John Pearce - Leading and Learning for Interdependence 9.2.10

8/14/2019 John Pearce - Leading and Learning for Interdependence 9.2.10

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John Pearce 2010

Leading and learning for

interdependence

notindependence

A presentation especially for Project Transformation 6th February 2010 . .2 10


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A few words on the curriculum

I did not talk in detail about possibilities within the new curriculumbecause it is now so flexible, with great potential. IFor detail go to:

www.qcda.org.uk

NB: The curriculum is now defined as the total experiences a youngster has inschool (not the subjects, or the timetable and so, there is no such thing asextra-curricular activities).

NB: The new secondary curriculum includes some great statutory work..Scan the Citizenship, Personal, Social and Health Education (PSHEE) sectionsand the Personal Learning and Thinking Skills (PLTS). Youll see there is muchto support Project Transformation also skim the DIMENSIONS. It is goodstuff.. GlobalisationSustainability etc etc.

NB: the AIMS and VALUES behind the statutory and some recent learning fromour work with Local Authorities implementing the New Secondary Curriculumand about to implement the New Primary Curriculum.

so just one slide!


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he statutory aims of the New Secondary.urriculum uccessful learners ,who enjoy learning

make progress and achieve onfident individuals who are able to live

,safe healthy and fulfilling lives esponsible citizens who make a positive

.contribution to society

h o u g h t s f r om w o r k w it h L o ca l A u t h o ri t i e s :h e n e w c u r ri cu l u m i s a b o u t a is in g s ta nd ar ds a n d e co gn is in g w id er a ch ie vem en ts

hat do we want to achieve?

Thechallen

ge..topre

parenotjus

tmost

butallchild

rentomake

successeso

f

theirlive

sanddeve

lopthebroa

derskills,

knowledgeandu

nderstandin

gtheyneed

forthefutu

reWhite

paperDCS

F2009


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2 Visions, or approaches, to leading andlearning

+

3 Fs ( functionality, philosophy & fulfilment )=

5 Outcomes

OK enough about the curriculum- this session is about


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Every Child Matters 2003 - The Children Act 2004Every Child Matters 2003 - The Children Act 2004

he 5outcomeseing Healthy

enjoying good physicaland mental healthand living healthy lives

SS aying Safebeing protected fromharm and neglect njoying and

Achievinggetting the most out of

life and developing theskills for adulthood

aking a P sitivecontributionbeing involved with thecommunity and society and notengaging in anti social oroffending behaviour

E onomic well beingnot being prevented by economicdisadvantage from achievingtheir full life

H A P EH A P E


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Where do you want to be?How m

ight you get there?Hav

e you got there

In education and elsewhere we typically have processeslike this to plan what we do.

Whereare you

now?

Vision

Action Measure

Planning, Coaching, Self-Evaluating, Performance Management etc


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PLANE PLAN

DO

REVIEWREVIEW

DO

I M P A C T ?M P A C T ?

EV IDENCE?V IDENCE?

and we use a range of similar models


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Where do you want to be?

How might you get there?

Have you got there?

Which is really this.

Whereare you

now?


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G

OW

and is also this

R

Goal, current Reality, Options and Will (coaching model) J Whitmore Coaching for Performance2009


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Nothing said

Nothing happens

Told you so!

Theresno

point

sayinganything

J S Pearce 1993

and even this.The Cycle of Apathy


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So, simple conceptsSo, simple concepts

sometimes get oversometimes get overcomplicated.complicated.


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aborateandfindco

mmon,simplerways

tode

elackofperceivedti

meforteachersan

dlea

What follows is my way of making sense o


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FUNCTIONALITY

22 VisionsVisions(approaches)(approaches)

to leading and learningto leading and learningMORAL

PUR

POSE

NB these visions are complementary and notcompeting - they are not separate or exclusive

It is as though we have lost a holistic vision for educationhence Project Transformation and similar movements


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VisionVision 11: Functionality: Functionality

FUNCTIONALITY

Skills.Skills.

KnowledgeKnowledgeUnderstandingUnderstanding

(mainly)(mainly)

learninglearningwhatwhatand how to do itand how to do it


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FUNCTIONALITY

3 Rs

LiteracyNu

mera

cySpeakingO

perat

ingConstructing

Listening

To what purpose?

Geography

HistoryPE

ETC ETC

!

S T A N D A R D S

PLTSENQ

UIRE

TEAMWORKPAR

TICIPATE

SELF-MANAGE

REFLE

CT

THINKCREATIVELY


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It is as though some have lost their moral purpose


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Values

Beliefs?

Moral Purpose?

Visionfor education

Functioning can sometimes lack purposeSo what informs our vision other than functionality?


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ValuesBeliefs

Moral Purpose

Others know functioning is enhanced by amoral purpose So what informs this for you?

Visionfor society


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VisionVision 22: Moral purpose: Moral purpose

M

ORAL

P URPOSE

Skills.Skills.KnowledgeKnowledgeUnderstandingUnderstanding

(mainly)(mainly)

learninglearningwhywhy and how to liveand how to livebased on values? Whose? Good or bad?based on values? Whose? Good or bad?

philosophy ethics - religionphilosophy ethics - religion


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DependencDependencee

In d e p e n d e n cn d e p e n d e n ce

In te rd e p e n d e nn te rd e p e n d e ncee

Needs to be looked after by another

Able (and willing) to look after himself/herself

Able (and willing) to look after others

John Pearce 2001

My thoughts were once that there is a journey..

The red line is a borderline to a new (and better?


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Global Flux

Functional Flow

Growth and Cause Oriented

Materialistically Oriented

System Oriented

Aggression Oriented

Tribal Oriented

Survival Oriented

The Evolution of Values - Clare Graves System


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Post ConventionalSocial Contract and Individual Right

Universal Principles

ConventionalGood Interpersonal Relationships

Social Order

Pre ConventionalObedience and Punishment Orientation

Individualism and Exchange

Kohlbergs stages of moral development


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Vulnerable dependenceVulnerable dependence

a fe in d e p e n d e n cea fe in d e p e n d e n ce

a fea fein te rd e p e n d e n cen te rd e p e n d e n ceV u ln e ra b le in te rd e p e n d e n ceV u ln e ra b le in te rd e p e n d e n ce

V u ln e ra b le in d e p e n d e n ceV u ln e ra b le in d e p e n d e n ce

a fe d e p e n d e n cea fe d e p e n d e n ce

ln e ra b le iso la tio nln e ra b le iso la tio nJohn Pearce 2010.. Ongoing

(not even(not even nearnearthe ladderthe ladder))

And so I updated my original..(see explanation on notes page)


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Maslow and others.. many others too Maslow and others.. many others too


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VisionVision 22: Moral Purpose: Moral Purpose

MORA

L

PURP

OSE

CARE

RESPECT

VALUES

CITIZE

NSHIP

PHILOSPOHYETHICS

PA ST OR AL C AR E

And so we should also have amoral purpose in our vision foreducation and this includes suchthings as.

SocialEducationReligious

EducationALTRUISM


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F ti lit + M l P F lfil tF nctionalit + Moral P rpose F lfilment ??


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Functionality + Moral Purpose = FulfilmentFunctionality + Moral Purpose = Fulfilment ??

MORAL

PUR

POSE

FUNCTIONALITY

incapable

altruistic

Capableegocentric

Capable

Altruistic

L ea di

n gle a r

ni n gf o r

i nter de p

e n den ce

unableegocentric


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MORAL

P

URPOSE

FUNCTIONALITY

incapable

altruistic

Capableegocentric

CapableAltruistic

unableegocentric

Vulnerable

Isolated

Borders and barriers on this journey..Borders and barriers on this journey..


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MORALP

UR

POSE

FUNCTIONALITY

independent

Capable

Altruistic

interdependent

ethnocentric

World centric

Vulnerable

Isolated

Borders and barriers on this journey..Borders and barriers on this journey..


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Playing with the model 1Playing with the model 1

MORAL

PUR

POSE

FUNCTIONALITY

Skilledperative

p h i l o s o p h err e c l u s e

aesthete

a th le t e

te rro ristph il a nde rer

saint

Bankero od st ude nt( )poor citizen

o odci t iz e no orst ud en t

I n d e p e n d e nte a r n in g

I n t e r d e p e n d en tl e a r n i n g

P o e tInterdependentliving

dependentearnersinner

N

othelpful!


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MORAL

PUR

POSE

FUNCTIONALITY

I n d e p e n d e ne a r n i n g

I n t e r d e p e n d en tl e a r n i n g

dependentlearning

Interdependetliving

P.L.T.SPer

sonalL

earning

Thinking

Skills

Citizenship

Moraland

somereligious

education

Functionalskills

Purelya

cademic

P.S.H.E.E

.

CONSEQUENTIALDECISIONMAKING PEERASSESSMENT

SELFASSESSMENTinstruction

Interdependentcapable, altruistic

APPLIEDWISDOM


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MORAL

PUR

POSE

FUNCTIONALITY

Living

Experimenting

Experiencing

Achieving

Philosophising

Appreciating

Functioning

Fulfilment

Learning


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nt all straight lines and arrows itsorganicaxis and theYaxisbendto complement each othe


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Playing with the model iiiPlaying with the model iii

MORAL

PUR

POSE

FUNCTIONALITY

Living

Experimenting

Experiencing

Achieving

Philosophising

Appreciating

Functioning

Fulfilment

Learning

FULFILMENT


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PHIL

OSOPHY

FUNCTIONALITY

Thinking

lead

ingto

funct

ioning

Funct

ioning

leading

topu

rpose

Flowofideas->


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Key questions for us all (not just teachers)

How to engage the vulnerable isolated?(See, for one example, the project Narrowing the Gap)

www.lga.gov.uk/lga/core/page.do?pageId

=234484How best to promote interdependentlearning and leading in the dependent

and independent?
http://www.lga.gov.uk/lga/core/page.do?pageId=234484http://www.lga.gov.uk/lga/core/page.do?pageId=234484http://www.lga.gov.uk/lga/core/page.do?pageId=234484http://www.lga.gov.uk/lga/core/page.do?pageId=234484


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We chose appropriate blends of teaching and leadershipWe chose appropriate blends of teaching and leadership

Judging the points & nature of interventionsJudging the points & nature of interventions


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TELL SELLCONSULT

NEGOTIATE

SHARE

DELEGATE

ABDICATE

We chose appropriate blends of teaching and leadershipWe chose appropriate blends of teaching and leadership

styles to achieve functionality with moral purposestyles to achieve functionality with moral purpose

J S Pearce (2001) Judging the point and nature of decision making and the PANINI model

Tannenbaum, A.S. and Schmitt, W.H. (1958) Participative Leadership

INTERDEPENDENT

ehandove

rresponsib

ilitytoyouasqu

icklyaspo

ssible


FUNCTIONALITY (Capacity)

WITHDRAW

d i il l t hi l ith f ti litd i il l t hi l ith f ti lit



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ABDICATE

DEPENDENTSELL

TELL

CONSULT

NEGOTIATE

SHARE

DELEGATE

and similarly to achieve moral purpose with functionalityand similarly to achieve moral purpose with functionality

Pearce JS (2001) Judging the point and nature of decision making - the PANINI model

Tannenbaum, A.S. and Schmitt, W.H. (1958) Participative Leadership

You allow us to think for ourselves as often as possible!

WITHDRAW



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PHILOSOPHY

FULFILMENT

FUNCTIONALITY

he 3 Fs

E A F some acronyms..Learning Experiencing Achieving Fulfilling

Living Egotism Altruism FulfilmentLead Empower Actualise Flow

Final thoughts

FULFILMENT FLOW


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PHIL

OSOPHY

FUNCTIONALITY

FULFILMENT - FLOW


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John Pearce - Leading and Learning for Interdependence 9.2.10

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Transcript of John Pearce - Leading and Learning for Interdependence 9.2.10