| 2002-03 Respect: A Process of Universal Humanity | |
| Summer 2002 |
The School Without
Walls Because of my experiences in team teaching with David, Yvonne, Gary and Phil Smith, the natural process to develop the new idea of school had to be experimented here at the college. I suddenly realized that I have been involved in one of the greatest experiments in the history of education. My friends and I did not call it experiment and we do not make a big deal of it because it is happening naturally. Somehow the ingredients came together: an institution of higher learning dedicated to offer an alternative approach to education, students eager to participate in a Freirian environment and faculty who have learned Freire's ideas and who do want to get them to the praxis level. |
| 2002-03 Respect: A Process of Universal Humanity | |
| Fall 2002 |
Respect: A Process
of Universal Humanity With David Rutledge we will put together ideas from: 1)Evergreen five foci on teaching and learning (to really understand what students came looking for and to find out what Evergreen really has to offer them), 2)Freire's pedagogy (to personally find out our own state of oppressed or oppressor), 3)Zinn's history views (to begin to look for how the way we were taught history shaped the way we think), 4)Bloom's Taxonomy (to begin to understand how curriculum, instruction and assessment are tied together and the political use of the education system), 5)the Native American teaching/learning philosophy (to be exposed to other ways to teach and learn, to give credit to oral cultures) and 6)Howard Gardner's Multiple Intelligences Theory (to look inside of ourselves, to understand our own inclinations and what we value when external oppression is absent. To learn to believe that athletes are also very intelligent people). After five intensive weeks of reading, dialogue, reflection and writing, we know that students will begin to ask their own questions. Many of them start their own journey to use education as a road to freedom; some other students struggle hard trying not to go inside themselves; and very few can't cope with so much responsibility and will leave the program early. |
| Winter 2003 |
Respect: A Process
of Universal Humanity International travel component to practice community work learning. Putting theory to
praxis: Evergreen five foci, Freire's pedagogy, Zinn's history
views, |
| Spring 2003 |
Respect: A Process
of Universal Humanity
Assessing the experiment of putting in praxis: Evergreen five foci, Freire's pedagogy, Zinn's history views, Bloom's Taxonomy, the Native American teaching/learning philosophy and Gardner's Multiple Intelligences Theory. |