Welcome to ED 870 AL

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Welcome to ED 870 AL
Sustaining Wellbeing through Health, Outdoor and
Physical Education (HOPE) pedagogy in education
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Agenda for this evening

• Clarifying the purpose and the process
• Beginning a transformational journey
• Visioning
• Discussing the experience

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In your small group identify two or three issues
which impede what you perceive as progress within
your world (s) of education . . . Be prepared to
briefly share.
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Clarifying the purpose and the process

• Purpose to engage in an interactive process that
  challenges and shifts your way of thinking about
• Self and others.
• Purpose to engage in an interactive process that
  challenges and shifts your understanding of
• Education, teaching, administrating educational
  experiences
• Curricula and the outcomes of learning at all
  levels of education.
• Purpose to engage in an interactive process that
  provides a basis for educational change within a
  personal/professional context.

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Clarifying the purpose and the process

• Process that ties experience, research, opinion,
  feelings, attitudes and overall judgment to
  heighten your awareness and systemically links
  self and others to well-being.
• Process that is interactive and allows you to
  address educational change within your own
  personal/professional life.

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Adding to the voices calling for the
re-orientation of education to address
sustainability Helping others understand the
importance of integrality an its implications for
the way we do education
Voices from various sectors saying similar
things
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Environmental Education. Population Education.
Development Education, Energy Education HIV/AIDS
Education. Permaculture Education, Citizenship
Education, Democracy Education. Consumer
Education Media Education, Outdoor Education,
Experiential Education, Workplace Education,
Conservation Education, Anti-Racist Education,
Religious Education, Equity Education, Gender
Education, Holocaust Education Entrepreneurship
Education, Horticulture Education, Water
Education Global Education Drug Education. Sex
Education. International Studies. Family Studies.
Human Rights Education, Women's Studies, Native
Studies, Values Education. Natural History
Education, Vocational Education, Economic
Education, Anti-smoking Education, Conflict
Resolution Education. Workplace education
Disaster Prevention Education, Computer Studies,
Life-Skills Education, Recycling Education,
Civics Education, Heritage Education, Community
Studies, Multicultural Education, Anti-Violence
Education, Systems Thinking Education, Futures
Education, Biodiversity Education, Pioneer
Studies, Nutrition Education, Resource Management
Education, Self-Image Education, Peace Education,
Leadership Education, Cooperative Education,
Character Education, Sexual Orientation
Education (80 plus) We are not creating
Sustainability Education as 81
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Given the uncertainty, sustainable has become
the new organic an important if unclear label
subject to hype, misrepresentation and
opportunism
Sustainability is the possibility that human and
other forms of life on earth will flourish
forever. John Ehrenfeld, Professor Emeritus, MIT
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Heightening ones awareness to
The importance of re-orienting teaching and
learning to address social and ecological
justice Understanding the concept of integrality
in relationship to education The significance of
redefining the place of education in our society
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Caveat At present there are differences of
opinion for all peoples do not agree as to the
things that the young ought to learn, either with
a view to virtue or with a view to the best life,
nor is it clear whether their studies should be
regulated more with regard to intellect or with
regard to character. (Aristotle - 384-322 BCE)
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Engaging all formal, non-formal and even informal
education, public awareness, and training
programs at all levels to learn and to educate
our way out of what currently appears as an
unsustainable future (Hopkins, 2008)
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. . . The crisis of sustainability, the fit
between humanity and its habitat, is manifest in
varying ways and degrees everywhere on earth. It
is not only a permanent feature on the public
agenda for all practical purposes it is the
agenda. (Orr, 1992)
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The content of our curriculum and the process of
education, with a few notable exceptions, has not
changed what is apparent is that we do not
worry about what our children and young people
learn and how well they learn it until a crisis
happens along. The crisis cannot be solved by
the same kind of education that helped create the
problems (Orr, 1992)
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Integrality
Ownership
Traditional
Process
Experiential Multi-sensory Unique learning
environments Interdisciplinarity Spiritual
Trust
Groupness
Risk
Responsibility
Transformation in the way we think about and do
education
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The necessary revolution a future awaiting our
choices
But occasionally something different happens, a
collective awakening to new possibilities that
changes everything over time how people see the
world, what they value, how society defines
progress and organizes itself, and how
institutions operate.
The Renaissance was such a shift, as was the
industrial Revolution. So too, is what is
starting to happen around the world today. (pg.5)
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The necessary revolution a future awaiting our
choices
The belief that economic growth alone will solve
the problems of poverty is simply not borne out
by the facts.
the real problem is not these crises per se but
the likelihood that our responses will be
completely inadequate (pg.6)
People are silent when it comes to education,
role of teachers, educational administrators and
even teacher educators even Senge (2008)
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The necessary revolution a future awaiting our
choices
Everyone does not just wakeup one day and say,
this isnt working. We must change. . . . The
vast majority maintain the status quo
we revert to our most habitual (and more
primitive) modes of behaviour (pg.8)
The PARADOX - progress to destruction
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The necessary revolution a future awaiting our
choices

• There is no viable path forward that does not
  take into account the needs of future generations
• The term sustainability is widely used to express
  the need to live in the present in ways that do
  not jeopardize the future

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The necessary revolution a future awaiting our
choices

• Institutions matter
• it is folly to think that the changes needed in
  the coming years will not involve fundamental
  shifts in the way institutions function,
  individually and collectively.
• The gap between the need to think and act
  interdependently and our abilities to do so sits
  at the heart of all the most difficult problems
  we face today.

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The necessary revolution a future awaiting our
choices

• All real change is grounded in new ways of
  thinking and perceiving.
• We all need to work together differently than we
  have in the past

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The necessary revolution a future awaiting our
choices

• We need to embrace the notion of leadership and
  that leadership emerges
• We need to understand that everything relates to
  education Senge and others are all about
  education!

We can not afford to keep our eye off this ball!
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• Suzuki Speaks
• the key themes
• the education link

http//www.davidsuzuki.org/default-donate.asp?sour
ceDonateSplash
Hope
Fostering hope a leaders first and last
task Keith D. Walker (2006)
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Fostering hope a leaders first and last task
Personalizing learning re-writing the scripts
for what schools are to look like and do
developing synergistic partnerships, amidst
complexity deliberately engage collective
sagacity innovating our means and approaches to
knowledge transfer and creating situated, then
global, epidemics of educational excellence.
(Caldwell (2005)
I am simply riding on the momentum by adding
hope-fostering as a crucial element to our
re-imagining the transformational frames and
functions that we must undertake for the outcomes
we wish to attain.
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Fostering hope a leaders first and last task
leaders need to be hopeful and out of their
fullness, they need to be able to foster this
hope in others. They do this in spite of the
complexities of our times, the rigidity of our
thinking, and the deadlock and tensions of our
diverse values and aspirations
Perhaps the most important and perhaps the most
neglected leadership virtue is hope. One reason
why hope is neglected is because of management
theories that tell us to look at the evidence, to
be tough as nails, to be objective, and in other
ways blindly face reality (Sergiovanni 2007 pg.
77)
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Fostering hope a leaders first and last task
Everywhere we look, we see institutions that
appear the same as they used to be from the
outside and carry the same names, but inside have
become quite different they are what I call
shell institutions. they are institutions that
have become inadequate to the tasks they are
called upon to perform (Giddons (2000) pg. 36-37)
I believe hope displaces fear, despair,
despondency, and discontinuity
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Fostering hope a leaders first and last task
Hope is the decisive element in any attempt to
bring about social change in the direction of
greater aliveness, awareness, and reason (Fromm
(1968 pg.6)
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Creative Tension
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Creative and Emotional Tension
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Visioning

• Focus on what you really want to create.
  Visioning skills develop naturally when you are
  honest with yourself about your aspirations and
  what is important to you. Focus on
• What you want, rather than the how, or the
  process for getting it.
• What you want, rather than avoiding what you
  dont want. For example, focus on heath rather
  than on not getting sick.
• What you want, rather than on what you think is
  possible. Really reach!

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Visioning

• Focus on the whole picture including the
  positive consequences of achieving what you want
  assume anything is possible.
• Let your vision be expansive. Your vision might
  include not only the results or conditions you
  want to create, but also the values you embody
  and your general outlook and state of
  satisfaction or accomplishment.
• See/experience the vision in the present tense.

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Next Experience

• Change from theory to possibilities
• Senge (2008) Ch. 3-4
• The Integral vision
• Developing a learning strategy related to a Vision

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