Learning As a Way of Being . . . Part II: Systems Thinking

"A systems approach at least helps an investigator understand the problem is to discover the underlying connections and interdependencies (Vaill, p. 108)".

As I reflect on our current school system, this qoute made me think about my students and often their difficulty with  learning.  I think our students aren't learning as much as they can because often we as teachers aren't making the connections between disciplines and how what is being taught at school will be relevant later in thier lives. Not making the connections isnt't solely our fault for some fault does lie in the way the school system chooses to departmentalize the dsciplines.  I think if we took the notion of learning as a way of being as Vaill speaks of, our students would learn more, begin to love to learn and ideally become lifelong learners. 

As learners ourselves and specifically in this program, we can see the connections and interdependencies of what we are trying to accomplish.  We began the program May 8th with the end in mind by attending  graduation.  So when we sit to write a paper, read a book, or converse with a cohort member, we understand how everything we do plays a part in achieving our goal of graduating in May 2013.  Thinking about that goal keeps me/us motivated.  What would happen to our students enthusiasm for learning if we as educational leaders were able to convey this idea of looking at their education systemically (how it plays a vital role in their future) as opposed to something they just have to do?

Spiritually looking at the journey of life . . . We know God has a pupose for all of our lives.  When we met with Dr. Bawcom, he expressed to us how everything he did, every job he had, the career moves he made, the connections he made with people and how being at the right place at the right time has been  instrumental in him striving to fulfill the purpose God has for his life.  Even when he didn't understand why he was where he was in his life and/or career, he knew God had his life in His hands.  Meaning, through his connection with God, Dr. Bawcom grew to understand the connections and interdependencies of the steps of his life and how all aspects play a role in achieving his predestined purpose.  I think once we begin to see how all we do plays a role in achieving the purpose God has for us, the better teachers, learners and Christian leaders we will be.

Another qoute to think about . . .
"Learning systems thinking, therefore, is learning about oneself in interaction with the surrounding world.  We do not so much learn about a system as we learn in, through, and of a system (Vaill, p. 110)".


To answer Traci's question, . . .
When I tell people I am going back to school, most are excited for me and in awe.  I make sure to tell them I'm studying educational leadership, not mathematics.  If I were getting a doctorate in mathematics, I don't think I would have any hair!!! LOL!!!;-)

Learning As a Way of Being . . . to be continued

In Learning As a Way of Being by Vaill, the author presents some very insightful thoughts and asks great questions about what it means to be a lifelong learner. We as educators encourage our students to be "lifelong learners", but do we really know what that means?  Do we really know what it means to learn as a way of being?  I've only read the first fifty pages of the book, but I'm beginning to question my idea of what it means to be a lifelong learner and what it means to learn as a way of being.

In the conclusion of Part I of the book, Vaill encourage the readers to dream about what our own learning is like out of its "institutional learning straightjacket (p. 50)".  That sentence, along with many others made me really think (I know it doesn't happen often. LOL! ;-)).

I can understand why Vaill refers to learning as a institutional straightjacket. As students, learning is forced upon us.  People have told us since kindergarten (some of us who were fortunate, pre-k) what to learn, how to learn and how fast we should learn. If we are perceived to be mentally unstable, someone will decide what we will wear - a straightjacket, how we will wear it - in a manner such that we can't take it off, and how slowly someone will remove it. (That’s funny to me!! LOL! Too much sugar!)  And in both situations, we are in places we don’t really care to be – in an institution.  So can you see how the two are similar?

I've often made the comment that I learn so much more when I take the time to learn something of interest to me versus when I am instructed to complete an assignment. When I am learning for my interest, I can take all the time I need and nothing is being dictated.   On the other hand, if I am given an assignment, it’s almost certain there is a rubric attached with a deadline.  Vaill stated,  ". . . learning for many of us is a means to an end that is not of our choosing. We go through a learning process in pursuit of a goal we have been told is important (p. 31)".  That statement is very powerful very and true! Does it resemble the attitudes of your students? 

 One more thing to think about. . .  What do you, those who haven’t read the book, think Vaill meant by the statement below?

"We can begin to form a picture of our existing implicit model (of the learning process) by briefly considering three of its implicit principles: that learning is painful, that learning goals are given to us, and that the person setting out to learn is much less admirable than the person who has completed a set amount of learning (p. 28)".