Soul-Inspired Education and The Future of Education
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Keynote for Launch of Ojai Village Academy Teacher College for Soul-Inspired Education, Ojai, CA October 2016
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Soul-Inspired Education and The Future of Education
- 1. The Sound Of the Genuine And The Future of Education Ojai Forum on the New Education October 21, 2016
- 2. 2 Ojai Village Academy Teacher College for Soul-Inspired Education Friday, October 21, 2016 Ojai, California Kirsten Olson’s Keynote Address for Launch
- 3. Talk about education reveals our deepest values, what we think the purpose and meaning of life is...
- 5. What Is The Sound of the Genuine In You?
- 6. My search for The Sound of the Genuine… “Now I become myself. It’s taken time, many years and places…” -May Sarton
- 7. My Search Begins… • Co-founding a school for my own four children • Doctorate at Harvard • Taking one’s place among “Those Who Know Better” (George Lakey)
- 9. Who is not allowed here?
- 10. CURIOSITY, WONDERING Desire to hear in new ways Students at Phoenix Charter Academy, Chelsea, MA
- 12. “Kids who struggle are so sensitive to moments--especially bad ones. These moments shape their whole lives, their sense of themselves. Teachers’ little comments had huge effect on me. ” Underestimation of effects of educational experiences on self-concept
- 13. Even among “highly successful” learners • Sense of disconnection from learning • Cynicism • Perfectionism • High SES students experiencing unprecedented pressure to be successful
- 14. My research • 109 semi-structured autobiographical interviews over 4 years • “Portraiture” method (Lawrence Lightfoot, 1997) • Initial interviews from 1-3 hours • Cross section of class, gender, race • Subjects ages ranged from 11-67 • Themes generated from transcripts of interviews
- 15. 15 “My math teacher told me, ‘You’ll be flipping burgers for the rest of your life. Don’t even try to learn math.”
- 16. 16 “I went to kindergarten as a happy child. Throughout my years in the educational system, I lost a lot of my happiness, imagination and enthusiasm. It all faded away, confined to the labels of the outside world, based on the concepts of intelligence. School was focused on organizing and labeling students based on so called innate abilities. If you get good grades, test well, you are intelligent. This pierced my self- esteem armor over and over to the point of self-hatred.”
- 17. “ I told my teacher I wanted to go to college. He said I’d be pregnant and drop out in two years.”
- 18. “I’m one taco short of a combination platter.”
- 19. “I’m really good at school, but I’m very secretive about making mistakes. I always want to be right, and have the right answer. Otherwise, people think you are dumb.”
- 20. “There was always something mechanical about school, a mold I never fit into, never quite understood. Although I knew inside that my writing was powerful and artistic, I was unwilling to make myself vulnerable to someone else’s critique. The years of frustration and failures had taken a toll on my confidence and I found myself unable to trust my own ability in the classroom.”
- 21. “Crazy. Stupid. Lazy. I believed I was broken.”
- 22. • “Top education book” by the American School Board Association • Live book discussion on Teacher Magazine book feature • 10 bestselling books Teachers College Press in pub year • Nominated for Book of the Year, Notable • A Best Academic Book, Choice
- 23. “Naming our reality is the only way to be free.”
- 24. Learning from Elders • Sara Lawrence Lightfoot • John Holt • Ivan Illich • Parker Palmer • Thich Nhat Hanh
- 25. “School is like the meat packing business, designed to teach children what grade of meat they are, and to send them off to the right market-- but make sure they believe it.” -John Holt, What Do I Do Monday, 1970
- 26. “COUNTER PRODUCTIVITY” “Once our institutions develop beyond a certain scale, they became perverse, counterproductive to the beneficial ends for which they were originally conceived. The end result of this paradoxical counter-productivity was schools which make people dumb, complacent and unquestioning; hospitals which produce disease; prisons which make people violent; travel at high speed which creates traffic jams; and ‘aid and development’ agencies which create more and more ‘needy’ and ‘underconsuming’ people.” -Ivan Ilich, author of Deschooling Society (1971)
- 28. Photo on the wall of Phoenix Charter Academy, Chelsea MA
- 29. 29 55% of Boston’s students of color would drop out of high school
- 30. A SYSTEM THAT PRIVILEG ES THE ALREADY PRIVILEG ED Harvard College Graduation
- 31. Education can be both liberatory, democratizing, and reproduce social and economic inequality. DIFFICULT FOR US TO HOLD BOTH REALITIES
- 32. My Path: Stops and Starts • Yikes! Teaching like an academic • Finding my way • Doing the heart work • Leaving school
- 33. “IF YOU’RE NOT MAKING TROUBLE, YOU’RE NOT WORKING ON THE RIGHT PROBLEMS.” -HERB KOHL TO ME, 2006
- 34. TO CHANGE THE WORLD YOU HAVE TO CHANGE WHAT YOU THINK IS REAL
- 38. BUILDING NETWORKS OF PRACTICE FOR POLITICAL AND SOCIAL INFLUENCE
- 39. NOW: Souls of Educational Leaders Who Are You As a Leader? Who Are We As A Team? What Do We Want to Accomplish Together? What is Required of Us To Do This?
- 40. Where Are We Now As A Sector?
- 41. Learning Has Left The Building
- 42. NOW 2 CRITICAL CONDITIONS HAVE CHANGED THE WORLD
- 43. Internet changes all • Education system based on information scarcity • Schools and teachers were purveyors and certifiers of knowledge • “Active choosers” already leaving system
- 44. RISE OF NEUROBIOLOGICAL REVOLUTION We have learned more about how the human brain in the last 25 years than we did in the last 200
- 45. “Old School” teaching attitudes that no longer serve
- 46. Moving beyond shame and blame Neurobiologically ineffective, morally reprehensible
- 47. WE ARE AT THE END OF ERA • End of test-based accountability • New era has not yet been born…. • Discourse has run out of gas • More successful systems... • Invest heavily in skills/knowledge of teachers • Broaden definitions of “good” education • Focus on equalizing access and resources
- 48. Traditional Sector is in free fall
- 49. TEACHERS FEEL EMBATTLED AND UNAPPRECIATED• 3 million teachers trying to “save” a life way • 50% of young teachers will leave sector within 5 years • Teachers feel busted, angry, hurt • Trapped within incredibly bureaucratic, unresponsive system
- 50. Teachers need to grieve a lost lifeway
- 51. SYSTEM’S DIFFICULTY ADAPTING THE THE NEW CONDITIONS OF LEARNING
- 52. We must ask the fundamental question...
- 53. Who will be served in the new era?
- 54. MINORITY MAJORITY NATION WITHIN 25-30 US Will Be A...
- 55. Liberatory Learning Practices Sugata Mitra: Teachers on the ‘granny cloud’
- 57. 57 What would teacher training based on love and personalized challenge look like?
- 58. What do you think?
- 59. A little about what I’ve learned…
- 60. Message was originally embargoed, dangerous. Now much more accepted.
- 61. Fundamental Problem Still Unsolved • School toxic to many individuals in it-- children and adults • Resource-wasteful, time-sucking, personally destructive • Turns people off to learning • Systems outmoded, floundering
- 62. Pockets of brilliance all over the country • Self-Enhancement Academy in Portland, OR • Minnesota New Country School, Henderson MN • AltSchool, Brooklyn, NY • Urban Academy NYC • Big Picture School, South Burlington VT
- 63. High Tech High, San Diego
- 64. El Puente Academy of Peace and Justice, Brooklyn, NY
- 65. MINNESOTA NEW COUNTRY SCHOOL, HENDERSON, MN
- 66. THE POINT, SOUTH BRONX
- 67. NORTH STAR SELF-DIRECTED LEARNING CENTER, AMHERST MA
- 68. How do we draw these exemplars together?
- 70. WHY DO SCHOOL? • Courage/Bravery • Justice • Open-mindedness • Love of learning • Capacity for perspective-taking • Compassion
- 71. NEW TEACHER EDUCATION MUST EMBRACE THE PARADOXES OF LEARNING
- 72. 3 Big Paradoxes 1. Pleasure of learning... will lead us to do tough intellectual stuff
- 73. 2. As education becomes untethered from school, place and community will matter more
- 74. 3. We need to invest more in community/and place (humans learn in community) in face of worldwide learning
- 75. “When the heart is touched by direct experience, the mind may be challenged to change.” -Peter Hans Kolvenbach, Jesuit global leader
- 76. What I’ve Come To Believe
- 77. 1. Educational transformation won’t be a one-way, but dozens of ways• “Here comes everybody” • Grown in communities • Grown out of core values and what we think makes life meaningful • A “meteor shower” not a blacksmith’s anvil
- 78. 2. Learning really is rocket science • Every brain is different • Brain incredibly plastic • Profoundly influenced by emotion, context of learning • Explosion of neurobiological knowledge also explodes old-fashioned school
- 79. 3. State control of content will diminish • Yet commitment to places of caring for young people should increase • Radical redefinition of role of “teacher” • Adults will increasingly teach/model/coach how to learn • Must be learners themselves
- 80. 4. “Choice” masks cynical individualism • Market solutions privilege the already privileged • Reclaim the moral commitment to children/young adults • Make the moral conversation part of the discourse • Caring is cool, caring is effective
- 81. Educational centers become• Places of hospitality, community “hearths” • Places of intellectual exploration • Places of inspiration and positivity • Places of creativity and perspective- taking • Focus on what is best in human beings • Teachers become something more like a wise elder, a coach…
- 82. What is required of us to make this vision come into being?
- 83. Developmental Work of Teaching • Tranforming the culture of our building • Transform ourselves • Inner “To transform my teaching I began with myself...”
- 84. “We don’t see things as they are; we see them as we are.” -Anais Nin
- 85. The Power of Not Knowing • “Truth is a pathless land.” • The necessary spiritual equality between student and teacher • Holding curiosity, not control Jiddu Krishnamurti, 1895-1986
- 86. “This is the first, wildest and wisest thing I know... That the soul exists, and that it is built entirely out of attentiveness...” -Mary Oliver, “Low Tide” (2001)
- 87. Teachers Are Running on a Reactive System
- 88. “Donkey work of daily practice...” How does change occur? “Your path to success is through a continuum of mundane, unsexy, unexciting, and sometimes difficult daily disciplines compounded over time.”
- 89. “What does it take to become an authentic leader? You must have practices that you engage in every day.” —His Holiness the Dalai Lama
- 90. The Mindful School Leader Practices To Transform Your Life " By Valerie Brown and Kirsten Olson
- 91. Skills • Breathing • Pausing • Ability to be present to the moment • Reflection
- 94. Why this is essential now • Education is a rudderless ship • A broken monopoly • Feeding on self-interest and fear • We must do reinvention with feet touched to ground
- 95. “CHILDREN ARE OUR ELDERS IN UNIVERSE TIME.” -BUCKMINSTER FULLER
- 97. A small group of people... “Never doubt that a small group of thoughtful, committed people can change the world. Indeed it is the only thing that ever has.” -Margaret Mead
- 99. The Sound of the Genuine There is in every person something that waits and listens for the sound of the genuine in herself. There is in you something that waits and listens for the sound of the genuine in yourself. Nobody like you has ever been born. And no one like you will ever be born again. You are the only one. If you cannot hear it, the sound of the genuine in you, you will never find whatever it is for which you’re searching. And if you hear it and then do not follow it, it were better that he had never been born. You are the only you that has ever lived. Your idiom is the only idiom of its kind in all the existences. And if you cannot hear the sound of the genuine in you, you will all of your life spend your days on the ends of strings that somebody else pulls. -Howard Thurman
- 100. The Sound of the Genuine In You… • What is the Sound of the Genuine in you around the future of education? • To what are you committing?
- 101. 101 “Being listened to is so close to being loved most of us cannot tell the difference.” -David Oxberg
- 102. 102 Thank you!
Notes de l'éditeur
- About 15 years ago, when I was getting a doctorate in the theory, and history of policy of American education,
- in an institution that seemed impossibly arid, dry, fortressy, and not at about students--I simultaneously began a project
- What stories they learned about themselves in school
- …a kind of listening project…because what i was learning, the precepts that undergirded research, seemed to disconneected from the adults and children i was working with, from my own children, from my experiences of school
- -Teachers little comments matter tremendously, and this is misunderstood -The shaping effects of the institution is underestimated
- -Autobiographical interviews framed around salient metaphors, histories and individual settings (Lawrence-Lightfoot and Hoffman Davis, 1997) --N-Vivo software according to a grounded theory approach, in which thematic coding categories emerge from the data -”Snowball sampling,” D.D. Heckathorn (1997). "Respondent-Driven Sampling: A New Approach to the Study of Hidden Populations". Social Problems 44: 174199. doi:10.1525/sp.1997.44.2.03x0221m -Grounded theory (GT) is a systematic qualitative research methodology in the social sciences emphasizing generation of theory from data in the process of conducting research. It is a research method that operates almost in a reverse fashion to traditional research and at first may appear to be in contradiction of the scientific method. Rather than beginning by researching & developing a hypothesis, a variety of data collection methods are the first step. From the data collected from this first step, the key points are marked with a series of codes, which are extracted from the text. The codes are grouped into similar concepts, in order to make them more workable. From these concepts categories are formed, which are the basis for the creation of a theory, or a reverse engineered hypothesis. This contradicts the traditional model of research, where the researcher chooses a theoretical framework, and only then applies this model to the studied phenomenon[1].
- even among kids who seemed to be doing really well, there was a fear of failure, and a fear of making mistakes
- -Sense of being misunderstood, “unseen”
- -Now a bestselling author, Jonathan Mooney (Learning Outside the Lines) dropped out of high school twice, became an alchoholic, abused drugs. He eventually was accepted to Brown University…” -lived constantly with the refrain, “Stupid, Crazy, Lazy.”
- I wrote the book not to critique an already deeply embattled profession, but to describe reality in order to change it. As one of my interviewees said, you have to name something in order to change it. "Naming our reality is the only way to be free," he said.
- So for me this… This recalls Ivan Illich's, a great social philosopher of the 1960's, idea of COUNTERPRODUCTIVITY: THAT ONCE INSTITUTIONS develop beyond a certain point, they become perverse, counterproductive and intent on self-preservation rather than serving the societies they were meant to serve To Illich's institutions reach a point of crisis, where they are serving counterproductive ends: -Schools that make people stupid -Hospitals that produce illness and infection -Prisons that make people violent -Superhighways that create more traffic congestion. BUT as people--and I see this so clearly because I spend my life working in the education sector in a variety of ways, as an instigator and healer and transformer--we have become deeply attached to an institution that is dysfunctional and no longer serves us…
- What became apparent to me, through these parallel experiences of doctoral study of educational research and history and the lived experiences of people around me was that as we think about what's happening in education right now The reimagining of education It's hard for our minds to hold paradox HOLDING PARADOX is a fundamental problem for human beings: how can 2 contradictory things BOTH be true at the same time? This kind of scrambles our brains, and makes it hard for us to resolve things, yet the landscape of education, and understanding the history of education, is all about paradox…
- Because we know that getting an education, for an individual or a group of folks, can be the single important economic and social factor in their well-being… (picture at PCA)--at the same time it can simultaneously be an institution that makes people feel diminished, flattened by stereotypes, and less certain of themselves….
- ECONOMIC AND SOCIAL EVIDENCE IS THAT school has been about privileging the already privileged, and making those with privilege believe they “deserve” what they get... -While making "achievement" more available than ever… System actually often works to dramatically privilege those who are already privileged--the best predictor of SAT scores are family income--while still simultaneously suggesting that its open to everyone if you just work hard and apply yourself--
- Difficult reality for us to hold simultaneously, as educators, and as students Hard reality to hold...
- As my mentor Herb Kohl used to say to me, "IF you're not causing trouble you're not working on the right problems."
- YOU ARE ABLE TO SEE WHAT IS POSSIBLE TO STAND ON THE SHOULDERS OF OTHERS, BUT THEN MAKE YOUR OWN REALITY
- But not to get stuck there, to keep on going, to hold the BOTH/AND of that WHAT I HAVE DISCOVERED THIS IS, I THINK, THE PATH WE MUST ALL TAKE, TO OWN OUR own STORIES AND TO TURN OUR OWN LIVES INTO ONES OF ACTIVISM AND MEANING… Being a witnesser to OTHER PEOPLE'S STORIES helps us give birth to ourselves MOVES US TO ACTION
- And of course what I didn't know then was that the next part of my life was going to be about healing, about understanding how people heal, and how they become activists to transform institutions based on new ways of understanding their own stories And that that was what I was doing myself… I was in that old social science saying: when you scratch a theory you uncover a biography Well, that became my work over the next many following years…outlining the stages of comprehending what healing was and what we do AS ACTIVISTS after we understand our story
- -what the institution "meant" to them,
- It seems to hard to let go… WHY DO HUMAN CLING TO DYSFUNCTIONAL INSTITUTIONAL SYSTEMS?
- SO HOW DO WE HOLD PARADOX AND COMPLEXITY AROUND THIS INSTUTION AS A WAY TO GO FORWARD, AND UNDERSTANDING OUR OWN STORY OF EDUCATION? What do we know in global terms? a. THE WORLD AROUND US HAS DRAMATICALLY CHANGED SINCE THE SYSTEM WAS INVENTED…
- -THROUGH THE INTERNET, If you have the social capital and the means, you can GO anywhere, LEARN almost anything
- AT THE SAME TIME WE HAVE BEEN IN A NEUROBIOLOGICAL REVOLUTION OF UNDERSTANDING HOW THE HUMAN BRAIN and body WORK over the last 25 years… -Transforms what we know about how human beings learn -OUR MODEL OF LEARNING in school is COMPLETELY OUTMODED -Traditional classroom are the least effective way to teach most people most things -"Put the brain to sleep in 10 minutes" -Sugta Mitra's work TED talk…students teach themselves pi in 10 minutes Harvard grad students who don't believe this is possible…
- Still uses hierarchy and shame--two values I think just aren't very productive now, or effective--to "motivate" students
- Are wounded, busted, angry Are mourning the end of a lifeway (Pictures of Teachers march on Washington…SOS MARCH 2011 IN WASHINGTON) Traditional educational sector--and I say this with love and a sense of compassion-- WHAT I KNOW IS THAT TEACHERS, PARENTS AND THOSE WHO ARE ATTACHED TO THIS SYSTEM HAVE TO GRIEVE FOR THEIR LOST LIFEWAY, NEED TIME AND SPACE AND COMPASSION TO DO THAT WE MUST TOGETHER THE FACT THAT THE END HAS COME, because currently…
- is in freefall, many of the cultural myths that supported it are gone, and public confidence in the system is eroding or questionable…
- HOLDING THIS PARADOX… THE SENSE OF TEACHERS WHO HAVE LOST A LIFEWAY (picture of teachers…) 3.2 MILLION DEVASTATED Teachers losing a Lifeway
- SO WHAT DOES IT TAKE FOR US PERSONALLY TO BREAK FREE FROM AN OLD INSTITUTION, AND ENTER INTO A NEW DIALOG ABOUT WHAT THE PURPOSE OF SCHOOL IS, AND WHAT WE NEED IN COMMUNITIES TO do EDUCATE CHILDREN? WHAT DOES THE FUTURE LOOK LIKE? WHAT DOES THIS MEAN FOR YOU?
- sugata mitra’s minimally invasive education shown to teachers they can’t believe it
- what it felt like to have ADHD as a first grader in Utah
- As education becomes increasingly untethered from place, place will matter more than ever... What are our collective community values? What do we see as the purposes of educational centers in our community?
- -Places of "hearth" in the community, places of hospitality that "welcome the stranger" in ourselves and others -places of inspiration and positivity -places that support creativity and perspective-taking, bravery, prudence, loyalty, postivity -focus on what is best in human beings -Respect how complex and individual learning is expressions of community values
- “Farm kids with attitude” The way we’ve done learning in the past isn’t good enough
- I am part of an national educational activist group called IDEA, which promotes connections between new kinds of educational enterprises and collectives. You can go to their website to search hundreds of innovative educational entitites around the world Justice and art-based after school programs grades 1-12 Activism around urban farming, habitat restoration, transportation equity “At risk children and teens are not bundles of problems, but well-springs of solutions
- “Learning is natural. Schooling is optional.” Flexible self-designed learning programs for students 11-18 Teacher as guide, coac
- I also heard way too many stories of wounding, and dysfunction, and deep hurt. Things like
- Based on race, class and gender
- ko
- vb
- IT WILL MATTER TO YOUR CHILDREN YOU ARE FAR MORE POWERFUL THAN YOU IMAGINE SEIZE THE FUTURE
- It matters more than it ever has whether you step up and are part of this dialog: how are you going to educate your children and shape the future? we are all called to be part of this conversation, wherever we are what is our collective commitment to educating our children? you are a leader in this discussion...