John Pearce 2010

not independence

Updated May 2010 from original “Project Transformation” February 2010

John Pearce 2010

Leading and learning for interdependence

This is the animated version, with notes pages.The © JP materials to be used for non-profit making purposes. I am keen to discuss these developing ideas and explore ways of progressing them .

contact john@johnpearce.org.uk

see www.johnpearce.org.uk

John Pearce 2010

22 Visions, or approaches, to leading and learning…Visions, or approaches, to leading and learning…

++

33 FFs ( to complement the s ( to complement the 33 RRs )s )

==

55 Outcomes and Outcomes and 1 1 LeafLeaf

The presentation explores the potential to link two visions for education. For many these visions are competing, or conflicting – for me they are a classic example of “the sum is greater than the parts” . So, by the end of this session we will have …

John Pearce 2010

Simple conceptsSimple conceptssometimes get over sometimes get over complicated…. complicated….

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

John Pearce 2010

PLANRE PLAN

DO

REVIEWREVIEW

DO

I M P A C T ?I M P A C T ?

EVIDENCE?EVIDENCE?

and we use a range of similar models

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?

John Pearce 2010

G

OW

and is also this…

R

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

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…

John Pearce 2010

Activity: Activity: Educational vision and Educational vision and values values

Why did you want to work in education and with young people?

What characteristics do you want young people to have when they become adult?

What do you see as the purpose of education?

John Pearce 2010

Because I

wanted to make

the world a

better place..

I want students to

be

knowledgeable,

skilled, honest

and caring..

I want education

to be… let me try

to explain…

John Pearce 2010

FUNCTIONALITY

22 Visions Visions (approaches) (approaches)

to leading and learningto leading and learning

MO

RA

L

PU

RP

OS

E

I want to argue these visions are complementary…that they are not separate, or exclusive…

It is as though some have lost a holistic vision for education and others have polarised under two visions…

John Pearce 2010

VisionVision 11 Functionality Functionality

FUNCTIONALITY

• Skills….Skills….• KnowledgeKnowledge• UnderstandingUnderstanding

(mainly) (mainly)

learning learning whatwhat and how to do it and how to do it

John Pearce 2010

FUNCTIONALITY

3 RsLiteracy

NumeracySpeakingOperatingConstructing

Listening

To what purpose

?Geography

HistoryPE

ETC ETCSTA

NDARDS?

PLTSENQUIRE

TEAMWORKPARTICIPATE

SELF-MANAGEREFLECT

THINK CREATIVELY

About the individual?

John Pearce 2010

ValuesBeliefs?

Moral Purpose

?

Visionfor

education

Functioning on its own can lack purpose…

So what informs our vision – other than functionality?

John Pearce 2010

ValuesBeliefs

Moral Purpose

Many teachers feel that functioning is enhanced by an associated set of values or moral purpose…

Visionfor society

John Pearce 2010

Activity: Activity: Moral purpose? Moral purpose?

Have you a moral purpose in your work with young people?

How do you feel about

being asked this question?

John Pearce 2010

It is as though some have lost their moral purpose

John Pearce 2010

VisionVision 22 Moral purpose Moral purpose M

OR

AL

PU

RP

OS

E • Skills….Skills….• KnowledgeKnowledge• UnderstandingUnderstanding

(mainly) (mainly)

learning learning whywhy and how to live and how to live

and and thinking thinking about ways to about ways to use skills and knowledge use skills and knowledge

John Pearce 2010

MO

RA

L

P

UR

PO

SE

CARE

RESPECT

VALUES

PHILOSOPHY

ETHICS

ALTRUISM

Based on values? But whose? Good or bad?Based on values? But whose? Good or bad?

( Philosophy – ethics – principles – codes - beliefs )( Philosophy – ethics – principles – codes - beliefs )

BELIEFS

Social

EducationReligious EducationCITIZENSHIP

PASTORAL CARE /

PSHE?

ABOUT COMMUNITY & SOCIETY

John Pearce 2010

Activity: Activity: The Common Goods The Common Goods

Do you think people believe in the Do you think people believe in the same or similar “good things”?same or similar “good things”?

Are there any “common goods”?Are there any “common goods”?

(values, principles, beliefs, codes and behaviours that most citizens of the world would subscribe to)

John Pearce 2010

DependencDependencee

IndependencIndependencee

InterdependenInterdependencece

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

Originally, I thought education was a journey…..

These red lines are borderlines to a new (and

better?) level of understanding…

John Pearce 2010

KosmocentricKosmocentric

Kohlberg & Gilligan

WorldcentricWorldcentric

EthnocentricEthnocentric

EgocentricEgocentric

I learned of others who had described this ladder…..

John Pearce 2010

  Global FluxGlobal Flux

Functional FlowFunctional Flow

Growth and Cause OrientedGrowth and Cause Oriented

Materialistically OrientedMaterialistically Oriented

System OrientedSystem Oriented

Aggression OrientedAggression Oriented

Tribal OrientedTribal Oriented

Survival OrientedSurvival Oriented

The Evolution of Values - Clare Grave’s System

John Pearce 2010

Post ConventionalPost ConventionalSocial Contract and Individual RightSocial Contract and Individual RightUniversal PrinciplesUniversal Principles

ConventionalConventional Good Interpersonal RelationshipsGood Interpersonal Relationships

Social OrderSocial Order

Pre ConventionalPre ConventionalObedience and Punishment OrientationObedience and Punishment Orientation

Individualism and ExchangeIndividualism and Exchange

Kohlberg’s stages of moral development

There are other similar

models..Piaget, Maslow, Dilts…

John Pearce 2010

Vulnerable dependenceVulnerable dependence

Safe independenceSafe independence

Safe Safe interdependenceinterdependenceVulnerable interdependenceVulnerable interdependence

Vulnerable independenceVulnerable independence

Safe dependenceSafe dependence

Vulnerable isolationVulnerable isolationJohn Pearce 2010….. Ongoing…

not even not even nearnear the ladder the ladder

And so I extended my original….. (see explanation on notes pages) The Ladder of interdependence

.

John Pearce 2010

What do we say What do we say and do that move and do that move students down the students down the snakes?snakes?

Write them downWrite them down(right hand side)(right hand side)

Activity : Activity : Snakes & Snakes & LaddersLadders

What do we say What do we say and do that move and do that move students up these students up these ladders?ladders?

Write them down Write them down (left hand side)(left hand side)

John Pearce 2010

We move them

up by

empowering

their thinking

about learning

and lifeWe move them

down if we stress

just functionality

We do best by

balancing

function with

purpose…

John Pearce 2010

Activity: Activity: Key Questions on moral Key Questions on moral purpose purpose

How do we engage the vulnerable isolated?

Then promote interdependent learning and leading in the dependent and independent?

And what are the “Common Goods”?

John Pearce 2010

There are lots of “Common Goods” out there…

John Pearce 2010

Every Child Matters 2003 - The Children Act 2004Every Child Matters 2003 - The Children Act 2004

The 5 outcomes

Being Healthyenjoying good physical and mental health and living healthy lives

SStaying 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 ES H A P E

John Pearce 2010

National CurriculumNational Curriculum

AimsAims

• successful learners successful learners who enjoy who enjoy learning, make progress and achievelearning, make progress and achieve

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

• responsible citizens responsible citizens who make a who make a positive contribution to society.positive contribution to society.

http://curriculum.qcda.gov.uk/key-stages-3-and-4/aims-values-and-purposes/aims/index.aspx

John Pearce 2010

ValuesValues

These values should relate to:These values should relate to:• ourselveourselvess, as individuals capable of spiritual, moral, , as individuals capable of spiritual, moral,

social, intellectual and physical growth and social, intellectual and physical growth and developmentdevelopment

• our relationshipsour relationships, as fundamental to the , as fundamental to the development and fulfilment of happy and healthy development and fulfilment of happy and healthy lives, and to the good of the communitylives, and to the good of the community

• our societyour society, which is shaped by the contributions of , which is shaped by the contributions of a diverse range of people, cultures and heritagesa diverse range of people, cultures and heritages

• our environmentour environment, as the basis of life and a source , as the basis of life and a source of wonder and inspiration that needs to be protected.of wonder and inspiration that needs to be protected.

John Pearce 2010 http://www.udhr.org/index.htm

John Pearce 2010

December 10, 1948 the General December 10, 1948 the General Assembly of the United Nations Assembly of the United Nations adopted the Universal Declaration adopted the Universal Declaration of Human Rights and called upon all of Human Rights and called upon all Member countries to publicize andMember countries to publicize and "cause it to be disseminated, "cause it to be disseminated, displayed, read and expounded in displayed, read and expounded in schools and other educational schools and other educational institutions.”institutions.”

Declaration of Human RightsDeclaration of Human Rights

John Pearce 2010

Article 1Article 1

All human beings are born free All human beings are born free and equal in dignity and rights. and equal in dignity and rights. They are endowed with reason They are endowed with reason and conscience and should act and conscience and should act towards one another in a spirit towards one another in a spirit of brotherhood.of brotherhood.

Declaration of Human Declaration of Human RightsRights

John Pearce 2010

Article 26Article 26Everyone has the right to an education Everyone has the right to an education directed to the full development of the directed to the full development of the human personality and to the strengthening human personality and to the strengthening of respect for human rights and fundamental of respect for human rights and fundamental freedoms. It shall promote understanding, freedoms. It shall promote understanding, tolerance and friendship among all nations, tolerance and friendship among all nations, racial or religious groups, and shall further racial or religious groups, and shall further the activities of the United Nations for the the activities of the United Nations for the maintenance of peace.maintenance of peace.

John Pearce 2010

John Pearce 2010

Convention on the Rights of the Convention on the Rights of the Child Child

Article 13 Article 13

The child shall have the right to freedom ofThe child shall have the right to freedom of

expression; this right shall include freedom to seek,expression; this right shall include freedom to seek,

receive and impart information and ideas of all kinds,receive and impart information and ideas of all kinds,

regardless of frontiers, either orally, in writing or inregardless of frontiers, either orally, in writing or in

print, in the form of art, or through any other media ofprint, in the form of art, or through any other media of

the child's choice. The exercise of this right may bethe child's choice. The exercise of this right may be

subject to certain restrictions, but these shall only besubject to certain restrictions, but these shall only be

such as are provided by law and are necessary: such as are provided by law and are necessary:

John Pearce 2010

MO

RA

L P

UR

PO

SE

FUNCTIONALITY

Combining Vision Combining Vision 11 & & 22

Vulnerable Isolated

unable Capable

altruistic

egocentric

John Pearce 2010

Functionality + Moral Purpose = FulfilmentFunctionality + Moral Purpose = Fulfilment ??M

OR

AL P

UR

PO

SE

FUNCTIONALITY

incapablealtruist

ic

Capable egocentric

Capable Altruisti

c

Leading l

earnin

g for

inte

rdependence

unable egocentric

Philosophy Philosophy

John Pearce 2010

MO

RA

L P

UR

PO

SE

FUNCTIONALITY

incapablealtruist

ic

Capable egocentric

Capable Altruisti

c

unable egocentric

Vulnerable Isolated

Borders and barriers on this journey…..Borders and barriers on this journey…..

Remember - red lines are

borderlines to a new/better (?) level of understanding..

John Pearce 2010

MO

RA

L P

UR

PO

SE

FUNCTIONALITY

independent

Capable Altruisti

c

interdependent

Ethnocentric

World centric

Vulnerable Isolated

Borders and barriers on this journey…..Borders and barriers on this journey…..

John Pearce 2010

Playing with the model..Playing with the model..M

OR

AL P

UR

PO

SE

FUNCTIONALITY

Skilledoperative

philosopher

recluse

aesthete

athlete

terrorist

philanderer

saint

BankerGood student

(poor citizen)

Good

citizenPoor

student

Independentlearning

Interdepend

entlearning

PoetInterdependent

living

dependentlearner

sinner

Not helpful!

Olympian

John Pearce 2010

MO

RA

L P

UR

PO

SE

FUNCTIONALITY

Independentlearning

Interdepend

entlearning

dependentlearning

Interdependentliving

P.L.T.S

Personal Learning

Thinking Skills

Citizenship

Non fundamental

Moral and

religious education

Functionalskills

Purely academ

ic

P.S.H.E.E.

CONSEQUENTIAL DECISION MAKING PEER ASSESSMENT

SELF ASSESSMENTinstruction

Interdependentcapable, altruistic

APPLIED WISDOM

John Pearce 2010

MO

RA

L P

UR

PO

SE

FUNCTIONALITY

Living

Experimenting

Experiencing

Achieving

Philosophising

Appreciating

Functioning

Fulfilment

Learning

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…

John Pearce 2010

MO

RA

L P

UR

PO

SE

FUNCTIONALITY

Living

Experimenting

Experiencing

Achieving

Philosophising

Appreciating

Functioning

Fulfilment

Learning

John Pearce 2010

Thin

king

lead

ing

to fu

nctio

ning

Functioning le

ading to purpose

Flow of ideas ->

<- Flow of id

eas

John Pearce 2010

Activity : Activity : ::

How can we combine moral How can we combine moral purpose and functionality in:purpose and functionality in:

- our teaching and learning?- our teaching and learning?

- strategic planning?- strategic planning?

- our curriculum?- our curriculum?

John Pearce 2010

See next slides in animation and then their notes beneath, or vice versa…

Teachers, leaders, parents and citizens can choose to intervene in a range of ways and styles to strengthen the values and beliefs of young people.

If we TELL predominantly, we will breed dependency but aswe move towards EMPOWERING – we will build capacity, enable and encourage thinking in young people…

Important Note: Telling is not inherently bad, neither is Facilitating, or Coaching always good….. The key concept here is appropriacy of style and approach. The critical skill is …

Judging the point and nature of intervention…

?discuss

John Pearce 2010

TELL SELLCONSULT

NEGOTIATE

SHARE

DELEGATE

ABDICATE

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

EN

DEN

T

We hand over

responsibility to

you as quickly as

possible

Judging the point and nature of interventionJudging the point and nature of intervention

FUNCTIONALITY (Capacity)

Withdraw

John Pearce 2010

Coach

DEPENDENT

Persuade

Inform

Question

Discuss

Facilitate

Mentor

and similarly to achieve moral purpose with and similarly to achieve moral purpose with functionalityfunctionality

INTER

DEP

EN

DEN

T

You allow us to think for

ourselves as often as

possible!

Judging the point and nature of interventionJudging the point and nature of interventionM

OR

AL P

UR

PO

SE (A

ltru

ism

)

WISDOM

John Pearce 2010

Coach

Persuade

Question

Discuss

Facilitate

Mentor

Coaching

zone?

TELL SELLCONSULT

SHARE

DELEGATE

ABDICATE

NEGOTIATE

WISDOM

Instructi

on

Zone?

Judging the point and nature of interventionJudging the point and nature of intervention

?discuss

John Pearce 2010

John Pearce 2010

PH

ILO

SO

PH

Y

FUNCTIONALITY

Thin

king

lead

ing

to fu

nctio

ning

Functioning le

ading to purpose

Flow of ideas ->

<- Flow of id

eas

FULFILMENT

Promoting interdependent learning is about curving that line of functionality towards a moral purpose i.e. applying skills and knowledge to a common good.

AND/OR bending the line of moral purpose towards functionality i.e. encouraging action about what we believe is right.

If we just teach skills and knowledge, we risk training young people to ignore their beliefs and values. We risk training operatives and functionaries rather than citizens…

?discuss

John Pearce 2010

PHILOSOPHY

FULFILMENT=

FUNCTIONALITY+

The 3 Fs

L E A F an acronym to play with…..

Learning = Experiencing Achieving Fulfilling

Some reminders…Some reminders…

Leading and learning for interdependence

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

non-profit making purposes…

I’m keen to discuss these developing ideas and explore ways of progressing them (see

notes page)

john@johnpearce.org.uk

See an emerging BLOG for interdependence

www.johnpearce.org.uk