Fritjof Capra- easier link

the last link is a bit astray- I quite like its quirkiness, but here is a more obvious connection toCapra

great reading.

Orr's Six Myths about education

Orr quotes Elie Wiesel as saying Education "emphasised theories instead of values, cponcepts rather than human beings, abstraction rather than consciousness, answers instead of questions, ideology and efficiency rather than conscience". This is not a new criticism of an education system- it is rather one that challenges the Western rational approach to knowledge collection and use. Weisel and Orr with him are sitting on a rationale that would have education being about values and conscience. (not so different from the base and justification for many of our integrated private schools in New Zealand)
Having experienced the formal education system both as a receiver (what a passive word) and a giver (under a plethera of role titles)for more years than I can count on my fingers, I am very inclined to agree with critiques that give knowledge, its reception and use a priviliege for the rational and indeed support the false dualism of the intellect and the spirit. What you replace it with is the moot point. Clearly Orr wants to replace it with the notion that "all education is environmental education" and lists curriculum content that would provide that. This is a seductively partisan view and one which is quite cleverly argued. I'm in the process of exploring other readings (Design for Sustainability and FritjofCapra ) where an holistic and integrated world is pictured and ways to support that are explored.
I'll just keep on with it I think and I look forward to our next gathering.

fab resource

hi folks.
easter was an interesting time in a camping ground with very clear statements around environmental responsibility- "to ensure you enjoy being here until your old age and your grandchildren can also".

The neatest resource is to be found (as it often is) in material designed for further down the education chain.
http://seniorsecondary.tki.org.nz/social-sciences/Education-for-sustainability

"It can be helpful to think of sustainability in terms of maintaining the capital we need for our continued existance. There are four types od such capital:natural,human,social and built (includes both manufactured and financial). All four types are necessary if societies are to function".

definitions, teaching packs, assessment resources. a veritable feast and all for free!!!!!

sustainable practice- new learning? or refocussing on old?

I am fascinated by the trends in recipe books in New Zealand over the last 6 months.
Much of what we are going to now is "comfort food" food our grandmothers used to make- witness the Baking recipes, the home garden recipes, the eggless, butterless (from the days of rationing,)and the collections from fundraising publications. Further than that the grow your own gurus, (Linda Hallinan, Anabelle Langbein) are taking us into a former life. (Of course our cleaning with Wendyl Nissan could be going that way too. Baking soda and vinegar will get you to a clean heaven).
And bless us, the advice to those who seek well-being is taking the same pathway. Nigel Latta in both his magazine columns and his tv programme talks about "stuff" not making you happy,while Martin Seligman looks for a satisfying life that is as much about doing things for others as for the self.
It may be that in a time of recession we become nostalgic for what was and from a distance seems much better. (Have you seen "Midnight in Paris"? There anything 'before'has to be superior)It may be that such regression is actually progression towards more sustainable lifestyles that will make fewer demands on both our environment and our society.
I wonder what you think?

porgress up and down

I have recently been involved in a serious and important discussion around how to assess experiential learning and match it with taught stuff. It is like copmparing apples with oranges, BUT if you shift up a conceptual level they are "fruit".
SO how do we recognise Fruit? can we allow distinctive varietal differences? or do we have a must have and might have list?
are the critical definitions of fruit sufficient? or do we need a flavour of each specialty (major) fruit?
quite a challenge really, AND very important when prior/exepriential learning is presented to assess.
I'd love some comments on this from you all.

workbased learning

I wonder often if the world recognises some of the "hidden" aspects of learning at work. oh yes, there is the skill demonstration, and sometimes the "you would be wise to.." mentoring, but aside from that?
If all workers were required (under the most dictatorial regime you might imagine) to document thoughts/feelings/learnings what would aprear. I suspect that something we might see as Grounded Theory might emerge. then the challenge is to support the working learner to compare their groundedness with the formalities.
So how does the wolrd recognise the learning? maybe the world has to challenge its own assessment practices.

Today was Otago Polytechnic graduation. The section in which I work -CAPABLENZ -that works with experienced people to promote critical reflections of that experience towards a presentation to a panel of expert assessors, had 100 graduands. The qualifications included tertiary teaching; Apllied management; Youth Work; Business administration; Building surveying; Counselling;career practice; Construction management;Design (Fashion); Design (Product).

It is an affirmation of the value of experienced people and their timely links to reflection on their experience.
It is also an affirmation of the value of intentionally supportive practice for those who have not been part of the regular education system for some time.

This is what makes the work worth while.
AND the challenge is how to work well with distance people.