Getting to THEIR Optimum Vision

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Are you a follower of the posts of Jesse Lyn Stoner? She is a business advisor and coach – as well as a bestselling author. I am a very dedicated follower. Her business leadership posts are quite often easily (and importantly) adapted to education; and her posts and quotations (such as the one in the featured image) are very aligned with my values and those of many others.

When I encountered this image on Twitter, I was, as usual, very much in agreement with its message. In fact, I added a comment: “Even worse are the people who don’t discuss issues with ANYONE… They simply select someone’s points of view as theirs!!!”

The title of my blog, “Considerations,” relates to my strongly held beliefs. It is our responsibility to ourselves, our country, and to humankind that we gather a broad body of information believed relevant to a topic of current importance. Subsequently, we must understand, assess for relevance, and organize into a Vision associated with the topic. ‘Vision’ is my term for the interrelationships/ linkages on the topic that enable us to deal appropriately and usefully with situations associated with the topic. ‘Appropriately and usefully’ is an extremely key phrase… One important use of our vision is discussions on the topic with others. While habitual dedication to ‘Considering’ will help us become better with the process, it would be frightening (to me at least) to allow ourselves to believe that personal vision is totally, automatically useful. (It’s no more automatically useful than the visions or points of view of anyone else.) Consistent with the quotation in the featured image above, discussions with a diverse group of people will indeed provide their assessment of and feedback to your vision and introduction to their vision – both improving the visions AND thus the outcomes for situations appropriate for application of those visions.

So how do people develop the skills of Consideration leading to these visions? For sure, each of us can and likely will self-develop the skills if we in fact seek to make a difference; we will self-assess our efforts during and after the application to identify and subsequently refine those skills. And, yes, our parents and family are hopefully successful in their efforts; and if so, they are likely to provide feedback and encouragement to us to refine our skills – starting at a young age.

It is my firm belief that formal education’s most important task is to facilitate the development of those skills. The four skills most critical, I believe, are Effective Learning, problem solving, communicating, and working in groups. Effective Learning deals with the gathering, understanding, and organizing information for use in developing a vision. [Aside: This Effective Learning will also prepare students for in-school assessment including the useless (IMHO) Standardized tests.]

Problem solving starts with recognition of a problem, continues with determination of the true objective, includes the building of aligned visions, obviously involves application of those visions to develop outcomes useful to addressing the objective, and ends with reflection on and documentation of outcomes and efforts made. Application of problem solving enhances both Effective Learning and formal School assessment by the way.

Communicating is important to our improved vision building as noted earlier; it is also obviously the route to our sharing of our efforts with others. I often remarked to my students that “It would be sad if our Nobel-prize efforts never were seen by others.” Of course, the likelihood of ‘Nobel-prize efforts’ are slim. But hopefully our efforts are valuable / useful to others for their adaptation and refinement. Those efforts will be so only if our preparation of material for clear communicating occurs – the complete skill of communicating.

Finally, there is the skill of working in groups. Very often, our efforts are a part of a formalized group effort; but even ‘individuals’ work in informal groups. An artist, for example, works with their manager, agent, materials suppliers, reviewers, gallery people, … Developing the skill of working in groups is important (including for working in study and project groups in school) and must be included in education priorities.

So there is my thesis on the preparation for successful formal education, for lifelong learning so important to a successful personal life and career, and for the critical exercise of our citizen responsibilities. If we educators facilitate the development of these skills and help them to become habitually used through student-centered addressing of our carefully developed driving questions, we will help our students understand the importance of getting to their optimum visions and doing so through discussions with people having diverse views.

Good Tension? Maybe …

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I believe we all have our favorites when it comes to authors whose pieces we search for. You know, the ones that nudge us to re-Consider our current thinking on a topic or – occasionally – introduce us to a topic we’ve not really Considered before. If you look through the archives of this blog, you’ll quickly identify quite a few of my favorites. These days, with all of the flexibility of access due to social media, these writings are easily gathered. [Aside: I feel compelled to caution that ‘favorites’ should never become unquestioned sources. Rather they must always be simply one of many sources, all Considered carefully and deliberately as we develop our beliefs and positions.]

This blog post grew out of a post from Seth Godin. It’s titled “Tension vs. Fear.” Quoting from the piece: “Fear’s a dream killer. It puts people into suspended animation, holding their breath, paralyzed and unable to move forward. Fear is present in many education settings, because fear’s a cheap way to ensure compliance.  ‘ Do this,’ the teacher threatens, ‘or something bad is going to happen to you.'” And: “Tension is the hallmark of a great educational experience. The tension of not quite knowing where we are in the process, not being sure of the curriculum, not having a guarantee that it’s about to happen.”

Yes, this particular post led me to Consider my thinking and beliefs on both education and personal success. For me, by the way, education (Effective Learning, really) is a critical contributor to personal success. While this particular Consideration is far from reaching resolution, I nevertheless wanted to share my thinking to date. For me, fear is indeed all too often the source of blandness and status quo. “I / we can avoid failure if I / we simply keep doing what I / we have always done. Think of the negative impact on me / us if I / we fail. And you know how common failure is. I / we will be seen as worthless or useless, despised by colleagues and many friends.”

My response to those gripped and controlled by fear: Get over it! Success – in any way one defines it – depends upon our being curious and then creative in addressing that curiosity. Creativity in turn most certainly includes the risk, the probability, of failure during our efforts. But this should not be feared; these failures (love the acronym, FAIL: First Attempt In Learning) must be seen as routine, as opportunities to reflect and refine our efforts. Opportunities that are helpful and valuable to our efforts leading to success.

But here’s where I have some problems with Seth Godin. Does this mean the fear must be replaced by tension? Yes, I know he sees tension as a good thing… Yes, I presume that he thus doesn’t see it impacting our well being negatively. But I’m of the strong belief that success can occur without significant tension. Of course, we must expect tension to exist at various times during the creative addressing of important situations. But visualizing efforts to address important situations as including routine / constant tension, I believe, is a negative approach – probably leading to fear most of the time.

Again, quoting Godin: “Effective teachers have the courage to create tension. And adult learners on their way to levelling up actively seek out this tension, because it works. It pushes us over the chasm to the other side.” Create tension, seek out this tension… Again, I ask why? A betterapproach, I believe: Teachers must facilitate development of four skills: Effective Learning, problem solving, communicating, and working in groups. Developing these skills is accomplished via student efforts on addressing meaningful defining questions generated to align with appropriate standards. Will this be hard work for students and teachers? Yes, of course! Should it ‘create tension?’ Of course not!

The importance of this effort (What percentage of teachers think this is their main responsibility in the classroom? Probably quite low, agreed???) lies in developing these skills into habitual skills, in a non-pressure environment. The post-secondary college or employment then has been prepared for; the lifelong learning absolutely required for a successful career and personal life has then been prepared for. Yes, there will be short periods of tension dealing from time to time with situations that arise in the course of addressing meaningful situations. But there will be no creating tension, no seeking tension!

So, good tension??? I continue to believe any tension can be minimized and dealt with when it occurs. I don’t think that’s the tension Seth Godin was talking about – his good tension… Maybe minimal natural tension that’s addressed; maybe that’s “good” tension!