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?