The price is a school system that alienates and dulls us, that graduates young people who have had no mentoring in the questions that both enliven and vex the human spirit.
Community is not a goal to be achieved but a gift to be received. Parker J. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life.
Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self-knowledge—and knowing myself is as crucial to good teaching as knowing my students and my subject. Parker Palmer explores a movement approach to educational reform.
He writes that the genius of movements is paradoxical: They abandon the logic of organizations in order to gather the power necessary to rewrite the logic of organizations. He explores four definable stages in the movements he has studied.
For by understanding the stages of a movement, some of us may see more clearly that we are engaged in a movement today, that we hold real power in our hands—a form of power that has driven real change in recent times.
It also aims to highlight the fact that teaching should become a profession of choice but not a profession of left over.
Teachers need more professional development than they had received during the training period of one or two years. National Institute of Education NIE in Singapore, has earned 2nd place in Asia and 12th place in the world, is offering a four under-graduate Bachelor of Arts education and Bachelor of Science education which gives quality training in both subject content and professional teaching qualification.
The degree programs focus on grooming the passionate and driven students to become truly effective educators and differentiate them from others. The program will equip the trainee with content knowledge that is school-relevant and pedagogical, making it most suitable for teaching career. While the education system in Finland has been the centre of attention of educators across the world since Finnish students have consistently featured among the top performances in PISA Programme for International Assessment.
The important principles behind the design of education is pedagogy studies, language and communication including ICT along with personal study plan which forms a common core between the classroom and subject teacher education curriculum. Teachers have to write a research-based dissertation at the end of course of study in education and human development, training in diagnosing students with learning difficulties and extensive training on how to teach the children of varied learning abilities by applying differentiated strategies are given.
Following are the attributes of the 21st century teaching professional, which definitely needs more time training period for empowering the teachers:. The initiative of four year Teacher training course, which can cover wider aspects of education and teaching-learning processes can empower the teachers towards quality improvement of education system and prepare global citizens in every classroom.
The annual Reflections theme is created by a student and selected two years in advance through our annual theme search contest. From Art to Exhibit Student winners from the local level have the opportunity to move up through their district, region, council and state PTA programs to the national level.
How to Participate. Reflections Navigation. Learn about our winners, events and exhibits and see what you can win! Apply for a grant and use our toolkit to advocate for arts education. Fear, not ignorance, is the enemy of learning, and it is fear that gives ignorance its power. Indeed, fear is the counterpoint of every great and good human virtue: fear, not doubt, is the counterpoint of faith; fear, not hate is the counterpoint of love; fear, not greed, is the counterpoint of generosity; fear, not betrayal, is the counterpoint of trust.
It is fear that deforms our lives; it is fear that saps all the great virtues of their power to reform our lives. If we are to deal with the formation of teachers from the standpoint of fear, it is important to understand that fear is not just a personal emotion which is how we normally use the word , but a central feature of the culture that surrounds us as well. Fear is clearly at work in our civic culture, where the politicians too often try to win votes by playing on our fear of diversity, fear of material loss, fear of the future.
Fear is clearly at work in our religious culture, where the churches too often try to recruit and retain members by playing on our fear of judgment and of death. Fear is clearly at work in our educational culture as well. My own examination of fear in education suggests that it is rooted in at least three places—in our dominant way of knowing, in the lives of our students, and in our own hearts as adult professionals.
Objectivism is the primary intellectual commitment of Western culture. But objectivism is full of fear—the fear of subjectivity, the fear of relationship, the fear of being challenged and changed by that which we know. Of course, there is good reason to fear unfettered subjectivity. We need to be re-formed in a way of knowing that embraces the paradox of subjective and objective truth, a way of knowing that does not collapse into either inward or outward illusions, but one that brings us into a living dialogical relationship with the world that our knowledge gives us.
We need a way of knowing that makes us not masters but partners, cocreators. I am not a romantic: we need a way of knowing that gives us the power to survive in the world. But we also need a way of knowing that gives the world the power to survive us by transforming our lives. We need a way of knowing that brings us into a living relationship with all we know so that our knowledge itself will be a source of community rather than control.
This way of knowing will emerge only as we address the fear that lies behind our commitment of objectivism. Our need is to develop concepts and images that more faithfully reflect the actual way we know. Objectivism, with its emphasis on cold facts and logic, gives a very unreal picture of how humans know their world see the work of Michael Polanyi or Evelyn Fox Keller ; and the objectivist conceit that human beings can own and operate the world by knowing it is nothing more than an egocentric, self-serving fantasy, one that is now dissolving around us.
The fear that is in our images of knowing is the first fear to be confronted and healed in a program of teacher formation; until these images change, our fearful ways of teaching will remain the same. Our one-dimensional, power-oriented pedagogy simply reflects an epistemology that has these same traits. To deal effectively with teacher formation, Fetzer must help teachers develop an epistemology that respects the complexity of human knowing, one that does not approach the world as a combat zone but as a viable place of grace.
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