Know ThyselfKnow Thyself

Breakthrough LeadershipBreakthrough Leadership

What is this class about?What is this class about?

What do you expect to get?What do you expect to get?

Breakthrough LeadershipBreakthrough Leadership Breaks though old habits of thinking to Breaks though old habits of thinking to

uncover fresh solutions to perennial uncover fresh solutions to perennial problemsproblems

Breaks through the interpersonal barriers Breaks through the interpersonal barriers that we all erect against genuine human that we all erect against genuine human contactcontact

Breaks through cynicism and helps find Breaks through cynicism and helps find meaning and purposemeaning and purpose

Breaks through limits imposed by doubts Breaks through limits imposed by doubts and fears to achieve more than we and fears to achieve more than we believed possiblebelieved possible

Learning as a Way of Learning as a Way of BeingBeing

By Peter VaillBy Peter Vaill

Permanent White WaterPermanent White Water

The complex, turbulent, changing The complex, turbulent, changing environment in which we are all environment in which we are all trying to operatetrying to operate

Defines the difficult conditions under Defines the difficult conditions under which people exercise their will and which people exercise their will and judgment within society’s macro-judgment within society’s macro-systemssystems

It is the nature of macro-systems to It is the nature of macro-systems to upset all attempts to get subparts to upset all attempts to get subparts to run smoothlyrun smoothly

Permanent White Water Permanent White Water CharacteristicsCharacteristics

Full of surprisesFull of surprises Tends to produce novel problemsTends to produce novel problems Features events that are ‘messy’ & Features events that are ‘messy’ &

ill-structuredill-structured CostlyCostly Raise the problem of recurrenceRaise the problem of recurrence

Our ReactionsOur Reactions

Life outside one’s comfort zoneLife outside one’s comfort zone The meaning we attach to our The meaning we attach to our

experiencesexperiences Have we lost meaning?Have we lost meaning?

LearningLearning Changes a person makes in him- or herself Changes a person makes in him- or herself

that increase the know-why and/or the that increase the know-why and/or the know-what and or the know-how the person know-what and or the know-how the person possesses with respect to a given subject.possesses with respect to a given subject.

Hard to define:Hard to define: A process, not a stateA process, not a state Occurs both as overt, observable Occurs both as overt, observable

behavior and as an inner condition of behavior and as an inner condition of attitudes, ideas, and feelings.attitudes, ideas, and feelings.

Institutional LearningInstitutional Learning

Combine the criteria of efficiency, Combine the criteria of efficiency, speed, and volume with the three speed, and volume with the three philosophical principles of goal-philosophical principles of goal-directedness, learners’ responsibility directedness, learners’ responsibility for valuing goals, and learners’ lack for valuing goals, and learners’ lack of responsibility for originating goalsof responsibility for originating goals

Why is it dysfunctional for us?Why is it dysfunctional for us? Isn’t goal-directedness good?Isn’t goal-directedness good?

Self-Directed LearningSelf-Directed Learning

The learner has substantial control The learner has substantial control over the purposes, the content, the over the purposes, the content, the form, and the pace of learningform, and the pace of learning

The learner is the primary judge of The learner is the primary judge of when sufficient learning has occurredwhen sufficient learning has occurred

How can we know enough to direct How can we know enough to direct our own learning process?our own learning process?

Creative LearningCreative Learning

It takes courageIt takes courage

Expressive LearningExpressive Learning

Doing things and learning in the Doing things and learning in the processprocess

Especially important in getting the Especially important in getting the ‘big picture’ stuff‘big picture’ stuff

Resonates in the total person in an Resonates in the total person in an integrated flow of mind, body, and integrated flow of mind, body, and spirit, no matter how humble or spirit, no matter how humble or mundane the activitymundane the activity

Feeling LearningFeeling Learning

Need to develop self-acceptance of Need to develop self-acceptance of the feelings that arise during the feelings that arise during learning because these feelings are learning because these feelings are part of the learningpart of the learning

On-Line LearningOn-Line Learning

““The ultimate goal of the The ultimate goal of the educational system is to shift to educational system is to shift to the individual the burden of the individual the burden of pursuing his own education. This pursuing his own education. This will not be a widely shared pursuit will not be a widely shared pursuit until we get over our odd until we get over our odd conviction that education is what conviction that education is what goes on in school buildings and goes on in school buildings and nowhere elsenowhere else. .

On-Line LearningOn-Line Learning

Not only does education continue Not only does education continue when schooling ends, but it is not when schooling ends, but it is not confined to what may be studied in confined to what may be studied in adult education courses. adult education courses. The The world is an incomparable world is an incomparable classroom, and life is a classroom, and life is a memorable teacher for those memorable teacher for those who aren’t afraid of her.”who aren’t afraid of her.”

Continual LearningContinual Learning

Entails the difficult psychological Entails the difficult psychological achievement of open-mindednessachievement of open-mindedness

What are the characteristics of a What are the characteristics of a reflexive beginner?reflexive beginner?

Zen mind, beginner’s mind?Zen mind, beginner’s mind?

Reflexive LearningReflexive Learning

Human consciousness is naturally Human consciousness is naturally reflexive: it notices itself, and it reflexive: it notices itself, and it notices itself noticing itself. It thinks notices itself noticing itself. It thinks about itself.about itself.

Vaill said last week if he could redo Vaill said last week if he could redo this book, he would put this one this book, he would put this one first….why?first….why?

Two QuestionsTwo Questions

1. What has been the process of your 1. What has been the process of your learning, that is, what is the stream learning, that is, what is the stream of ideas and experiences that your of ideas and experiences that your learning ahs been composed of that learning ahs been composed of that brings you to your present degree of brings you to your present degree of understanding and ability?understanding and ability?

Two QuestionsTwo Questions

2. Why have you engaged in this 2. Why have you engaged in this learning process (both your original learning process (both your original motives and the motives that have motives and the motives that have kept you going)kept you going)

A succession of relative unplanned A succession of relative unplanned experiencesexperiences

Feelings of continual discoveryFeelings of continual discovery Pleasure and delightPleasure and delight Autotelic (self-justifying)Autotelic (self-justifying) Empowered moodEmpowered mood Ownership of the learning processOwnership of the learning process

CharacteristicsCharacteristics

Freedom to question, to disagreeFreedom to question, to disagree FunFun ReinforcedReinforced Meet’s the individual’s needsMeet’s the individual’s needs Use their own experiences to learnUse their own experiences to learn Genuine concern for the learnersGenuine concern for the learners Curiosity encouraged and rewardedCuriosity encouraged and rewarded No doctrineNo doctrine Nonjudgmental climateNonjudgmental climate

CharacteristicsCharacteristics

Tolerance for mistakesTolerance for mistakes AcceptanceAcceptance Follow their inclinationsFollow their inclinations Nurturing environmentNurturing environment Tolerance of differencesTolerance of differences NoncompetitiveNoncompetitive Fosters creativityFosters creativity InterdisciplinaryInterdisciplinary

CharacteristicsCharacteristics

Concern for attaining desired outcomesConcern for attaining desired outcomes Diversity among learnersDiversity among learners Variety of learning sourcesVariety of learning sources Time to reflect built inTime to reflect built in Opportunity to teachOpportunity to teach No one feels stupidNo one feels stupid Self-pacedSelf-paced Stretched out of comfort zoneStretched out of comfort zone

What does that mean for What does that mean for us?us?

Bloom’s TaxonomyBloom’s Taxonomy

Ways of LearningWays of Learning

What is it?What is it?

Bloom's Taxonomy divides the way Bloom's Taxonomy divides the way people learn into three domains. One of people learn into three domains. One of these is the cognitive domain which these is the cognitive domain which emphasizes intellectual outcomes. This emphasizes intellectual outcomes. This domain is further divided into categories domain is further divided into categories or levels. The key words used and the or levels. The key words used and the type of questions asked may aid in the type of questions asked may aid in the establishment and encouragement of establishment and encouragement of critical thinking, especially in the higher critical thinking, especially in the higher levels. levels.

Level 1: Knowledge -Level 1: Knowledge - exhibits exhibits previously learned material by previously learned material by recalling facts, terms, basic concepts recalling facts, terms, basic concepts and answers. and answers.

Level 2: ComprehensionLevel 2: Comprehension - - demonstrating understanding of demonstrating understanding of facts and ideas by organizing, facts and ideas by organizing, comparing, translating, interpreting, comparing, translating, interpreting, giving descriptions and stating main giving descriptions and stating main ideas. ideas.

Level 3: ApplicationLevel 3: Application - solving - solving problems by applying acquired problems by applying acquired knowledge, facts, techniques and knowledge, facts, techniques and rules in a different way. rules in a different way.

Level 4: AnalysisLevel 4: Analysis - examining and - examining and breaking information into parts by breaking information into parts by identifying motives or causes; identifying motives or causes; making inferences and finding making inferences and finding evidence to support generalizations. evidence to support generalizations.

Level 5: SynthesisLevel 5: Synthesis - compiling - compiling information together in a different information together in a different way by combining elements in a new way by combining elements in a new pattern or proposing alternative pattern or proposing alternative solutions. solutions.

Level 6: EvaluationLevel 6: Evaluation - presenting - presenting and defending opinions by making and defending opinions by making judgments about information, validity judgments about information, validity of ideas or quality of work based on a of ideas or quality of work based on a set of criteria. set of criteria.

Kolb’s Experiential LearningKolb’s Experiential Learning