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• W341665677 abstract "ONE OF THE ONGOING tasks of the budding educational leader to devise, revise, and reflect on a platform of beliefs regarding schools, teaching and Why do we have schools? What do we expect to do? How will we know if we've done it? One tends to start with the broad, find it vague, move to the specific, find it persnickety, and then move back towards the broad with a more realistic eye. The reflective practice has great value. Working away at something slowly over years, revising it again and again, workshopping it, etc., you come eventually to language that acts almost as revelation. You did mean that, even if you didn't know that at the time. The tortured syntax of my first platforms orbited around the idea that educational leaders must create (or promote the creation of) that promotes the development of certain traits in kids. Of these, 1 considered curiosity the most important. Curiosity, I said is the first cause of all learning. But I wasn't happy with how that sounded. Promote the creation of environment? The verb seemed weak and the object--an environment--vague and unhelpful. Maybe I couldn't avoid that. The educational leader's job, after all, involves everything from curriculum to behavior to the duct work. Maybe there was no more precise way of putting it than an environment. My subsequent work on the platform added to this sense of an environment by introducing the importance of creating a Culture of Evaluation--an in which it was the norm to reflect on our practices, to evaluate our programs, and, most importantly, to change them according to the outcomes of those evaluations. I advocated not only the collection of data, but also the courage to act upon that data. Still, I hadn't come up with the language to bring it all together. How did the curiosity thing mesh with the evaluation thing? Well, you only evaluate if you're curious about outcomes. Is that enough? What if I call it a Culture of Inquiry? That seemed closer. Inquiry involves curiosity and intelligence and evaluation. But what about kindness and the duct work? How do these fit in? I stumbled across the language that would bring these ideas together when I began exploring the discipline of general semantics, around the same time, coincidentally, that I began my coursework. At one point, I remember mentioning to colleagues that my favorite educational theorist was Neil Postman, author of Teaching as a Subversive Activity (1969), Teaching as a Conserving Activity (1979), Amusing Ourselves to Death (1985), and The Disappearance of Childhood (1982), etc. It struck me that, while I started reading Postman out of casual interest, I had found something meaningful there that I could apply in my professional and academic capacities as well. I had discovered a vocabulary that I might use to great effect. Nevertheless, I used this language only tentatively, partially because I didn't understand the scope of its applicability. Later, as I came to understand it better, a feeling that I can only describe as shyness about appearing jargony kept me from expressing these ideas as fully as I might. In the summer of 2006, however, I went to a seminar on general semantics in Fort Worth, Texas. A central idea that we chewed on there--the idea of the semantic environment--brought all my platform thinking together. Consider this belief statement: The raison d'etre of the educational leader to maintain a semantic that encourages all students to create meanings that will allow them to participate as fully as possible in society, carrying out its obligations and enjoying its blessings. The term semantic refers to the interactive system that exists between a person and all those things within a person's purview that contribute to the 'meaning' a person creates in any particular situation. The term was coined by the founder of general semantics, Alfred Korzybski, in his 1933 book, Science and Sanity, in which he uses the formulation neuro-semantic to stress the interconnectedness between observer and observed, and between the speaker and the spoken. …" @default.
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• W341665677 date "2007-10-01" @default.
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• W341665677 title "The Semantic School: A Platform for Educational Design" @default.
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