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Ecologizing education means to adopt a relational view in teaching.
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ECOLOGIZE EDUCATION
PART I RELATIONAL TEACHING APPROACH
Rudy VandammePh.D student Tilburg University (EU)[email protected]
For teachers
• Ecology
• Liberating pedagogy
• Application in Training Teachers
• Knowledge creation in higher professional education
Content
How can we translate an ecological worldview into a teaching approach?
By learning to think, act and communicate relationally.
All trained competencies are about ‘how do I/how do you relate to...?’
is not about adding a green topic into a curriculum.
It is about understanding that everything is connected with everything. You are interdependent with your environment. Your subject-matter is intertwined with the world by its worldview.
Ecology
So...
Not teacher centered
Not knowledge centered
Not student centered
But relationship framed
So...
ECOLOGIZE education
Education is a context in which relationships are intentionally interacting upon each other in order to stimulate learning and development for all participants.
FIVE LEVELS ECOLOGIZE TEACHING
I present a 5-level model of relational teaching approach
Each level represents competencies in how you, teacher, can be part of a relational network.
Communicate about all relationships in which you and your students are nested!
Level 1: triangulate your communications
Teacher communicate his relationship with the subject-matter
Teacher collaborate with students
Teacher coaches the relationship between students and subject-matter
Collaboration
Students
Teacher
Inspiration
Lear
nin
g
Subject-matter/knowledge
Knowledge
Teacher is transmitter
By contrast: oppositional (instead of triangular)
Students are receivers
Knowledge
Students
Teacher is coach
By contrast: teaching without voice
11
Subject
Selfdirectedlearning
Teacher as facilitator
Subgroup
Subgroup
Subject
Subject
Subje
ct
Subject
By contrast: teacher without voice
Colloborative learningamongst students
Relational questions, level 1
Do you express your personal passion and negotiations with your subject-matter to students?
What common project do you have with your students?
Is how students feel and think about the subject-matter brought into communication? Are students been coached in how the subject-matter affects their personal development?
How do you communicate that you are learning as well?
How is the subject-matter present? What is your unique voice?What do students bring in?
Level 2: integrating multiplicity(Hubert Hermans: dialogical self)
Each participant is a multiple self !
The multiplicity of each participant makes the learning community more alive.
Student roleI as curiousI as naiveI as criticalI as I am
Teacher roleI as expertI as facilitator I as coachI as researcherI as I am
I as factual/ I as perspectiveI as incarnated ideaI as historical rooted I as related to someones biographyI as developmentalLearning
communitycircle
Knowledge
Relational questions, level 2
• Are you showing monolithic ‘teacher’ behaviour or a repertoire of different positions?
• Are distinct I-positions recognised by the students?
• Is ‘knowledge’ differentiated or put into the circle as truth?
• Are students accepted in their multiplicity?
• Is the multiplicity of the teacher fit for its purpose?
e.g. If you like to co-create, you need to activate a not knowing position.
Training Teachers with I-positions, level 1 & 2
I as program designer
I as classroom manager
I as cocreator
12
8
I as FacilitatorI as coach
4
5
7
I as expert
I as researcher
Students
3
I as I am
I as student6
Relational thinking, level 3: integrating extended self(Hubert Hermans: dialogical self)
The dialogicality of all participants creates a complex field of interactions that enhance the possibility of development and creativity.
Student roleMy friendsMy teacherMy life world
Teacher roleMy studentsMy husbandMy childMy university
My costumersMy contextMy studentsMy media
Learning communitycircle
Knowledge
Relational questions, level 3
• How is the other (student/teacher/knowledge) represented as an external position in my dialogical self?
• What is the constellation of the different positions in the extended self related to each other?
• How is learning, researching and the unknown represented in the state of the teacher?
Relational thinking, level 4: integrating external relationships
The external relationships helps the learning to be embedded in context.
Student
Teacher
Learning communitycircle
KnowledgeAcademic community
Partner
Hobby
Childen
Friends
Parents
School
Colleagues
Student job
Parents
Siblings
Hobby
Lover
Friends
Placement
Manuals
Universities
Internet community
(Ken Gergen)
Relational questions, level 4
How are all relationships brought into the circle?
Home life of students
Peer relationship, classroom relationships
Home life of teacher
Relationship of teacher with the school
Relationship of teacher with his professional community
Relational thinking, level 5: contextual, holarchy
Teacher, students, knowledge and their relationships are ‘nested’ in the development of the larger whole, e.g. the society (e.g.powerrelations, cultural patterns, educational reform, professional identity), development of human civilization, global issues (e.g. Peak oil, financial crisis, migrations, ecology, climate change).
Student
Teacher
Learning communitycircle
KnowledgeAcademic community
Partner
Hobby
Childen
Friends
Parents
School
Colleages
Student job
Parents
Siblings
Hobby
Loved one
Friends
Internship
Manuals
Researchers
Internet community
(Ken Wilber)
Relational questions, level 5
•In what bigger context is the education embedded?
•What role does education play in that context?
•How is the way education is constructed a contribution to the development of societal, ecological and global challenges?
Ecologize : model of nested education
Professional community
Society/Culture/Global
Local community
Students
Teacher
By contrast
Bronfenbrenner, U. (1979) The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
In those days in pedagogy the child/student was put in the centre.
Not completely isolated, but still isolated in the centre.
Ecologize education
= teacher + student in the centre of a nested system