Sunday, April 22, 2007

JS423 assingment 1: Lecture 2 & 3

Robin Martine Eve-Macleod
Grad dip ed

Lecture 2

Sign’s of the Times:

Vatican II

Vatican II, convened by Pope John XXIII in 1962 (course reader: “An Evolving Social Message” Chap 2, p.9) was a huge step by church leaders worldwide to make the Church relevant to modern, post war society. Gutierrez was at Vatican II and was a founding father of the new ideals laid down. His motivation was in the extreme poverty and dehumanisation experienced by the majority of people, that he found on his return to Peru in the late 1940’s. They had no voice, while Christianity and the Church offered no critical edge on their entrenched suffering.

The council agreed that theology, and therefore the Church, needs to be contextualised, connected to and relevant to the concerns of modern life, not just expounded from tradition or as a means of justifying iniquity and inequality. Paul VI envisaged this as a “process …[of] three separate moments:


1 Evaluation and analysis of their contemporary situation.
2 Prayer, discernment, and reflection, brining the light of the Gospel and the teachings of the Church to bear on the situation.
3 Pastoral action which fights injustices, thus labouring to make the “reign” of God a reality.”(course reader: ”An Evolving Social Message” Chap 2, p.11)

These moments allow theology to respond to questions that life throws up by engaging in discourse between God and society. To do this effectively it is essential to engage in dialogues with the social sciences; Political science, economics, anthropology and sociology. This allows the Church to have different ideals in different situations, for instance; liberation theology in Asia, where so many religions co-exist, is essentially different from that of Peru, where Christianity predominates.

Lecture 3

What are the signs of the times?

Growing inequity; widespread poverty; encultured violence; mass displacement; intolerance; fear; despair; personal, political and global neglect.


80% of the world’s wealth and resources are owned by 20% of the world’s population.
The ‘poor’ countries are primarily those colonised during the imperialist expansion of the technologically advanced (ships, navigation, guns) counties of Europe and later America, from 1600-1945, and this created the North/South divide between wealthy, independent, imperial nations, and poor, colonised, exploited ones. Poverty is not an accident but a social and economic construct by Imperialist nations for the exploitation of subject peoples: To offer charity is to deny the injustice of the construct, rather than accepting responsibility and redressing the iniquity.

While 80% of the world’s population live in extreme hardship, the wealthy 20% are also exhibiting signs of terrible distress: “A cruel and endemic economic injustice, a soul-killing materialism, a life-destroying drug traffic, a persistent and pervasive racism, a massive breakdown of family life and structure, and an almost total collapse of moral values have all combined to create a climate of violence throughout this [any] country and a coldness of heart on our streets that make even veteran urban activists shiver.”(Wallis p.4). In Paulo Friere’s “The Pedagogy of the Oppressed” – he says that the act of oppression causes a loss of humanity in the oppressor. And it is the none white members of the affluent societies who are suffering most: “The white racism that survived integration by selectively assimilating some blacks while inflicting upon poor black communities the worst conditions since slavery…” (Wallis p.8).

When the developmental status of a country is measured in economic terms people are seen as ‘tax payers’ and ‘consumers’ – no longer citizens or communities: “…the grindstone of our economy effectively leaves politics and political participation to the elites” (Wallis p.11), the effect of this is that politics works only for elitist, multinational, global corporations, and pays no head to the people it is supposed to govern and support, using ‘spin doctoring’ media to gain sway, rather than genuine political debate. And this consumerist society is not sustainable. The wealthy counties are stripping the world bare and creating ecological debt that our children will have to pay. As countries like India and China increase their prosperity, and thus, their ecological footprint, the rate of global destruction will increase exponentially. Global disaster is looming.

Reference:
Wallis, J. “Signs of a Crisis” The Soul of Politics: A practical and Prophetic Vision for Change, Harper Collins, 1994.

Friday, April 20, 2007

JS423 assignment 1: lecture 1




Robin Martine Eve-Macleod
Grad dip ed

Lecture 1

Political & Liberation Theology:
After Reagan’s peace accord in Latin America, the Guatemalan government were reluctant to participate in assessing human rights violations because many of those involved in the atrocities where still in positions of authority.

The Arch Diocese instigated a separate inquiry led by Bishop Juan Geradi “…the starting point of liberation theology is…the here-and-nowness of what is happening,” (McAfee Brown p.52).
Bishop Geradi published his findings in 3 volumes titled “Nunca Mas” (No More).


Two nights later, Bishop Geradi was betrayed and shot by the military, his killers were not found, until much later when Pope John Paul had Geradi’s case re-opened. He was killed because his report made common cause with the poor and helpless who had suffered at the hands of those who were still in power: “Liberation theologians…are talking about commitment to the poor, by which they mean taking sides with the poor in their struggle to escape from poverty and attain human dignity.” (McAfee Brown P.56).

The reports main theme of repatriation of those who died and were buried in anonymous mass grave was put into practice. Bodies from the graves overflowed from the small, local churches, and were laid out in the town square, for burial in very public ceremonies, lasting up to three days. This public display of personal loss and grief was essential to the community on many levels: It offered those who had lost loved ones closure: Reassured the community that no-one is forgotten: As a public acknowledgement that injustice had been done to the individuals and the community often by those who inhabit the institutions that made up the town square.
Repatriation of the dead was insisted on by the Church for several reasons: Christian burial is an essential part of pastoral care for the local priest, it is his duty: On a theological level this was an essential public announcement that the Church, and therefore God, stand in solidarity with justice. That God will not allow the darkness to keep hidden injustice, He will shine the light of awareness and compassion on those in need of justice, “The liberationist message …is that things need not remain the way they are, for the biblical God is working actively for justice and seeks to enlist all of God’s people in the struggle.” (McAfee Brown P.62).

Reference:
McAfee Brown, R. “A New Way of Encountering God,” ‘Liberation Theology’, An Introductory Guide.

Tuesday, April 3, 2007

Reflections on: Glasser, Vygotskt, Piaget, Hattie and Bruner



Glasser categorises five basic human needs: survival, love and belonging, power, freedom and fun”. The most important are; love and belonging, as it is through relationships we are able to satisfy all five requirements.


Glasser classifies Seven Caring Habits that foster good classroom relationships and build an effective learning environment in which the teacher;”…engages [students] in encouraging dialogues, constantly checking for understanding and growth” creating “an intellectual relationship or conversation with the teacher.”

Glasser believes that effective education is about “using and improving knowledge” not its acquisition. To foster this kind of learning in “Glasser schools” there is total open learning, no “closed tests”. Information is freely exchanged between teachers and students.

Open communication is essential for learning. I am not good at maths or physics, and in high school, often gained the best insight from my classmate who was good in these subjects, and an excellent teacher. One of the reasons for my poor ability in these areas was that I lack basic maths knowledge. I did not begin formal education until I was 10 and because of this there are large gaps in my knowledge base, gaps that I have never been able to fill. So while I agree that learning to learn is essential for education today, the basics of reading, writing and arithmetic are also essential scaffolding, and often require repetitive practice.

References:

“An Interview with William Glasser”
http://www.findarticles.com/p/articles/mi_qa3960/is_200207/ai_n9097918

The Glasser Institute
http://www.wglasser.com/whatisct.htm
http://en.wikipedia.org/wiki/William_Glasser

Lev Vygotsky


Vygotsky saw development as an ongoing process that was in and of the child’s personal, social and cultural environment. Vygotsky saw development as a contrast between what is already known, and what a learner has the potential to know through collaboration with peers and instructors. He called this “The Zone of Proximal Development”

Learning levels should be structured at just above the individual level of the students to a group possible, the level of developmental process rather than the stage of development attained, with the teacher there to facilitate learning.



In the late 1970’s I went to Annandale Public (primary). They had 3 experimental classes that were k-6 inclusive. In these 3 classes there were circular styled desks and any group project would have children from all the different age groups. This was to encourage an exchange of learning between the children. The younger ones where guided, while the older learned to teach as well as learn, with the teacher overseeing the whole. It was effective as a learning environment, and allowed for greater socialisation between the age groups in the playground as well as the class room. The teacher was also able to structure learning on different levels, rather than on pre-set ideas on developmental stages.

With the continual development of ICT the range of collaboration is now so much greater: “…collaboration and peer instruction was once only possible in shared physical space, learning relationships can now be formed from distances through cyberspace…”

References:

Elizabeth M. Riddle, Nada Dabbagh, Lev Vygotsky’s Social Development Theory 3/8/99 https://portal.nd.edu.au/http:/ps.nd.edu.au/portal/dt?JSPTabContainer.setSelected=NDmyUnitsTabPanelContainer&last=false

http://en.wikipedia.org/wiki/Vygotsky



Jean Piaget



Piaget observed that children and adults thought and reacted differently to stimuli. He developed the idea that knowledge is constructed sequentially from base motor skill, to abstract thought, through the interaction between heredity and environment. He classified these stages as four distinct developmental progressions, the first three of which, are egocentric:



The Sensorimotor Period (birth to 2 years): A child build on base motor reflexes, to grasp “...more sophisticated procedures,” through physical interaction with the immediate environment.

Preoperational Thought (2 to 6/7 years): A child “can consider more than one perspective simultaneously.” Can understand concrete thought, but not abstract.

Concrete Operations (6/7 to 11/12 years): “... can use these representational skills only to view the world from their own perspective.”

Formal Operations (11/12 to adult): “… are capable of thinking logically and abstractly. They can also reason theoretically. Piaget considered this the ultimate stage of development,”

However more recent research show that the brain continues to develop through teenage years, at which time it also begins to gain emotional intelligence. Although these four stages are useful tool in recognising that there is no point in trying to make a learner over reach their developmental capability, it is a limited. Multiple intelligence and Digital Native theories suggests that different types of learning will affect the levels of cognitive maturity in different learners, and could make these cognitive periods less defined, and possibly eventually in need of redefining.

References:

Pam Silverthorn, “Jean Piaget’s Theory of Development”, EDIT 704, Summer 1999
https://portal.nd.edu.au/http:/ps.nd.edu.au/portal/dt?JSPTabContainer.setSelected=NDmyUnitsTabPanelContainer&last=false

http://en.wikipedia.org/wiki/Jean_Piaget

http://en.wikipedia.org/wiki/Emotional_intelligence

BBC UK TV: Science and Nature: Human Body and Mind http://www.bbc.co.uk/science/humanbody/mind/articles/emotions/teenagers/rebellion.shtml

Gardner, H. A Multiplicity of Intelligences: A Tribute to Professor Luigi Vognolo, 1998/2004. https://portal.nd.edu.au/http:/blackboard.nd.edu.au/courses/1/S-ED4236/content/_66601_1/Gardner_MI.pdf

Prensky, M. (2001). Digital Natives, Digital Immigrants http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf



John Hattie



According to Hattie, teachers are able to exert a 30% influence on their student’s ability learning (students themselves = 50%). In this light, a teacher’s ability to teach effectively is extremely important for a student’s progressive development. Hattie found expert teachers showed “…16 prototypic attributes of expertise.”

These 16 attributes distilled into “Three dimensions”: Expert teachers set challenges. By setting challenges for my students I can engage them in the learning experience. This allows students to bring their own unique perspective to the challenge, and shows respect for the student’s ability to learn. I would foster an environment of communication so that opportunities and flexibility can be developed as instruments of deeper learning skills, rather than detailed information regurgitation.

Expert teachers continually contextualise their lessons for deep representation. According to Fabio’s research web based mapping techniques facilitate interactions and exchange of student/teacher experiences to make information relevant to the syllabus and the student’s deeper understanding.

Expert teachers focus on problem solving, both in the immediate situation and in the future. Through monitoring outcomes and giving/gaining [feedback] they are able to recognise current and potential areas of difficulty in learning and behaviour, in classes and individuals. As a teacher I need to continually ask what I can do so they achieve the desired educational outcome.

References:

Hattie, J. “Teaches Make a Difference: What is the research evidence?” Australian Council for Education research Annual Conference on: Building Teacher Quality, Distinguishing Expert Teachers from Novices and Experienced Teachers University of Auckland, October 2003.
www.acer.edu.au/workshops/documents/HattieSlides.pdf



Fabio, J. Facilitating Deep Learning in the Adult Online Learner, 2005.
http://www.educause.edu/ir/library/pdf/EDU05072B.pdf

http://en.wikipedia.org/wiki/Feedback



Jerome Bruner



Individuals construct meaning through their personal experience. These experiences are physical, linguistic and culturally based, so that the individual’s development moves from primarily egocentric modes “Enactive representation”, to socially interactive ones like simple “Iconic representation” through to the more sophisticated “Symbolic representation”. These stages were “…dominant during each developmental phase, but present and accessible throughout”.

Bruner saw educators primarily as facilitators in the process of learning through personal discovery: “…the student participates in making many of the decisions about what, how, and when something is to be learned…” then classifies the experience into personal meaning through iconic representation and cultural expectation.

Where teaching was exclusively one-on-one, this type of system would work, but in the current school system I do not believe this is practical. Teaching programs that included elements of his approach would be useful, for example; it is important to know the student’s developmental levels before trying to teach them so that you do not go too far above their capability. Making learning relevant to the student may be difficult if the curriculum is set on data memorisation, but this could be compensated for by teaching that it is not the information that is important, but that the process of learning that particular information is, and that the process is measurably successful when the data has been manipulated by the student to fit the school’s requirements. This could be achieved by the teachers and students developing and experiencing different educational tools and scaffolding techniques together.

References:
http://chiron.valdosta.edu/whuitt/col/cogsys/construct.htmlthem
Hollyman, D. Jerome Bruner: A Web Overview, Massey University. http://au.geocities.com/vanunoo/Humannature/bruner.html

Epstein, M. (Tricia Ryan Instructor) “Maureen Epstein’s Online research Portfolio: Constructionism: Bruner,” Fall 2002. http://tiger.towson.edu/users/mepste1/researchpaper.htm