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RESULTS FROM THE ANALYSIS The data resulted in the framework for a pedagogical model as seen below. It is a complex system and I will explain how all parts come into play in this model. (There is a LOT of text in this post... sorry but this is dense.) Systems Thinking First let me explain the concept of this system and systems thinking. You might be asking yourself, what in the world is systems thinking? It sounds simple enough, and bottom line, it is. Now, do not get me wrong, systems thinking is a complex process that explains how things are interconnected. A quick search online produces the definition of, “Systems thinking is a holistic approach to analysis that focuses on the way that a system's constituent parts interrelate and how systems work over time and within the context of larger systems.” (as found on https://searchcio.techtarget.com/definition/systems-thinking) But that is a crazy complex definition. What it means is that systems thinking looks at the whole picture and explains the various parts and how they work together keeping the system functioning. This is in contrast to traditional methods of analysis, where the different parts would be broken down and separated into isolated elements. System thinking is kind of a balancing act, in order for it to work well all areas need to be in check otherwise the system would not work or collapse. The best way it was described to me is that systems are like a three legged stool, if one leg is too long or too short, then the stool wobbles or falls down. It’s the same with educational systems, if we focus too much on one area, other areas fall short. In the grand scheme of things this is what is happening to the educational system in the US. We have focused too long on standardized testing and getting the convergent answer, we have all but killed the creativity out of schools, no free thought, study for the test, oh and you only have one shot, oh, and your teacher might be fired if you don’t do well. That is not an exaggeration, I have seen 3rd graders in tears worried that if they don’t perform well on the test, their teacher might get fired. Children are stressed out and either push through the exams or shut down and refuse to do anything. In my opinion this is why schools are failing… we stopped caring about the student and only focused on the tests. So when a child is doing poorly, and cannot relate or does not understand they know they have a lot at risk, so it is much easier just not to try. Sorry for the rant, but hey, that’s what blogs are for, right? Feedback Creates Balance in a System According to Meadows (2008) feedback is essential to maintaining balance in a systems thinking model. This is where the teacher come in, he/she has the responsibility to bring in new ideas, materials, and steer the children to a path of discovery. The teachers listen for feedback from the children. Think about it. If you are teaching a lesson and 99% of the student “don’t get it” whose fault is it? If you blame the children, their parents, or the internet, well, maybe you should listen to the feedback the students gave you. Chances are, there is something missing and not in balance, what is it? It could be foundational knowledge you need to reteach, or it could be as simple as breaking down the ideas This system model worked under the larger concept that was constantly mentioned, endless possibilities within an environment of empowerment. Throughout the study, “possibilities” were mentioned time and time again, from the teachers, to professors, facility managers and even parents. One aspect of forest schools that they liked the most was that the possibilities were endless which is provided in a child centered environment of empowerment. This empowerment is that of both, the child and the teacher. Under the umbrella concept of the of the “Environment of Empowerment” lay the four main moving parts of this system; nature, creativity, autonomy and play. In this system the idea is that all aspects of learning revolve around nature. Nature is the catalyst for all ideas, experiments and activities. From this study the activities fell into one of three categories; play, creativity or autonomy. For the most part these categories were not exclusive they often worked in tandem with each other all the while continuously connecting to nature. Meadows, D. H. (2008). Thinking in systems: A primer. chelsea green publishing. The Big Three: Creativity, Autonomy and Play  Creativity Given the choice children make sense of the world through the arts, art making, or creating. Alright that was way to assuming for this study. This study was far from being generalizable to speak for all children… let me state it this way. IN THIS STUDY, the children who were observed preferred to make sense of things through the arts, making art, acting things out, singing songs and through movement. Their minds were not stuck trying to figure out the answer to one question, they were busy thinking about larger concepts and expressing their thoughts through the arts. Drawing, storytelling, building forts, the list goes on and on.  Even as children were making mud pies they were discussing family traditions, and nutrition and self-care. As children were whittling, they were learning some very important fine motor skills that “swiping left” just won’t do. As they created, they learned what worked and what didn’t. The children did not ask the teachers to do it for them or how they (the teachers) wanted it completed, because it was their (the children’s) idea in the first place. When things would go wrong, they learned an important lesson, then moved on to another possibility (ha, there is that word again). Through creativity and the arts (yes I am lumping them together right now for the purpose of this blog) the children learn that mistakes are ok. It is ok to fail, it is how you learn and expand and get new innovative ideas. This is how artists (and scientists- but that is for another blog) think. Building upon failure and success, creates freedom and the confidence to try new things. Now, if all the children had to create the same teacher directed “hand turkey” I know for a fact, the passion, and engagement would not be there for most students.  Autonomy Straight from my field notes, “Shared autonomy, low stress, abundance of happiness… could this (autonomy) be the key to life long learners?” Wow, that is a huge question. But could it? One thing to think about is not just the autonomy of the children but that of the teachers. The freedom and happiness is fluid and reciprocal. This could be the reason for low observation of very low stress that was apparent in all the forest schools I visited. Autonomy is defined online as independence or freedom from external control or influence. That is a bit extreme in a school setting, however, considering how authoritarian schools are as they focus on standardized tests, even if the pendulum swings a little bit towards student control and autonomy, it would be quite a paradigm shift. I have heard countless (non-education) people state that child centered sounds like just letting a bunch of spoiled brats get their way. Many people think that if you give autonomy there is no accountability… I believe that is wrong. Administrators should not micro focus on test scores and think that being under constant surveillance is “good schooling.” Some administrators take out every bit of autonomy for the teachers (and as a result-the students too) by forcing teachers to teach to a script. These administrators feel it is very important for every class doing exactly the same thing at exactly the same time. Any teacher worth a grain of salt knows that is insane! Sometimes lessons get sidetracked and go in directions that were not planned, but I think sometimes going down the unplanned rabbit hole can lead to some of the best learning. However, that is not permitted without autonomy. Autonomy in the classroom for both students and teachers provide breathing room, and space to think beyond the scripted teacher’s guide. Autonomy gives a sense of ownership for a thought or idea. Autonomy gives children a chance to make connections to their live and experiences, at the very least, it give them an opportunity to create and experience from which to learn. Autonomy and Transgression In a deep discussion with my colleague, Dr. Nenad Radakovic, an assistant professor in mathematics, we began to examine transgression in education. I mentioned how I learn best and quite honestly, I said to get me hooked I needed to be interested and think how it can relate to me, or the experiences I have had. A lot of the time, there is no connection, and I struggle to care, especially if a topic or assignment is mandated. As soon as something is mandated my initial instinct is to resist. Transgression according to bell hooks is moving beyond the acceptable boundaries brings an excitement to education encouraging discussions (hooks, 1994). Transgression in education is not new, it necessary for progress and has been part of the educational system in the United States throughout history and is ongoing. Unfortunately, with the ongoing persistence of standardized education the pedagogical structure need modifications. This may require some resistance or transgression on the part of the teacher. According to bell hooks (1994), engaging in dialogue is one of the simplest ways we can begin as teachers, scholars, and critical thinkers is to cross boundaries. Perhaps in order to shift a mindset stuck in traditional modalities, to a more child centered model where there is more autonomy we as teachers should move beyond our boundaries and transgress. Bottom line- 1) Give teachers the freedom to teach how they know the students can learn and there could be amazing results. 2) Give students the freedom to focus on ideas that interest them or that have meaning and they will be engaged and want to learn more. I'm not talking hippy- be free- put flowers in your hair- run barefoot in the grass (but that is not off the table)... what I am saying is autonomy is a good thing. Hooks, B. (1994). Teaching to transgress. Routledge.  Play If you are an early childhood teacher, a parent or anyone who has made contact with a child, you realize the importance of play. Not playing video games but actual PLAY for children. Play is how children learn, oh, and by the way, play is fun. SURPRISE!!! So this is why children who are at play are engaged, its FUN! You know what is not engaging, worksheets, nope, not fun at all. However, some people might state that play is not as important as hard work. In fact, the on-line dictionary defines play in the most insulting way,
Obvious Links
As one might think, creativity, autonomy and play do not work in isolation. Sometimes there is a combination between two or all three, however they always are linked to the central focus of nature. This continuous link is how children who attend these schools are stewards of the environment. From an early age they learn the importance of taking care of nature and they learn to appreciate it, respect it and live harmoniously in it. CENTRAL FOCUS: Back to what I was discussing earlier. Nature is the central focus at these schools, obviously, however if you wanted to take these model and use it in let’s say a 6th grade math class, I believe it would still have the same influence of student outcomes. As long as creativity, autonomy and play are foundational in the pedagogical practice, the central focus of the class should be interchangeable. Regardless of the subject area, I believe that if you immerse a student in a content area giving them the opportunity to investigate and explore as stated above, then the outcomes should also be the same. Taking into account the notion of systems thinking all aspects still need to be balanced but it theory it should work, so long as creativity, autonomy and play are all present. I’ll leave you with this quote from Einstein: “School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there... I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system? The basic laws of the universe are simple, but because our senses are limited, we can’t grasp them. There is a pattern in creation. If we look at this tree outside whose roots search beneath the pavement for water, or a flower which sends its sweet smell to the pollinating bees, or even our own selves and the inner forces that drive us to act, we can see that we all dance to a mysterious tune.” Text Source: Einstein and the Poet: In Search of the Cosmic Man (1983). From a series of meetings William Hermanns had with Einstein in 1930, 1943, 1948, and 1954 PBS TV Special- How Einstein Saw the World Comments are closed.
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Who I amI am an Associate Professor at the College of Charleston and a former public school teacher of 15 years and now the Department Chair of Teacher Education, This blog began as a documentation for my sabbatical in 2018. It was a journey through Germany Netherlands. |
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