visioning 21st c education

8/8/2019 Visioning 21st C Education

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VISIONING FOR21ST-CENTURY EDUCATIONQuestions and Experiments


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Three Reasons

I Said YES Today

CynthiaArcadio

RitaAtienza

Sr MarjoMatias, RA


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WHAT WE WILL TRY TO DO...

A SHARING OF EXPERIENCES:Xavier School and

the Jesuit Basic Education Commission

PROFESSIONAL CONVERSATIONS:An exchange among Colleagues in Practice

and Partners in Mission


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PREFACE TO OUR CONVERSATION

A difference inCONTEXTS

The WISDOM OFPRACTICE


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Conversations that began with Time

An issue of TIMEMagazine in 2002

examined the stateof Asias schools &asked the question:

Whats Wrong withAsias Schools?


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We asked ourselvesthe same question.

We had a sneakingsuspicion that

we were becoming

less effective in ourwork in education and

formation:Whats wrong

with Xavier School?


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ASEARCH FOR FRONTIERS

REFLECTIVEPRACTICE

STRATEGICDREAMING

PROFESSIONALCONVERSATIONS


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THREECONVERSATION

PIECES3A SURVEYA STORY

SOME SLOGANS


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CONVERSATION

PIECE 1 A SURVEY


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A LITTLE SURVEYABOUT YOURSELF AND YOUR STUDENTS

Born before 1964...(46 yrs old & above)

Born between 1965 & 1976

(34 - 45 yrs old)

Born between 1977 & 1997

(13 - 33 yrs old)

TVGENERATION

GENERATION

X

NETGENERATION

NEXTGENERATION

Born after 1997(13 yrs old & below)


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How do weEDUCATE

andRAISE

the NETGeneration

(Grade 7 & above)and the NEXT

Generation

(Grade 7 & below)?


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TV Generation andGeneration Xas AUDIENCE

Passive Viewers of MediaOne-way

BROADCAST

Media

INTERACTIVEMedia

Active Users of Media

The NET & NEXT Generation as AUDIENCE

G E N E R A T I O NG A P


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Technology istechnology only

for those

born after it

was invented.

Alan Kay

1946TV

1972VCR

1989Internet

2001YouTube

2004Facebook

The way we usemediatells us about

the way we learn.


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Passive Receiversof Knowledge

One-WayBROADCAST

Learning

Teacher-Centered

Two-Way

INTERACTIVELearning

Student-Centered

Active Users +Creators of Content

TV Generation andGeneration Xas LEARNERS

G E N E R A T I O NG A P

The NET & NEXT Generation as LEARNERS


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ONE-WAYBROADCASTLEARNING

TWO-WAYINTERACTIVE

LEARNING

1 2 3 4 5

Based on what you know, where would you locate theteaching practice prevalent in your school in the

following continuum?

THE CONTINUUM OF TEACHING

What about in the Assumption system?


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JESUIT BASIC EDUCATION COMMISSION

Transmissive Teaching

StronglyDisagree

1 2 3 4 5

StronglyAgree

JBEC


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JESUIT BASIC EDUCATION COMMISSION

Constructive Teaching

StronglyDisagree

1 2 3 4 5

StronglyAgree

JBEC


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HISTORY OF EDUCATION: 3STAGES

LIMITED Access

to INFORMATION

WIDE Access

to INFORMATION

LowQuality

Control

HighQualityControl

2

PRINTINGPRESS

1ORAL

TRADITION

3ELECTRONICREVOLUTION

MostIDEAL

MostDangerous


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The SAGE ON THE STAGEvs.the GUIDE ON THE SIDE


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The meaning ofknowing has shiftedfrom being able to

remember and repeatinformation to beingable to find and

use it. - Herbert Simon

LEARNING

=C

ONTENT+

P

ERFORMANCE


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CONTENT

Wait+Assimilate LEARNING

COMMUNICATE

What Has Been Learned

CREATE

Knowledge

COLLABORATEwith OthersLO

CATE+

INTERRO

GATE+

21ST-CENTURY LEARNING


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21ST-CENTURY

LEARNING:THE 58S (-ATES)


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REDESIGNING LEARNINGfor the 21st Century


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19TH-CENTURY CLASSROOMS


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CLASSROOMS TODAY


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Information Technology


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a 1 to 1 learning program is defined as anenvironment where students and teachers have access to

a notebook computer as well as digital content,educational software, and digital authoring tools


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Research studies show thatstudents with higher levels of

access to technology aremore motivated in school anddevelop important skills thatprepare them to succeed

in the 21st century.


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1TO 1 LEARNING EXPERIMENTTHE VIRTUAL LEARNING ENVIRONMENT


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LEARNINGat their

fingertips

LEARNINGin the palm

of their hands

The Net Generation:The Internet

The Next Generation Mobile Technologies

?


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CONVERSATION

PIECE 2 A STORY


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THE

QUEENSRACE

(FROM ALICE INWONDERLAND)


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"Well, in our country," said Alice, still panting a little,"you'd generally get to somewhere else if you runvery fast for a long time, as we've been doing."

"A slow sort of country!" said the Queen. "Now, here,you see, it takes all the running you can do, to keep inthe same place. If you want to get somewhere else, youmust run at least twice as fast as that!"

Lewis Carrolls Through the Looking Glass


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REINVENTINGSCHOOL

An EducationMake-Over

in a flattened world


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THREATS OPPORTUNITIES

Growing Irrelevance of theSchool & Teacher in the New

Virtual Environment

New Possibilitiesand New Venues

for Learning

Dangers of Technology vis-a-visstudents values, study

& social skills, etc.

New Challenges forOur Students

Character Formation

Migration of Students &Teachers. Effects on Students

Family Life

Student Mobility:Overseas Programs

2007


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MENTORING

1


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OVERSEAS PROGRAMS

2


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4-DAY CYCLEfor the HIGH SCHOOL3


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MOVEMENT

STUDENT

4


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THE HAIRCUTPRIVILEGE5


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INFORMATIONTECHNOLOGY

One2OneLearning

21st-CenturyLEARNINGin Xavier School

INNOVATIONSMentoring

Redesigned ScheduleStudent-Centered Learning

INTERNATIONALIZATIONOverseas Programs

International Benchmarking

INGENUITY/LEADERSHIPThe Haircut Privilege


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need to engage inexperimentation

permission tocommit

mistakes


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Buildingcollaborationamong Jesuits andJesuit schools

Very

Tough!


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Based on the Ateneo College Entrance Exam (ACET) for School Year 2009-2010


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WORKSHOP ON IGNATIANSCHOOL LEADERSHIP

(WISL)


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* Workshops

* Awards* Dinner Receptions* Closing Eucharist

* Intramuros Tour

* Mass of St. Ignatius* Keynotes* Major Conferences


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CONVERSATION

PIECE 3 SOME SLOGANS


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Herearesomestatementsandbeliefswe

commonlyheartoday.Whichofthefollowing

doyouhearyourstudentssay?

Ifyouveheardyourstudentssaysomething

similar,putanASTERISKbesidethestatement.

Ifyoususpectyourstudentssubscribetothat

belief(evenifyouhaventactuallyheardthem

sayit),putaCHECKbesidethestatement.

Ifyoudontthinkyourstudentsagreewiththe

statement,putanXbesidethestatement.

SLOGANS &REFRAINS


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F. As long as it works and gets you ahead, its okay to do it.If it serves you well, its good!

SLOGANS &REFRAINSA. You have to see itor measure itto believe it. So,maybe no religion is true since you cant actually see God!B. Just choose to believe whatever you want! All religionsare equally true anyway.

C. I want to make my first million by the time Im thirty.Thats whats important!D. Im so bored! I want more excitement in my life! Thegreater the stimuli and activity I get, the better and morefun!

E. Just do anything you want! We can have our ownpersonal morality. Whatever!


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Neverheard!

Too oftenHeard!

1 2 3 4 5

Using the scale below, arrange the statementsaccording to how widespread and popular youthink they are among your students:

SLOGANS + REFRAINS


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A. You have to see itor measure itto believe it.So, maybe no religion is true since you cantactually see God!

B. Just choose to believe whatever you want! All religions areequally true anyway.

C. I want to make my first million by the time Im thirty.Thats whats important!

D. Im so bored! I want more excitement in my life! The greaterthe stimuli and activity I get, the better and more fun!

E. Just do anything you want! We can have our own personalmorality. Whatever!

F. As long as it works and gets you ahead, its okay to do it. If itserves you well, its good!

Positivism

Pluralism

Materialism/Consumerism

Activism

Relativism

Utilitarianism

SLOGANS &REFRAINS


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SECULARISM

PositivismPluralism

Materialism/

ConsumerismActivism

Moral

Relativism Utilitarianism

BLOCKS TO FAITH

You have to see itormeasure itto believe it. So,

maybe no religion is true sinceyou cant actually see God!

Just choose to believewhatever you want! Allreligions are equally trueanyway.

I want to make my firstmillion by the time Im thirty.Thats whats important!

Im so bored! I want moreexcitement in my life! The

greater the stimuli and activity Iget, the better and more fun!

Just do anything you want! Wecan have our own personal

morality. Whatever!

As long as it works and getsyou ahead, its okay to do it. If itserves you well, its good!


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SECULARISM

PositivismPluralism

Materialism/

ConsumerismActivism

Moral

Relativism Utilitarianism

BLOCKS TO FAITH

All claims to truth mustbe observable and

scientifically provable.

Acceptance of all claimsor perspectives as moreor less equally true

Attachment tomaterial possessionsand physical comfort

Need for or addiction toconstant activity andexcitement

Denial of absolute morallaws: We are freeto do as we wish.

Actions are right if theyare useful andbeneficial to me and/orthe majority


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THE 3 GATES TO GOD

The Gate of

TRUTH: Creed

The Gate of

BEAUTY: Cult

The Gate of

GOODNESS: Code

Beliefs + Church Teachings

Prayer + Worship

Moral Living + Service


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The Gate ofTRUTH: Creed

Beliefs + Church Teachings

POSITIVISM

Youhavetoseeitormeasureit

tobelieveit.So,maybenoreligionistruesinceyoucant

actuallyseeGod!

PLURALISMJustchoosetobelievewhatever

youwant!Allreligionsareequally

trueanyway.


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Stage 1 - Undeveloped Spirituality: NOT CARING

Stage 2 - Formal Spirituality: ACCEPTING

Stage 3 - Skepticism/Individuation:QUESTIONING

Stage 4 - Mysticism: CHOOSING

When we were students?What about our students?

?

THE FOUR STAGES OFSPIRITUALDEVELOPMENT


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Passive Receivers

of Knowledge

One-Way

BROADCAST

Learning

Teacher-Centered

Two-WayINTERACTIVE

LearningStudent-Centered

Active Users +Creators of Content

How do you think does the followingapply to formation & faith?

Th G f TRUTH C d


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The Gate ofTRUTH: CreedBeliefs + Church Teachings

UNCRITICAL RECEPTIONOF THE TRUTH

INDIFFERENCE TO (orREJECTION OF) THE TRUTH

HEALTHY CURIOSITY& CRITICAL SEARCH

FOR TRUTHS


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Th G f BEAUTY C lt


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The Gate ofBEAUTY: CultPrayer + Worship

MATERIALISM/CONSUMERISMI want to make my first million by

the time Im thirty. Thats whatsimportant!

ACTIVISM

Im so bored! I want moreexcitement in my life! The greaterthe stimuli and activity I get, thebetter and more fun!


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THE FLATTENING OF SYMBOLS

The traditional symbols and rituals of the Church are nolonger as meaningful or powerful as before--if at all!


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Horror vacuithe fear of empty spaces in our lives...

The Death of Silence

Th G t f BEAUTY C lt


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The Gate of BEAUTY: CultPrayer + Worship

UNQUESTIONING ACCEPTANCE OFTRADITIONAL SYMBOLS & RITUALS

TOLERANCE (OR REJECTION) OFMEANINGLESS SYMBOLS & RITUALS

RENEWED APPRECIATIONOF TRADITION +

CREATION OFNEW SYMBOLS & RITUALS


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Resuscitating

Symbols+Stealing

Symbols

CULT: PRAYER AND WORSHIP

The Gate ofBEAUTY


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The Gate ofGOODNESS: Code


RELATIVISMJust do anything you want! We

can have our own personalmorality. Whatever!

UTILITARIANISM

As long as it works and gets youahead, its okay to do it. If it servesyou well, its good!


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GOOD EVIL

PLEASURABLE

PAINFUL

MORAL REASONING

EASY!

Kayang-

kaya!Uh-uh!

Oh no!


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GOODGREATERGOOD

PLEASURABLE

PAINFUL

IGNATIAN DISCERNMENT

No

sweat!Way

prublima!

Uh-uh!Major

Major

Problem!

The Gate of GOODNESS: Code


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The Gate of GOODNESS: Code


FEAR OF THE FIRES OF HELL

(PAIN & PUNISHMENT)

ATTRACTION (OR ADDICTION)

TO PLEASURE

COMMITMENT TOTHE GOOD + DESIRE FOR

THE GREATER GOOD


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How do we makegood cool again?

CODE: MORAL LIVING AND SERVICE

The Gate ofGOODNESS


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What kind of experiences can we design and

whatmeanings can students derive from thoseexperiences to lead our students...

To seek truths and eventually arriveat the Truth?

To look for the unseen God andencourage them to relate to Him? To commit to do the Good and toseek the Greater Good?

Keys to the Gates ofTRUTH, BEAUTY, andGOODNESS


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Redesigning Learning for the 21st Century

Reinventing Schooling in a Flattened World

Resuscitating Spiritualityin a Secular Age

RECAPTHREE CHALLENGES TODAY

visioning 21st c education

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