COLLOQUIUM-BASED READING
The on-line seminars are a unique blend of action and reflection, listening and responding, synthesis and integration. We invite each person to participate and co-create the emerging community of learners. The following as background to these experiences.
Bohm, David. On Dialogue. New York: Routledge, 1996
Education 2000: A Holistic Perspective
http://www.ties-edu.org/gate.htm
Note: What follows is a formal course distinction with specific content that will be explored. However these courses are integrated as the title of the master's degree itself indicates. There is mingling of topics and an understanding that all assigned reading and contributions from the experience of participates are appreciated as contributing to the wholeness of our understanding.
INT 560 Foundations of Integrative Learning I
Three (3) Credits
As we approach the twenty-first century, many of our institutions and professions are entering a period of profound change. We in education are beginning to recognize that the structure purposes, and methods of our profession were designed for an historical period that is now coming to a close. The time has come to transform education so as to address the human and environmental challenges that confront us.
We believe that education for this new era must be holistic. The holistic perspective is the recognition that all life on this planet is interconnected in countless profound and subtle ways. The view of Earth suspended alone in the black void of space underscores the importance of a global perspective in dealing with social and educational realities. Education must nurture respect for the global community of humankind.
Holism emphasizes the challenge of creating a sustainable, just, and peaceful society in harmony with the Earth and its life. It involves an ecological sensitivity - a deep respect for both indigenous and modern cultures as well as the diversity of life forms on the planet. Holism seeks to expand the way we look at ourselves and our relationship to the world by celebrating our innate human potentials - the intuitive, emotional, physical, imaginative, and creative, as well as the rational, logical, and verbal.
Holistic education recognizes that human beings seek meaning, not just fact or skills, as an intrinsic aspect of their full and healthy development. We believe that only healthy, fulfilled human beings create a healthy society. Holistic education nurtures the highest aspirations of the human spirit.
Conclusion
to Education 2000: A Holistic Perspective
Many futurists believe that the pathway out of the current planetary ecological crisis is through education -- one that recognizes the challenging issues that confront humanity. These issues deal with the "what is" of the external world as well as the inner manifestations of thought and conditioning. The "what is" for each person is highly influenced by a worldview created by a lifetime of information and experience.
In emphasizing the influences of body, mind and spirit this study area becomes a group exploration for an integral social and philosophical framework both in worldview and specifically in regard to education. A focus on personal relevancy and practical application in a rapidly changing world facilitates an exploration of meaning, purpose and compassion in learners' lives and in the educational environments that they create. This search for meaning and purpose is augmented by an examination of historical and contemporary contributions to educational thinking and research.
Context setting is an integral part of this process in order to situate what one learns into a dynamic relationship with the past, present and future.
Students explore how integral learning, ecological literacy systemic perspective, virtual communication, dialogue, contextural and contextual thinking, create a new paradigm for teaching and learning , The relationship of the images created by these related words, context and contextural are explored.
In addition, the course examines the relationship between education and consciousness as well as educators as agents of change. Areas of inquiry include freedom and responsibility, the role of silence, nature as transformative experience, trust and the spiritual dimension of learning.
Required Reading
Gang, Philip Snow. Rethinking Education. Dagaz Press. 1989
Swimme, Brian and Berry, Thomas. The Universe Story . Harper. 1992
Swimme, Brian. The Hidden Heart of the Cosmos. (Video)
INT 561 Foundations of Integrative Learning II
Three (3) Credits
Some of the questions we will explore include: What is the hidden history of education that has led to the current dilemma throughout the world?How did the education of children become a State organized responsibility. What are the implications of national control of education?
Learning is a process that allows the individual to integrate formal knowledge, systemic understanding, and interaction with others into clear thinking and creative, effective action.
This course also explores how conditioning affects individual and group behavior. How to break the limits of thought and conditioning becomes a core issue in critical learning. Additionally there is an exploration into meaningful assessment and evaluation.
Student-Centered Learning, Emerging Curricula, Systemic and Self-Organizing Learning, Ecological Literacy and Sustainability, Continuous Learning, Cross-Disciplinary Projects, Behavior, Questioning, and "Teacher as Learner, Learner as Teacher" are some of the topics that may be covered during this course of study.
Integral to creating a new education is a shift in worldview. This course explores the emergent possibilities for a world view based on ecological sustainability.
Required Reading:
Berry, Thomas. The Great Work: Our Way Into the Future. Bell Tower. NY 1999
Krishnamurti. Education and the Significance of Life. Harper & Row. 1953
INT 562 Whole Systems Perspectives: Theory and Application to Learning
Three (3) Credits
Systems thinking gives us a holistic perspective for viewing the world around us, and seeing ourselves in the world. It is a way of organizing, or perhaps reorganizing, our knowledge in terms of systems, systemic properties, and inter-system relationships
Ervin Laszlo
In this course we will consider the relationship between thinking systemically and integration in the field of education. In turn systemic thinking is related to the current understanding of the interrelationships of the cosmos and the ecos.
Our conception of ourselves and our place in the universe is deeply rooted in cultural perceptions. Thus many Western scientists and non scientists alike for the last 300 years have found their personal philosophies, their own senses of identity, and their notions of how they relate both to the natural world and to other people colored by a dominant mechanistic world view.
A growing movement in science, mathematics, philosophy and the arts provides a metaphor for new ways of seeing and organizing experience. This metaphor can be experienced in the context of new processes and relationships that build community and provide insight regarding learning. These processes may lead to actions that are based on systemic awareness, interdependence and compassion.
In this course we explore "first principles" of organization, change and transformation. We look at change from the macro perspective of evolution. As we follow the evolutionary path we come to the emergence of human beings and begin to explore human systems.
To accomplish this it is necessary to examine elements of living systems as well as the evolution of the biological and physical sciences. Worldview are expressed and questioned as we explore a variety of current approaches and applications.
Required Reading:
Capra, Fritjof. The Web of Life. Anchor-Doubleday.
1996
Capra, Fritjof. Hidden Connections. Random House. 2001
Morgan, Marsha. Unpublished Handouts from Great Work Conference
Sahtouris, Elisabet Earthdance: Living Systems in Evolution. (ISBN: 0-595-13067-4) Published by (and available at) iuniverse.com, distributed by Ingram and available through all normal channels,
Wheatley, Margaret. Leadership and the New Science. Berrett Koehler. 1992
INT 507 Research Oriented Observation
One (1) Credit
INT 508 Research Proposal
Two (2) Credits
At the heart of Dr. Montessori's approach to learning was her ability to observe without prejudice. The first part of this course is a series of experiences and readings to help each student hone their own observation techniques.
This course enables the learner to pursue and document the practical application (practicum) of Montessori experience through interpretive research. The praticum is a project that demonstrates in action the theoretical understanding of Montessori integrative learning. A phenomenological perspective on the inner life of the teacher is the context for both the observations and practicum stages. The observations follow not only an awareness of the child but an awareness of the observer, her bodily sensations, feelings, ideas, possible projections, and openness to the experience of "what is happening" without prejudice. Recording and reviewing these experiences are integral to this work.
The second course is a further exploration or phenomenology of the teacher's personal transformation as she is exposed to Montessori training and teaching. It includes an in-depth look at the processes that emerge, whether they be personal or professional. A proposal is developed for each person's approach to their research-practicum. Key to this course is that prospective teachers begin to understand the strategic role they play in the classroom. In other words, the Montessori method is not just about materials and "the child will", but there is an element of co-creation and symbiotic emergence which is paramount as in any eco-system. Sensitivity and awareness are then seen as parts of the co-creation of the classroom environment.
Required Reading:
Online resources in the TIES Virtual Library.
Hubbard, Ruth. Living the Questions. Stenhouse
Publishers. 1999
INT 565 Perspectives on Human Change and Learning Communities
Three (3) Credits
In this course, we aspire to discover the universal characteristics
of being human while also searching for what is unique in each of
us. To accomplish this we explore some of the innate tendencies that
all humans have at birth. We also explore the many facets of people's
lives and the transitions and transformations that take place.
Understanding of the learning process itself is a key topic for exploration. Education now has the opportunity to become aware of practical application of the rapidly advancing study of human cognition.
A study of "human change" must also consider one's perceptions on justice, economics and the relationship of race and gender to global well being.
Throughout the program students are required to participate in an on-line community journal and general meeting place. The environment offers the opportunity to communicate many things about: the program, personal matters, interpersonal issues, and social concerns. Since this program concerns education, students are encouraged to raise challenging issues that arise in their work as an educator and also to share approaches to challenging issues that have proven effective.
Personal and group processes are explored through
what is known as Bohmian dialogue. We look creatively at work habits
that may lead to personal and shared vision. In general, as perspectives
expand and understandings increase the learning community will work
to discover meaning, learn how to learn together and create strategies
for action.
A major assumption of this program is that participation in a learning
community supports and expands personal and academic possibilities.
Required Reading
Bohm, David. On Dialogue. New York: Routledge, 1996
Briggs and Peat. Seven Life Lessons of Chaos. Harper-Collins. 1999
Waring, Marilyn. WhoÕs Counting. Video. Bullfrog Films. 1-800-543-3764 (www.bullfrogfilms.com)
INT 501 Montessori P{edagogy I
Five (5) Credits
This course begins with an "index" to understanding the Montessori method. This index is an interactive DVD that presents the student with the focal points of the Montessoris' approach. (Note: we use "Montessoris'" to include both Maria and her son Mario in this study.) Included in these focal points are: the cosmological perspective; developmental, as well as other, insights that are native to Montessori's understanding; the "prepared" environment/atmosphere; the Montessoris' vision for humanity; and the notion of macrophase wisdom. These indices form the general context for further exploration of the details.
In addition to the Index this course introduces the elements of what Maria Montessori referred to as "The Preparation of the Teacher." Other theory lectures/discussions include: Planes of development, Needs and Tendencies, and The Prepared Environment.
As part of this course students will explore the elements of a Montessori presentationÉ a look at the language of lessons, stages and the historical context.
Required Reading/Media:
Audio and text files for theory lectures.
Lillard, Paula Polk. Montessori Today, New York: Schocken Books. 1996
Montessori, Mario, Jr. Understanding Human Development
Montessori, Mario. Human Tendencies in Montessori Education
Montessori, Maria. Formation of Man
Standing, E.M. Maria Montessori: Her Life and Work
Standing, E.M. The Montessori Revolution in Education
INT 502 Montessori Pedagogy II
Four (4) Credits
A continuation of theory lectures/discussions includes, Cosmic Education, Cosmogenesis, The Imagination
Cosmic stories -- the cornerstone to the Montessori method for children six to twelve years of ageÑare presented in this course. The cosmic stories and Great Lessons are given to children throughout this stage of development in order to respond to their vast interest and flaming imagination. Cosmic stories are not limited to those that have been identified by people who have come after the Montessoris, but can be developed by teachers as they come to understand the context and principles of cosmogenesis.
This semester's work includes introductions to each area of the children's studies: Mathematics, Language, Geometry, History, Geography and Biology. These introductions are for the teacher to set the context for preparing lesson details.
Subsequently, students undertake a study of presentations in each of the areas mentioned. This study continues in INT 503, Montessori Pedagogy III.
Required Reading/Media:
Audio and text files for theory lectures
Text documentation and videos for presentations
Montessori, Maria. To Educate the Human Potential
Montessori, Maria. Spontaneous Activity in Education
Montessori Presentations distributed through the TIES Web Site
INT 503 Montessori Pedagogy III
Three (3) Credits
A continuation of theory lectures includes, Causality and Syntropy in Montessori Thought
Presentations -- lessons that the teacher provides in a Montessori 6-12 class -- are given to students in audio, video and text files. These are used by the student during their student-teaching.
This course also has a component on "Implementing
the Montessori Method." In this segment students explore how to apply/integrate
the presentations they have learned. It also includes an orientation
to classroom organization, establishing classroom governance and creating
an environment beyond the classroom -- identified by Montessori as "going
out."
Required Reading/Media:
Audio and text files for theory lectures
Text documentation and videos for presentations
INT 505 Montessori Teaching Practicum
Four (4) Credits
In emphasizing the experiential aspects of learning each student completes
a practice-teaching requirement of at least 200 hours. This Practicum
is where students implement the course of study for children. It
includes documentation of the experience, both in video and text
format. It also relies on the strategies outlined in INT 508 -- Research
and Proposal.
It is important that the Practicum is guided by a competent supervisor. Please indicate in your research proposal the person who will provide this supervision and what kinds of assessment will be used to evaluate your work.
Some of the questions students respond to include:
Where will it take place?
What will your responsibilities entail?
What supervision will you have?
How many hours per week, over what period of time?
INT 510 Montessori Masters Project
Five (5) Credits
At the conclusion of the program each student submits a substantial, critical, analytical, graduate-level study that we call the "Culminating Project" to differentiate it from more rigidly defined thesis of traditional programs. The culminating project may in fact closely resemble a traditional thesis, or it may take a different form, incorporating artwork, slides, audio or videotapes, creative writing, journal entries, etc. in addition to the scholarly paper. The voice of the writer is encouraged to be included rather than the third person required of a traditional thesis.
A formal proposal for the final project is submitted during the second semester.
The Culminating Project is an integrated compilation of all the work you have done in the program. It includes two integrating papers that are completed at the end of the first and second semesters. It also includes the research proposal detailing how it was carried out/implemented. And it reports to the faculty a substantive reflection on the student's practicum.
Students also prepare a one-hour video presentation that addresses what they have learned throughout the program and includes segments of their practicum work with children.
All papers, as well as the Culminating Project,
are reviewed by core faculty and an "outside" reader.
