Teaching-LearningAcademy

5-6 October 2005 Highlights

85 people (35 students, 23 faculty, 14 administrators, 6 staff, and 1 community member) participated across the four study groups

These highlights resulted from a preliminary discussion of the opening survey – mainly question #1. They do not capture all data recorded on the surveys, but are meant to suggest some of the common dialogue themes. Bolded items indicate recurring words/phrases/questions both within and across groups.

Wednesday @3

Descriptors

The words/phrases that people associated with “being educated” did nottypically include

descriptors related to academic credentials earned, but rather with attitudes, habits of mind,

dispositions:

nurturing, self-awareness, being aware, beyond book learning, curious,informed, application of

knowledge, head + heart + hands, inter-connectedness, critical thinking, life-long learner, asking

what’s next, flexible, good hearer/listener, having humor, knowing /learning what I don’t know,

compassion, valuing different perspectives

Wednesday @4

Descriptors

Again, the words/phrases identified did not usually include descriptors related to credentials, but rather accentuated attitudes, habits of mind, dispositions:

awareness + understanding, critical thinking, no right or bad way, understanding our lenses (supported by other participants), embracing challenges (risk-taker), connecting ideas, active responses, life-long learning, head + heart + hands, reflective space – as symbolized by ‘fire’, interact generously and astutely, blending education with experience (also supported by other participants), cultural awareness, curiosity (supported by other participants), valuing the whole person

Emergent Questions

  • How do we deal with the tension between what’s important to measureand what’s easy to measure?

Thursday @ 12

Descriptors

Many items were identified, and several recurred from the previous groups’ lists:

Ability to see connections, communication skills, cultural awareness, curious, street smarts (ability to apply learning), self-awareness, reflective, values different approaches, wisdom.

Emergent Questions

  • To what extent is “being educated” a process – not an end in itself?
  • How do we reconcile need for both competency/mastery (specialization) and continuous learning (depth and breadth)?
  • How do out countries/cultures view what it means to be an educated person?
  • What’s the difference between getting an education and being an educated person?
  • What are the best ways to efficiently AND individually measure being educated?
  • How do we take advantage of the wisdom of educated elders?

Thursday @3

Descriptors

A number of items recurred from previous groups’ lists or were identified by more than one participant in this group:

Ability to apply learning, breadth, communication skills (especially attentive listening), critical thinker, cultural awareness, curious, life-long learner, open-minded (open to differing views) passionate, practical ability/common sense, open-minded,

Emergent Questions

The following questions recurred from previous groups or were mentioned by more than oneparticipant in this group.

  • How does the ability to make applications or use specialized knowledgefit into being broadly educated?
  • How do we honor the wisdom of our elders?
  • Is being educated a destination or a journey? (If a journey, when does it end?)
  • How do we distinguish between being trained or competent, and being educated, or being literate?
  • How do other cultures view being educated and how have these views evolved/changed over time?