One of the biggest challenges for education is to stop breaking apart "things", into sub, subsub (part) tasks. An essential element in the new paradigm is dare to put a number of goals upfront, and stick to them. The tendency to break apart has its origin in the illusion of control. A good example are the basic competencies for the future teacher in Flanders: http://www.ond.vlaanderen.be/edulex/database/document/document.asp?docid=13952#245903 (Dutch)
Peter Senge's quote says it clearly:
"From a very early age, we are taught to break apart problems, to fragment the world. This apparently makes complex tasks and subjects more manageable, but we pay a hidden, enormous price. We can no longer see the consequences of our actions; we lose our intrinisic sense of connection to a larger whole. When we then try to ‘see the big picture,’ we try to reassemble the fragments in our minds, to list and organize all the pieces. But, as physicist David Bohm says, the task is futile–similar to trying to reassemble the fragments of a broken mirror to see a true reflection. Thus, after a while we give up trying to see the whole altogether."
Cannot agree more.
What to put upfront to see the bigger whole? A number of possibilities, amongst them the five disciplines of P. Senge , but I see Creative interchange as the basics of any good teacher. Good teaching cannot be reduced to technique, it comes from the identity and integrity of the teacher (P. Palmer).
Four characteristics the teacher masters in Creative Interchange:
- authentic interacting
- appreciative understanding
- creative integrating
- continuous improvement (expanding capacity)
How would the world look like, if we focus on only these? How would we, our-selves, look like?
Want to read moren about Creative Interchange?
> English: http://www.iichange.com/sample.php