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day_1_post [2017/07/21 17:40] tina |
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| Educators engaged in a very interesting conversation about how their role can shift to encourage diversity and pluralism in the classroom. Participants questioned the idea of a curriculum, but acknowledged that without structure, the learning environment would be chaotic. Could students create their own curricula? Or is it possible to create a framework that can surround each student, but give individuals the freedom to create their own personal sub-framework within? This could be based on their individual personality, needs and interests? How can educators cultivate an inclusive environment where all cultural backgrounds and points of view are considered? Seems like the ultimate goal is to see the students and faculty as horizontal, (no one person knows more than the next). I see the logic in this mentality, but feel that as a student, entering a new environment, guidance and structure is what I am seeking. What about basic formal skill and the ability to articulate your thoughts, process and outcome? Are all these things subjective? I am confused about the boundaries between where this could be applicable. | Educators engaged in a very interesting conversation about how their role can shift to encourage diversity and pluralism in the classroom. Participants questioned the idea of a curriculum, but acknowledged that without structure, the learning environment would be chaotic. Could students create their own curricula? Or is it possible to create a framework that can surround each student, but give individuals the freedom to create their own personal sub-framework within? This could be based on their individual personality, needs and interests? How can educators cultivate an inclusive environment where all cultural backgrounds and points of view are considered? Seems like the ultimate goal is to see the students and faculty as horizontal, (no one person knows more than the next). I see the logic in this mentality, but feel that as a student, entering a new environment, guidance and structure is what I am seeking. What about basic formal skill and the ability to articulate your thoughts, process and outcome? Are all these things subjective? I am confused about the boundaries between where this could be applicable. | ||
| - | I understand the fallacy of hierarchy in terms of age, experience, history, etc., but somehow I think it is necessary. Maybe there is a balance between authority and student? No one is "better" or "worse", but there is still skill being passed on. (But what is skill?) I also question how the structure of the classroom (and what happens within that structure) will function or carry on into the real outside world. What happens when everyone is simultaneously the teacher and the student? And does that relate to what is happening on the outside? | + | I understand the fallacy of hierarchy in terms of age, experience, history, etc., but somehow I think it is necessary. Maybe there is a balance between authority and student? No one is "better" or "worse", but there is still skill being passed on. (But what is skill?) I also question how the structure of the classroom (and what happens within that structure) will function or carry on into the real outside world. What happens when everyone is simultaneously the teacher and the student? And does that relate to what is happening on the outside? Also what propels the discussion forward if there is no hierarchy? |
| Breaking down this kind of system and reorganizing it seems like a very complex problem. | Breaking down this kind of system and reorganizing it seems like a very complex problem. | ||
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