ã John Pearce 2010

Leading and learning for interdependencenot independence

A presentation especially for “Project Transformation” 6th February 2010 9.2.10

ã John Pearce 2010

A few words on the curriculum

I did not talk in detail about possibilities within the new curriculum because it is now so flexible, with great potential. For detail go to:

www.qcda.org.uk

NB: The curriculum is now defined as the total experiences a youngster has in school (not the subjects, or the timetable and so, there is no such thing as extra-curricular activities).

NB: The new secondary curriculum includes some great statutory work…..Scan the Citizenship, Personal, Social and Health Education (PSHEE) sections and the Personal Learning and Thinking Skills (PLTS). You’ll see there is much to support “Project Transformation” also skim the DIMENSIONS…. It is good stuff….. Globalisation…Sustainability etc etc.

NB: the AIMS and VALUES behind the statutory and some recent learning from our work with Local Authorities implementing the New Secondary Curriculum and about to implement the New Primary Curriculum….

so just one slide!

ã John Pearce 2010

The statutory aims of the New Secondary Curriculum….successful learners who enjoy learning, make progress and achieve

confident individuals who are able to live safe, healthy and fulfilling lives

responsible citizens who make a positive contribution to society.

Thoughts from work with Local Authorities

The new curriculum is about:

Raising standards and recognising wider achievements

Linking our work with Children’s Plan and ECMAll learnersNarrowing the gap Gifted and talented

What do we want to achieve?

“The challenge…..to prepare not just most

but all children to make successes of

their lives and develop the broader skills,

knowledge and understanding they need

for the future… “ White paper DCSF 2009

ã John Pearce 2010

2 Visions, or approaches, to leading and learning…

+3 Fs ( functionality, philosophy &

fulfilment )=

5 Outcomes

OK – enough about the curriculum - this session is about…

ã John Pearce 2010

Every Child Matters 2003 - The Children Act 2004

The 5 outcomesBeing Healthyenjoying good physical and mental health and living healthy lives

Staying Safebeing protected fromharm and neglect

Enjoying and Achievinggetting the most out of life and developing theskills for adulthood

Making a Positive contributionbeing involved with the community and society and not engaging in anti social or offending behaviour

Economic well beingnot being prevented by economic disadvantage from achieving their full life

S H A P E

ã John Pearce 2010

Where do you want

to be?

How might you get

there?

Have you got

there?

In education and elsewhere we typically have processes like this to plan what we do….

Where are you

now?

Vision

Action

Measure

Planning, Coaching, Self-Evaluating, Performance Management etc

ã John Pearce 2010

PLANRE PLAN

DO

REVIEWREVIEW

DO

I M P A C T ?

EVIDENCE?

and we use a range of similar models

ã John Pearce 2010

Where do you want to be?

How might you get

there?

Have you got

there?

Which is really this….

Where are you

now?

ã John Pearce 2010

G

OW

and is also this…

R

Goal, current Reality, Options and Will (coaching model) J Whitmore “Coaching for Performance” 2009

ã John Pearce 2010

Nothing said

Nothing

happens

Told you so!

There’s nopoint saying

anything

J S Pearce 1993

and even this….The Cycle of Apathy…

ã John Pearce 2010

So, simple conceptssometimes get over complicated….

ã John Pearce 2010

Wouldn’t it be

better to

collaborate and find

common, simpler

ways to describe

what we are trying

to do?

One huge issue for us

all is the lack of

perceived time for

teachers and leaders to

make sense of it

themselves….

What follows is my way of

making sense of it all…

ã John Pearce 2010

FUNCTIONALITY

2 Visions (approaches)

to leading and learning

MO

RAL

PU

RPO

SE

NB these visions are complementary and not competing - they are not separate or exclusive…

It is as though we have lost a holistic vision for education hence Project Transformation and similar movements…

ã John Pearce 2010

Vision 1: Functionality

FUNCTIONALITY

• Skills….• Knowledge•Understanding

(mainly)

learning what and how to do it

ã John Pearce 2010

FUNCTIONALITY3 Rs

LiteracyNumeracy

SpeakingOperatingConstructingListening

To what purpose

?Geography

HistoryPE

ETC ETCSTANDARDS!

PLTSENQUIRE

TEAMWORKPARTICIPATESELF-MANAGEREFLECT

THINK CREATIVELY

ã John Pearce 2010

It is as though some have lost their moral purpose

ã John Pearce 2010

ValuesBeliefs?

Moral Purpose

?

Visionfor

education

Functioning can sometimes lack purpose…So what informs our vision – other than functionality?

ã John Pearce 2010

ValuesBeliefs

Moral Purpose

Others know functioning is enhanced by a moral purpose…So what informs this for you?

Visionfor society

ã John Pearce 2010

Vision 2: Moral purpose

MO

RAL

PU

RPO

SE • Skills….• Knowledge•Understanding

(mainly)

learning why and how to live based on values? Whose? Good or bad?

philosophy – ethics - religion

ã John Pearce 2010

Dependence

Independence

Interdependence

Needs to be looked after by another

Able (and willing) to look after himself/herself

Able (and willing) to look after others

John Pearce 2001

My thoughts were once that there is a journey…..

The red line is a borderline to

a new (and better?) level

of understanding

ã John Pearce 2010

Kosmocentric

Kohlberg & Gilligan

Worldcentric

Ethnocentric

Egocentric

And then I realised others had invented this ladder…..

ã John Pearce 2010

 Global Flux

Functional Flow

Growth and Cause Oriented

Materialistically Oriented

System Oriented

Aggression Oriented

Tribal Oriented

Survival Oriented

The Evolution of Values - Clare Grave’s System

ã John Pearce 2010

Post ConventionalSocial Contract and Individual RightUniversal Principles

Conventional Good Interpersonal Relationships

Social Order

Pre ConventionalObedience and Punishment OrientationIndividualism and Exchange

Kohlberg’s stages of moral development

ã John Pearce 2010

Vulnerable dependence

Safe independence

Safe interdependence

Vulnerable interdependence

Vulnerable independence

Safe dependence

Vulnerable isolationJohn Pearce 2010….. Ongoing…

(not even near the ladder)

And so I updated my original….. (see explanation on notes page)

ã John Pearce 2010

Maslow and others….. many others too ……

ã John Pearce 2010

Vision 2: Moral Purpose

MO

RAL

PU

RPO

SE

CARERESPECT

VALUES

CITIZENSHIP

PHILOSPOHYETHICS

PASTORAL CARE

And so we should also have a moral purpose in our vision for education and this includes such things as….

Social EducationReligious

EducationALTRUISM

ã John Pearce 2010

unable capable

egoc

entr

ical

trui

stic

MO

RAL

PU

RPO

SE

FUNCTIONALITY

Combining Vision 1 & 2

Vulnerable Isolated

ã John Pearce 2010

Functionality + Moral Purpose = Fulfilment ?

MO

RAL

PU

RPO

SE

FUNCTIONALITY

incapablealtruist

ic

Capable egocentric

Capable Altruisti

c

Leading learning fo

r interdependence

unable egocentric

ã John Pearce 2010

MO

RAL

PU

RPO

SE

FUNCTIONALITY

incapablealtruist

ic

Capable egocentric

Capable Altruisti

c

unable egocentric

Vulnerable Isolated

Borders and barriers on this journey…..

ã John Pearce 2010

MO

RAL

PU

RPO

SE

FUNCTIONALITY

independent

Capable Altruisti

c

interdependent

ethnocentric

World centric

Vulnerable Isolated

Borders and barriers on this journey…..

ã John Pearce 2010

Playing with the model 1M

ORA

L

PURP

OSE

FUNCTIONALITY

Skilledoperative

philosopher

recluse

aesthete

athlete

terroristphilander

er

saint

BankerGood student

(poor citizen)

Good citizenPoor

student

Independentlearning

Interdependent

learning

PoetInterdependent

living

dependentlearnersinner

Not helpful!

ã John Pearce 2010

Playing with the model 2M

ORA

L

PURP

OSE

FUNCTIONALITY

Independentlearning

Interdependent

learningdependentlearning

Interdependentliving

P.L.T.SPersonal Learning

Thinking Skills

Citizenship

Moral and some religious

education

Functionalskills

Purely academic

P.S.H.E.E.

CONSEQUENTIAL DECISION MAKING PEER ASSESSMENT

SELF ASSESSMENTinstruction

Interdependentcapable, altruistic

APPLIED WISDOM

ã John Pearce 2010

Playing with the model 3M

ORA

L

PURP

OSE

FUNCTIONALITY

LivingExperimenting

Experiencing

Achieving

Philosophising

Appreciating

Functioning

Fulfilment

Learning

ã John Pearce 2010

But life isn’t all straight lines and

arrows – it’s

organic…

So, shouldn’t the x

axis and the Y axis bend to complement

each other…

ã John Pearce 2010

Playing with the model iiiM

ORA

L

PURP

OSE

FUNCTIONALITY

LivingExperimenting

Experiencing

Achieving

Philosophising

Appreciating

Functioning

Fulfilment

Learning

ã John Pearce 2010

PH

ILO

SOPH

Y

FUNCTIONALITY

Thin

king

lead

ing

to

func

tioni

ng

Functioning leading to

purpose

Flow of ideas ->

<- Flow of id

eas

FULFILMENT

ã John Pearce 2010

ã John Pearce 2010

Key questions for us all (not just teachers)

How to engage the vulnerable isolated? (See, for one example, the project Narrowing the Gap)www.lga.gov.uk/lga/core/page.do?pageId=234484How best to promote interdependent learning and leading in the dependent and independent?

ã John Pearce 2010

Isn’t promoting interdependent learning and leading about:

turning that line of functionality into a curve towards moral purpose…… i.e. trying to apply functional learning to a good purpose

and

bending the line of moral purpose towards functionality….. i.e. taking action about what we believe is right…..

Unless we do this don’t we risk becoming:mere operatives - functionariesinactive thinkers orwe separate our thinking and doing ignoring our beliefs in our behaviours….? ?

discuss

ã John Pearce 2010

And recognising that teachers/leaders/parents have authority to intervene in a range of ways and styles and that will expose our values…

If we TELL predominantly – we will breed dependents

If we move towards DELEGATE – we will build capacity, empower and encourage thinking…

NB: Telling is not bad, neither is delegating (or coaching) inherently good….. The key concepts here are appropriacy of style and moral purpose. So the key judgement is …

Judging the point and nature of any intervention…

?discuss

See next (complicated) slides in animation and then their notes beneath, or vice versa,.,,

ã John Pearce 2010

TELL SELL CONSULT

NEGOTIATE

SHARE

DELEGATE

ABDICATE

We chose appropriate blends of teaching and leadership styles to achieve functionality with moral purpose

J S Pearce (2001) “Judging the point and nature of decision making and the PANINI model”Tannenbaum, A.S. and Schmitt, W.H. (1958) “Participative Leadership”

INTERDEPENDENT

DEP

END

ENT

We hand over

responsibility to

you as quickly as

possible

Judging the points & nature of interventions

FUNCTIONALITY (Capacity)

WITHDRAW

ã John Pearce 2010

ABDICATE

DEPENDENT

SELL

TELL

CONSULT

NEGOTIATE

SHARE

DELEGATE

and similarly to achieve moral purpose with functionality

Pearce JS (2001) “Judging the point and nature of decision making - the PANINI model” Tannenbaum, A.S. and Schmitt, W.H. (1958) “Participative Leadership”

INTERD

EPEND

ENT

You allow us to think for

ourselves as often as possible!

MO

RAL

PU

RPO

SE (

Altr

uism

)

WITHDRAW

Judging the points & nature of interventions

ã John Pearce 2010

PH

ILO

SOPH

Y

FUNCTIONALITY

Thin

king

lead

ing

to

func

tioni

ng

Functioning leading to

purpose

Flow of ideas ->

<- Flow of id

eas

FULFILMENT

Coaching zone?

ã John Pearce 2010

PHILOSOPHYFULFILMENT

FUNCTIONALITY

The 3 Fs

L E A F some acronyms….. Learning Experiencing Achieving

FulfillingLiving Egotism Altruism FulfilmentLead Empower Actualise Flow

Final thoughts

ã John Pearce 2010

PH

ILO

SOPH

Y

FUNCTIONALITY

FULFILMENT - FLOW

ã John Pearce 2010

Leading and learning for interdependence

I’m happy for the © JP materials to be used for

non-profit making purposes. I’d love to discuss these developing ideas and explore ways of progressing them

john@johnpearce.org.uk

See an emerging BLOG for interdependence

www.johnpearce.org.uk