness• Creating a Culture of

Excellence• Making Subject Matter

Alive and Interesting


• Personal Philosophy of Learning

• Taking Responsibility & Accountability for Student Learning

DEVELOPMENTAL PATTERNS & INFLUENCES OF OUTSTANDING TEACHERS

FORMULATING THE THE EMERGENT THEORY

“Beyond Teaching”

Beyond teaching, becoming an outstanding academic is responding to a sense of higher 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.

(Con’t.)

Becoming an outstanding academic suggests a developmental process way before one becomes a 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.

“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!”

Excerpts from interview of a Master Teacher that embody the propositions of Purpose, Personhood, and Practice in the emergent theory “Beyond Teaching:

Implications for Philippine Higher Education

1) Curricular review and reforms in teacher education.

2) Professional in-service training at various levels of teaching proficiency.

3) Admissions criteria for entry level teachers.

4) Evaluation standards for assessing teacher performance and teaching quality

The findings of the study offer fresh insights into the development of the following aspects of education:

INTEGRATING ARTS IN THE CURRICULUM

How do we develop such minds?

How do schools prepare students for the global workplace?

LogicalFactualCriticalTechnicalAnalyticalQuantitative

VisualHolisticIntuitiveInnovativeConceptualImaginative

ConservativeStructuredSequentialOrganized

DetailedPlanned

InterpersonalKinestheticEmotionalSpiritualSensoryFeeling

A

B C

D

ART IS A WHOLE-BRAIN PROCESS

CREATIVE IDEA

CREATIVE EXPRESSION

FORM, STYLE

STRUCTURE

MASTERY OF

TECHNIQUE

TOTAL IMPACT

DESIRED

INTERPRETA

TION

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


DEVELOPMENT OF SKILLS & COMPETENCIES 1) development of multi-sensory learning

2) harness elements of effective problem solving through the development of:

• SENSITIVITY

• EMPATHY

• CONNECTEDNESS • COMPASSION

(INNER REFLECTION, EXPANDED AWARENESS, HEIGHTENED ALERTNESS

READY INTEGRATION OF SIMULTANEOUS INPUTS

ABSTRACTION OF VALUES ANDPRINCIPLES)


DEVELOPMENT OF VALUES & ATTITUDES

development and appreciation of universal core values through self-mastery

and connectedness with the deeper self, others and the world

ART AS A LEARNING PROCESS

FORM: TOTAL EXPERIENCE CONCEPT

VERBAL, VISUAL / SPATIAL, MOVEMENT, MUSICAL / RHYTHMIC(POETRY) (PAINTING) (DANCE) (MUSIC)

RESPONSIBILITY:

TO READILY INTEGRATE SIMULTANEOUS INPUTS AND CREATE TOTAL EFFECT

HOLISTIC & RELATIONAL

FUNCTION:

Educational Research Findings: ART IS A PRIMARY COMPONENT OF SUPERIOR TEACHING!

IMPACT OF ARTS ON STUDENT LEARNING & DEVELOPMENT:

INTUITIVE INSIGHT

REFLECTIVE JUDGMENT

CREATIVE IMAGINATION

AESTHETIC SENSIBILITIES

Logical

Factual

Critical

Technical

Analytical

Quantitative

Visual

Holistic

Innovative

ConceptualIntuitive

Imaginative

ConservativeStructuredSequentialOrganizedDetailedPlanned

Interpersonal

KinestheticEmotionalSpiritualSensoryFeeling

A

B C

D

LEARNING VALUES DERIVED FROM ART

LOGICCRITICAL THINKINGGENRE, FORM, STYLE, STRUCTURE

FACTS/ DETAILSDISCIPLINE/TECHNIQUE TRAINING

POSSIBILITIES

INTEGRATION/ TOTAL PICTURE

PEOPLESENSITIVITY/INNER REFLECTION, INNER AWARENESS

CONNECTIVITYCOLLABORATION, GROUP WORK

CREATIVE/INNOVATIVE THINKING

ORIGINALITY STYLE/ INTERPRETATION

The Ethical Mind (Universal

Values)

The Synthesizing

Mind (Systemic)

The Disciplined

Mind (Domain Mastery)

WHERE’S THE FIT?

(UNDERSTANDING THE SPIRIT & NEEDS OF THE TIME) + (SUPERIOR TEACHING) + (ARTS IN THE CURRICULUM) = 21ST CENTURY GLOBAL TEACHING AND LEARNING

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

Adams