The following is a short video that introduces some key concepts relating to Complex Systems:
TASK 1: Complex qualities in the classroom, community of learning and school.
TASK 2: Explain why Freud considers teaching to be one of the impossible professions.
Freud, the founder of psychoanalysis, basically looks at a person's behaviour and personality - the connection between the mental capacity and what’s real. Well known for his theories on the mind and its defence mechanisms, The 5 Psychosexual Stages of Development and his interpretation of why we dream was game-changing.
Firstly, I agree with David Mathew’s book review on Deborah Britzman’s ‘The very thought of education: Psychoanalysis and the impossible professions’ (2009) which has Freud’s enduring impression throughout and uncovers the following:
‘the problem is, teacher education is trying to understand and address the mind of the other and doing so in a way that the teacher is taking responsibility for both a mind she has not made and a world she is responsible for by virtue of development’.
Freud considers education, in this case, teaching to be one of those impossible professions because of a few key educational experiences (not exhaustive):
The mind
Personalities
Teaching and Learning
Classroom context
Policy demands
Professional pressures
The complexity of relationships
It's no surprise then, as educators, through the day-to-day experiences of school life, when we analyse all of the aforementioned and ‘complexity thinking’ then gives some weight to Freud’s assumptions about the theory and application of education. Thus, 'the first task of education,' Freud states, is to teach the child 'to control his instincts. It is impossible to give him liberty to carry out all his impulses without restriction' consequently 'education must inhibit, forbid and suppress' (Freud 1933/1961: 149) as cited in Key Pedagogic Thinkers: Sigmund Freud by Michael D Berry (accessed May 2020).
I agree that Freud’s motivation and beliefs surrounding education, specifically teaching (in the traditional sense) that all it aims to do is to dominate mindsets, command authoritative control of what and how students should think, learn and behave. As long as it all fits into the social norms of the dominant culture or society then naturally, the powers that be….are satisfied.
I believe Freud brings out what we as educators should be asking ourselves continuously: Why do I do what I do?
That is why the way we educate has to change, especially in this vastly changing world. Therefore, the way we design and deliver teaching and learning programmes in school and in the classroom needs to change. Like involving (not just informing) major stakeholders in the learning process has its advantages. But ultimately, despite the unfathomable depths of the mind, the complexity of relationships, the pressures of work-related circumstances and national policies and so on, a safe and inclusive community where everyone ‘feels good’ and ‘functions well’ are essential stepping stones for our students to do some amazing things….I’m sure Freud would agree with that?!
TASK 3:
a) Identify a positive feedback mechanism in your own educational work context (classroom, school, etc).
Empowered by our school values of Success, Manaakitanga, Alofa, Service and Hanga Whare, and students being at the heart of all we do - all learning programmes will aim to empower and improve the wellbeing and achievement of each ākonga (student).
Resilience is one of 7 of our character building dispositions we want our students to develop - To be determined, to bounce back, to break through barriers and never give up. To Seek support when they need it, to look beyond the horizon/cloud and have a positive mindset:
b) Identify and explain how systems and / or sub-systems in this context are affected by this feedback mechanism.
The student first: The system affected would be the nested structure within the learning hub of students - for example in Tuakana Hapori of yr8-13. Although the learning is personalised ākonga can have similar if not the same interests and passions. Therefore, ākonga have opportunities to work collaboratively with peers experiencing participation and engagement together with positive results.
Whanau involved and informed: Personalised learning can involve key relationships like whanau. This positive feedback mechanism not only keeps whanau informed of ākonga success but involves them in whatever capacity that may be in their child’s success journey.
c) Critique the effects of this positive feedback mechanism on you, students, fellow-teachers and parents.
For me it makes me want to push the boundaries of traditional thinking, teaching and learning. It helps me to be open to all possibilities for ākonga to engage in and be empowered to take control of their futures. To an extent the same would be for fellow colleagues, ākonga and whanau. For ākonga it may extend from just doing something that’s interesting, relevant and meaningful to whanau just wanting to know are they doing what they are supposed to be doing, what are they learning, how they are doing in their learning and what are they like behavioural-wise at school.
TASK 4: Consider the diagram below. From an educational perspective, propose ways in which learning within each system represented in the diagram might influence the system above and the system below (where relevant).
Connected to each other not in an entangled mess but more ideally seamlessly through dissolving the disciplines, in fact transcending them. Not to discredit or move increasingly away from each other but in support of each other - stepping outside the box and transforming learning. Negatively or positively they are bound to each other, impacting each other:
Bodily Subsystems: Mental cognition and sensory motor function through direct teaching of the dispositions (social/emotional programmes), transdisciplinary learning and communication fluency.
The Person or Body Biologic: A personalised plan and student voice and reflections to be regularly gathered and fed into learning design and any relevant programmes, transdisciplinary learning and communication fluency.
Collectivities: Social Bodies, Bodies of Knowledge, etc.: Focus learning on where an individual can operate confidently and feel like they are a bigger part of something, relationships are key here.
Society or the Body Politic: Develop intrapersonal skills and programmes that support behavioural needs and supporting and enriching key relationships.
The Species: An appreciation and understanding that learning can come from different sectors and settings of education. Other sectors outside of school inclusive of major and minor stakeholders can complement and improve your own teaching and learning practices.
The Ecosphere, or The Planetary Body: The perspective I will use here is open-learning that is available to everyone. Design multiple opportunities for learners work to be public - Learning has value when shared and celebrated - Sharing learning raises expectations - Explicitly seek feedback from a variety of external sources - Collaboration can lead to greater ideas and richer understandings - Collaborative skills are essential for leading productive lives, locally and globally.
Comentários