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2010年加州欧亥克氏teaching academy workshop的探讨内容

今年8月1-14号在欧亥的克氏teaching academy也有workshop:Re-envisioning Education: 2010 Teaching Academy (August 1-14),以下是主要内容:

As a culture around Krishnamurti’s Teachings, educators have considered the nature of learning and the challenge of envisioning a school and classroom environment that isn’t determined by reward and punishment, evaluation and the authority of knowing. But we have generally segmented these educational considerations around the students’ experience. One underlying theme raised in the Teaching Academy was how the investigation of learning and the aims of education directly applies to teaching itself—and how educators themselves learn and explore the art, science and craft of teaching without recourse to prescribed methodologies of teaching. One of our morning readings of Krishnamurti reflects this theme (emphasis added):

Let us not think in terms of principles and ideals, but be concerned with things as they are; for it is the consideration of what is that awakens intelligence, and the intelligence of the educator is far more important than his knowledge of a new method of education. When one follows a method, even if it has been worked out by a thoughtful and intelligent person, the method becomes very important, and the children [and teachers] are important only as they fit into it. One measures and classifies the child [and teachers], and then proceeds to educate him according to some chart. This process of education may be convenient for the teacher [school boards and administrators], but neither the practice of a system nor the tyranny of opinion and learning can bring about an integrated human being.

A question that wove itself throughout the Academy as an aspect of “Re-envisioning Education”: How will teachers live, learn and work together, as a non-hierarchical culture in a school, not only with students but between themselves as inquiring colleagues, learning all the time?

Some additional points to consider:

• Learning is not a scarce resource.
• Learning is not measurable.
• Inquiry is not asking ‘Known Information Questions’

Although many educators and teachers who have come across K reject the conventional notion of a child as an empty vessel to be filled with knowledge by the teacher’s instruction, a major part of teaching still seems to involve the transfer of known information—even when framed as questions. What implications does this have for students’ and teachers’ inquiry and learning? Can teachers ask and sustain questions in the classroom that they themselves don’t know the answer to? Can teachers do this amongst each other with regard to teaching, learning, and the life and vision of a school as a whole?

• What does a learning environment look like that is not driven by a method, i.e., standardized testing, lecturing, student centered learning, project based learning, thematic integration, inter-disciplinary curriculum, etc.?
• If we accept that learning cannot be measured, what then is academic excellence?
• Can I, as a teacher, be asking questions all the time to which I do not know the answer?
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