Tom Johnson | ict-design.

org 720026373

Transformative Curriculum EDL630 Brother Tom, PhD

Write a response paper to the text in which you identify three ideas that you like a lot and agree with. State each of the ideas (reference page numbers), and in one to three paragraphs state why you really like this idea. Indentify three ideas that you do not agree with. Again, state the idea (reference page numbers), and in one to three paragraphs state why you disagree with this idea; so for each idea, one to three paragraphs. Then in two paragraphs, present your personal response to this book helpful, useful, idealistic, etc. 12 font, double-spaced Agreement: 1. According to Dewey (1938/1963), traditional approaches to education are, by definition, focused on obedience to past authorityHe notes that progressive educators who reject such passive learning face an enormous challenge: When external control is rejected, the problem becomes that of finding the factors of control that are inherent within experience. When external authority is rejected, it does not follow that all authority should be rejected, but rather that there is need to search for a more effective source of authority (p. 21). (p. 4) This is especially true in the search for potential discourse and direction against status quo. Essentially new ideas need to emerge in order to replace the old. In many cases the new ideas may be that of the student, however, they may and probably are guided by the transformative educator or their new theories. As this process progresses and the learner learns how to break free of normative thinking, they take more and more authority unto themselves. They establish and guide their processes though competent, creative realms that may skew more and more away from standard procedures. This may prove to be complex to a learner who has been taught through and by traditional means for a long period of time. It may demonstrate to be especially difficult for a learner to give to him or herself autonomous authority in order to realize an authentic expressions or original abstractions. 2. Transformative leadership must be conceivednot in terms of control, but rather in terms of guiding others to higher levels of judgment and self-governance (p.15) I am continually facing a battle either with management or with other teachers perceptions about what restrictions should be placed on students using computers, either through social networks, through websites that are blocked, through the use of Youtube and so on. I also debate these ideas with the use of phones, PDAs and other gadgetry in terms of the education surrounding them. This is versus the notion of control governing their use, misuse or non-use altogether. The argument from authorities and teachers alike is the same the book mentions, consequences of free actionare to a large degree unpredictable (p.16) but with proper guidance and guided levels of freedom, children are enabled to make good decisions. This cuts down on a multitude of problems, because we, the leaders and authoritarians, are not creating systems that will require disciplinary measures to be applied if and when a learner doesnt adhere to the rules of control we are building. We have creating guidelines to work within, rather than strictures to fight against or work around. 3. Cultivate your own critical awareness by reflecting on the following question: How might your own inquiries help to eradicate overt and embedded forms of bias related to gender, race, class, sexual orientation, and other significant human differences? (p.54)

Tom Johnson | ict-design.org 720026373

Transformative Curriculum EDL630 Brother Tom, PhD

While I feel that the curriculum, the benchmarks and objectives need to be met, I agree with Liv in her reflection which mentions her fighting for the underdog. In my own classes, I frame many of the practices, examples, articles, and especially discussions to argue against societal bias. There are so many injustices still taking place in society today that are considered the norm. I especially see these ideas practiced and reinforced in Asia, where common sense ideals are bigoted. I have a problem when I hear and read that certain people or establishments are sending messages to society and especially children hidden behind the term ethics or morals. Therefore, this is a question I pose to myself when I procure messages to my students both overtly and covertly. Disagreement: 1. What if U.S. education focused less on standardized tests and more on authentic performances? Would the quality of education improve? (p. 8) I dont disagree with this stated question as a whole, but I do argue that there is a need and rationale for students to learn to take standardized tests. Whether the education system does away with them completely in a utopian society or not, there is still validity to learning tests taking, practicing skills against one another and eliciting the idea of competition. I have heard many arguments that cooperation will attain a more synergistic result, but I disagree that because I have seen that sometimes competition in itself is a driving factor for many students. I would argue, if possible, to add an Intelligence to Gardners MIs and that would be one of Competition. The standardized test is the epitome of this, in regards to education. 2. To be truly artistic, a work must also be esthetic that is framed for enjoyed receptive perception. (p. 44) This argument can be summed up with the phrase, Beauty is in the Eye of the Beholder. I contend that through transformative education we are fighting tooth-and-nail against this rationale. For what is beauty? Who is defining this? Will it not change? If we lend beauty to the metaphor of a classroom, then wouldnt an authoritative, silent, extremely ordered classroom be the end goal towards artistry by the conservative, mainstream leader? The esthetic would be present. However, everything the book defined as progressive would not. I argue this is the same for the artistic product. Why should it be framed for enjoyed receptive perception? For example, I point to Jubal Browns responses of vomit in primary colors against status quo esthetic pieces of artwork. He puked in Red, Blue, and Yellow on different art pieces in established and well-regarded art galleries. His retort was neither enjoyed by most, nor was it considered esthetic. However, I contend his process and thought to be one of the most transformative and artistic of contemporary artists today. 3. The following precept illustrates the type of ethical code that transformative collegial leaders strive to collaboratively establish with their colleagues: (p. 62) I will make sure all people are treated equitably in all possible senses of that term. I will support the active cultivation of all constructive human talents, and I will not play favorites with any individual or group. (p. 63)

Tom Johnson | ict-design.org 720026373

Transformative Curriculum EDL630 Brother Tom, PhD

I would argue that this precept is an oxymoron of terms. In order to be equitable to all parties involved one sometimes has to treat someone as a favorite over another. For example, the abject person or group might need a person in a leadership role or with those capabilities to help heighten their status, their introspectiveness, and their feeling of self-worth. In order to do this, the leader might plausibly play favorites to the underdog in an unequal, but equitable role. This may take place within structures of curriculum development, hiring practices, teaching practices and even group and role formation. Personal Response: I originally found the book hard to get into, but that was probably for two reasons: 1. It seemed dry at the beginning, giving explanations and empirical arguments and justifications about itself. 2. I was very tired. So, after setting some time aside and getting plenty of rest I drudged on. After doing so, I found the book quite interesting with its personal stories and intentionally argumentative style. It reinforced many of my own thoughts and practices about fighting against an established system for a better whole. However, it also reiterated to me the struggle I face, especially in Asia, where the fundamental ideals and status quo are based upon submission to authority. It articulated the differences between teaching in Canada, which I would argue to be more transformative versus teaching in Thailand, which is much more traditional or mainstream in style. The book made clear to me that many of the practices I was doing or yearning to do already were steps in the right direction. For this reason, I found it hard to argue against many points the author or sub-authors were making. In fact, most times if I felt I had a valid argument I would read on a couple more sentences or paragraphs and the issue would be confronted with the case I was going to make. In total, I find this to book to be one that I have earmarked and highlighted quite a lot. It is one that I can see coming back to for many macro structural and specific needs. Although it toted itself as not having a lot of cognitive strategies to follow for the right answers, as a whole I would generally argue it is the right answer and the steps, questions, rationales and stories and be applied to the transformative educator who wants to create those cognitive strategies for his or herself.