EducationintheDIYartcity



Developing a philosophy of EducationDr. Lance M. GriggA Working philosophy of education:Code Y.WH3eJune 19, 2012Katherine Bourke571500-228600Y.WH.3eY.WH.3e???????????Y the Y: why of education & schooling, (education and schooling as the formation of individuals intellectual, spiritual, mental, emotional, and physical being), & the construction of the being’s reality (therefore the substance of their contribution to society though art or academics), is dependent on two components.1 – the individual’s understanding that their thoughts and actions make a difference to the world, & 2- these individuals are aware of and driven by a purpose that is a definity of their character (these notions are influenced by the artist Olafur Eliasson, )0687705Y.WHY.WH HYPERLINK "" ????????w& h: the what & how, the content & form, of the learning process are integral and should be the focus of the designer & translator of education.-28606751238253e3e????Towards a philosophy of education I envision a three vehicles (exposure, exploration, & experience) on route (the learning process & the individual interacting in the world) arriving at localities (curriculum through transdisciplinary inquiry), identity, & spatiality.Exposure * exploration * experienceaxiom: Slowness within speed is the title of a lecture at the Kyoto Biennale in 2005. Here it was suggested that a slowness, (analogous with the primal & the aboriginal, & the speed of the world prior to industrialization & pre-technology,) within speed, (the technological post-industrial state of our contemporary society), is both a contemporary proverb and a guide for designing & translating education and schooling. This notion resonates deeply with my learning process and is one I visualize as the enigmatic contradictory nature of an airplane… as it is simultaneously graceful & industrial...2971800113030Y.WH3eY.WH3etowards a philosophy of education I have come up with this Code that may function as a symbol of education as I attempt to put theory into practice:fundamental values of education and schooling, purpose of education and schooling, & the relationship between education and schooling.In building my working philosophy of education I’ve developed a model that is: Code Y.WH3eThis code stands for ‘why.what how 3 e’s: exposure, exploration, & experience’, and its description is articulated in the poster on page 2. The code Y.WH3E is representative of the essential qualities I feel education and schooling need to possess and deliver.The fundamental values in education and schooling are the 3 E’s: exposure, exploration, and experience, a practice as DIY (do it yourself) as possible, an education that values the combining, interaction between, and beyondness of transdiciplinary inquiry, and a holistic approach encompassing the physical, emotional, spiritual, intellectual, and mental beings of students. In the code model I also suggest that the W:why of education is most important, and the W:what and H:how are also considerations in the designing of education and in the development of a philosophy of education, I have explained these concepts on page 2. Also, engaging in the creative process is essential in schooling and education and takes the form of learning and experience, pinpointing and integrating, and constructing and admiring along the route of creating, and is described in a variety of ways by education theorists.The purpose of education and schooling can be understood through the Y.WH3E title & code in the poster on page 2. The relationship between education and schooling:Schooling’s purpose is to train and draw on our inherent ability to thrive in and have an impact on the everyday life of the real world. Learning, within this everyday life in the real world, is education. Art education, through transdisciplinary inquiry, is constructing art, constructing an artful approach to any project or discipline, or constructing reality with a common purpose of heightening everyday life to an art. (this is the premise of the work of theorist Michel De Certeaux)Education is learning about how life is the organization of cultural constructions, and it is the process of enculturation. Schooling is learning the formally organized curriculum structured into the school environment and routine of elementary, junior and senior high, and post-secondary education. Schooling’s purpose is to prepare students for the experience of and contribution to real life learning and participation. Education and schooling meet in purpose - to provide knowledge and experiences to students to develop their brains, bodies, and minds to uncover and create themselves as individuals relating to and appreciating the cultural heritage of history, being action oriented in the present, and honoring and creating inherent growth though experimenting with progress for the future. These individuals, with considered identities, contribute to a progressive society - the collective - that is the human race. Education, though mentored and individual exposure, exploration, and experience, is supplemented and shaped by the process of learning in and the experience of growth integrated through schooling.relationship between knowledge and the curriculum.Knowledge is the result of learning, and is something inherently existent in individuals, one can know ideas and objects, and one can know their identity. (i.e. I know how to write, speak, and read the German language= knowledge, An aesthetic and culture I hold in high esteem is urban graffiti= a knowing)Curriculum is the content and form education designers have determined as most worthwhile for students during their formal education process of schooling.The curriculum should be used a guide for the content and organization of schooling rather than be strictly followed. Consider mapping education & schooling, knowledge & curriculum, the three E’s: exposure, exploration, and experience will be the vehicles, the content from disciplines of study within the curriculum (interconnected and Transdisciplinary in nature) are the locales to three-Es on the road, which is the students learning process: knowledge, experiments, projects, and questions, along the route of schooling. Schooling and education end up representing the form, content, and processes present in the formation of students’ identity, locality, and spatiality in ideas and in experiences in life.responsibilities of the teacher within the context of art education.To be the lead learner.To produce an environment that is conducive to the development of a explorative, curious, driven, informed, compassionate, empathetic, respectful, and risk-taking learner.To inform and expose students of and to classical (the writings of Thoreau) and cutting edge (Bruce Mau’s studio) knowledge, to engage students curiosity, to inspire students to unravel into distinct individuals making distinct creations, to model respect, compassion, and empathy (through getting to know students & acting lovingly towards these students), and to model exploration and experimentation of ideas and a belief that trying and not succeeding is a necessary part of learning and creating (and that failure does not exist), and that it is important to participate in the classroom community and world because their ideas and creations make a difference.To create a project based learning system where students from K-12 are working on uncovering and discovering a few key ideas that they wish to pursue, in a thesis or dissertation style, throughout their school career. Teachers need to communicate that these ideas will shift, grow, and may even be abandoned for newer more relevant ideas.To convince students to take themselves and their creations seriously as a means of instilling a sense of importance and respect for learning and creating in school and beyond.To be a role model and leader who considers the macro whilst doing the micro of education. To instill a metacognitive understanding of the students learning process in students, and to put metacognition into the practice of designing education. To prepare students physically, mentally, emotionally, spiritually, and intellectually for education beyond K-12, and for their participation in the real world.To continue self-education and give critical consideration to classical and contemporary education philosophies, theories, and ideologies whilst putting theory into practice designing education for their students.Engaging, with students and on their own, in the Hegelian model of perpetually integrating knowledge: thesis ??synthesis ? antithesis To continue evolving as an artist, lead-learner, designer of education, and person.Dissolve the distinction between schooling and education in the real world once in a while.Promote the awareness and development of meaning, purpose, and kindness in life, in creation, and in the interaction between people.Train students to read books but also spaces, to write essays but also music & dance, and to represent the assignment but also the city.Make interdependence obvious yet subtle.To meet the needs of individual students through fair but unequal treatment, as it is fair to identity difference in needs amongst students.Art involves mimicry & appropriation as well as originality & experimentation.Value and share that exploration & imagination are just as important as knowledge – learning how to learn & how to create is the most valuable lesson in schooling.Possess an understanding that technology is a component in education just as the students and teachers are components in the understanding of education as technologicalstudent responsibilities.To be the learner, influenced by the education and schooling environments whilst true to their own identity, that is explorative, curious, driven, informed, compassionate, empathetic, respectful, and risk-taking.Education and schooling need to be as DIY (do it yourself) as possible, meaning that students have the responsibility to learn from the material they are exposed to whilst engaging their curiosities and desires to be informed, to plan a route for themselves with the assistance of the teacher or other mentor that will expand on the learning they do in school, explore this material in conjunction with their own ideas to express themselves and make contributions to their classroom community, and be dynamic participants in experience within their education and schooling.the teacher-student relationship is translated in the form of:Presence of Reciprocity, Transparency, & EqualityLead learner facilitating learnersLecturer lecturing to listenersFallible imperfect Role model revealing humanity through thought and actionStudents learning from the desires, imperfections, unique perspective, limitations, and expertise of their teacher. Informer & Informees, Experiment Leader & Experimenters, and thought prober for critical thinking & thought probers for critical thinking (these roles can all be reversed as learning in the relationship of students and teachers is reciprocal),Mentorship by a prototypical role modelOne who (both students and teachers) teaches compassion, empathy, and love through example.the effective classroom. contents:Education Sensed & Visualized…is also education feltLearning is sensationalLearning’s locality is in the classroom, in nature, in the city, & beyond in a locality where the three meet Walks in nature & in the city?Peripatetic learningField trips that will most likely reveal interaction between art, science, social, math, & physical education ?Transdisciplinary Inquiry, Interdisciplinary Education, & real life learning & applicationCollaboration & interaction between members of the classroom community (students, teachers, classes, and a local and global community)?Interdependence In A Glocal Classroom Communitywindows in an aesthetically enriching & beautifully designed schoolthe effective classroom is a home, and is the space & interaction of the society of students and teachersStations for each student to create their DIY education experience from ??Home baseexperiments in a studio/labratoryDesks, smartboards, white boards, books, computers, libraries, quiet space, & libraries?Tangible resourcesBruce Mau’s studio, thoughtful designs, visuals and contentsproducing an environmentsavvy to the primal & technological, a respect for a slowness within speed??Projects in process?DIY students guided byInstructorsA space to?poetic thoughtSpend more Time inA time to spend Space inIncomplete experiments: (not so reckless) abandonA place where buddingArchitects, artists, doctors,And … would be inspiredPhotographs of the world for students and teachers to reflect on during they’re learning and creating processes? Reflection & viewing artA place where understanding matter is built in the form of projects by an informed, depending on the individual, scientist, politician, artist, writer, athlete, or mathematician… or any combination of the above??Transdiscipllinary educationStudents showing respect for peers, self, and teacher?RespectVisits from professionals from many fields?Inspirational experiencesflexibility, humor, kindness, & friendliness between people in the classroom community?Enriching environmenta story & a question. HYPERLINK "" Tate Modern: Olafur Eliasson, The Weather Project (2003) ()Whilst attending Goldsmiths College I studied with sociologist Celia Lury. One day at a meeting in her office we were discussing transdiciplinary education and she shared a story that her daughter had been to the TATE modern the week before with her kindergarten class to see artist Olafur Eliasson’s ‘The weather Project.’ Her daughter said she ‘was at the science center, and that she had seen a science experiment’ when she described her visit to the TATE modern which is an art gallery. Insights from this moment, discussing the purpose, locality, identity, and process of transart, with Lury have grown in meaning for me over the years. At this point, somewhere between departure and arrival, I am interested in:the blurry nature of Eliasson’s art & science experiment entitled ‘The Weather Project’, and transformations in the role and content of art galleries & science centers in a trans arts & inquiry.the potential in this blurriness to understand the value in and position of TRANSdisicplinary inquiry - in this transdisciplinary inquiry learning and products or creations by the makers may be composed of combined disciplines and may be beyond the sum of the disciplines having formed entirely new fields of knowledge and production. The position of TRANS is what distinguishes it from inter, multi, or uni disciplinary education or inquiry, and this position is akin to the inventor, artist, or scientist who’s work is transformed beyond discipline rather than be limited by it.How the code: Y.WH3E, as a symbol of my working philosophy of education, is definitive to and interconnected to transdisciplinary inquiry.My moment with Lury, my growing awareness & pursuit of understanding and practicing transart & transdisciplinary education, and my desire for experiments and creations that represent my ideas for transart & education design beyond any one discipline, leaves me with a question. (This question has developed as a result of my attempts to articulate how trans can be practiced in K-12 and what this means for my working philosophy of education.)Should we not emulate the work of Olafur Eliasson and the like that represent the holistic and connected Transdisciplinary nature and structure of our learned & constructed, and therefore mediated, reality in our design of education and schooling? Should we not, in designing education, focus on learning, creating, and thinking beyond disciplines instead of being limited by sensing and approaching these disciplines as unrelated? ................
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