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The Moral Completion of the Process of Knowing and its Necessarily Humble Beginnings


b)Existential Agenda of Human Beings (To Be Someone, To Belong, To do Some Good) ... Membership in the Natural, Cultural, and Social Worlds to which Learners belong ... – PowerPoint PPT presentation

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Title: The Moral Completion of the Process of Knowing and its Necessarily Humble Beginnings

The Moral Completion of the Process of Knowing
and its Necessarily Humble Beginnings
  • Jerry Starratt
  • October 2009

A Journey of Understanding Ethical Leadership
  • 1.Ethical Decision Making of Ed Leaders
  • Tripartite Model Complementarity of the Ethics
    of Justice, Care, Critique
  • 2.Using the Model to Build a Learning Environment
    for young people
  • In Academics, Co-currics, Support Prgs
  • 3. Intuition about the Moral Character of
    Academic Learning

A Journey Continued
  • 3. Connect Authentic Academic Learnings to
  • a)Psycho-Social Development (Cf. E.Erikson)
  • b)Existential Agenda of Human Beings (To Be
    Someone, To Belong, To do Some Good)
  • c)Moral Agenda of Human Beings (Be Authentic Cf.
    Charles Taylor)
  • d) Intelligibility of Membership in the Natural,
    Cultural, and Social Worlds to which Learners

A Journey. Continued
  • 4. Authentic Learning involves
  • a) Bringing the knowledge inside (How is this
    reality somehow inside me? How am I somehow
    inside this reality?)
  • b) How does this knowledge place me inside the
    world of nature, the world of culture, the world
    of society? Implications for responsible
  • c) Movement from focus on identity to
    relationship (transcendence), and then to
    generativity (greater transcendence)

A Journey. Continued
  • 5. Move from General to Professional Ethic
    Virtue Ethics in Ed Ldshp
  • The story of Al Auther
  • Leader promotes the GOOD of the Practice of the
  • b) The GoodAuthentic Learning
  • c) Authentic Learning has both an Intellectual
    Moral character/quality.

A Journey. Continued
  • 6. How promote Authentic Learning? The Virtues of
    Ed Leadership Authenticity, Presence,
  • 7. Authentic Learning requires Authentic
    Teaching, which also requires the Virtues of
    Authenticity, Presence, Responsibility
  • 8. The triangle model of Authentic teaching
  • 9. Need to further Understand the Moral Character
    of Learning.

Relationships of respect care
Beginning dialogue with the world, discovering
self in these worlds, discovering these worlds in
Mutual, interactive Intelligibility
(No Transcript)
Moving to the Present
  • Reading Bernard Lonergan
  • Focus Understanding the Knowing Process in its
    Complete Reach
  • Perception--Knowing as Describing
  • Understanding--Knowing as Explaining
  • Judgement--Knowing as Truth Verifying
  • Valuing Embracing What One Knows
  • Choice--Knowing as Choosing to Act on what one
    knows the Moral Completion of the Process of

What Lonergan Taught Me
  • My intuition about the moral character of the
    learning process was philosophically defensible.
    (Note Habermas caution)
  • However, Lonergan was talking about a fully
    mature process of knowing, not about the knowing
    of an 8, 12, 16 year old.
  • Therefore a more modest, but necessary agenda for
    the K-12 educational process
  • Need to return to psychosocial cognitive
    development of k-12 learners

Reading Piaget on Cognitive (Logic) Development
  • Preoperational Stage Sense perception, fantasy,
    beginning Language usage (1-4/5)
  • Concrete Operations dealing with realities of
    concrete world narratives of perceptions
    relationships (5-12)
  • Early formal operations classifications of
    things patterns, relationships(12-ADULTHOOD)
  • Novice use of logical relations, beginning
    explanations of abstract solutions to
  • Approaching adult use of logic to consider
    competing logical explanations thinking about

K. Nelson on Early childhood Cognitive
  • An empiricist, but not Reductionist
  • Epigenetic approach, accepting an embodied mind
    as well as a socialized and encultured mind the
    mind of a person
  • nature, nurture, the vagaries of experience--
    all contribute to the development of knowing
    knowing is self-organizing process
  • Development takes time, lots of experience.
  • Memory is the mind at work, seeking the meaning
    of present experiences in relation to past
    meaningful experiences.

Kohlbergs Cognitive Moral Development
  • Punishment-Reward Stage (1-7)
  • Instrumental hedonism-Mutuality (7-11)
  • Interpersonal Concord (10-15)
  • Law order (14-adulthood)
  • Group Principles(18-adulthood)
  • Hierarchy of Universal Principles of Justice
    (min. circa 30)

My (our) Major Mistake
  • We impose our adult understandings on young
    people who are still developing childrens
  • We need to adapt our pedagogy and our (abstract)
    curriculum to their human, moral and mental

We Need a Marriage of Cognitive and Psychosocial
Development. Learning involves the search for
intelligibility of the world and the search for
ones personal destiny. Humans are thrown into
existence, into a history, a culture and family
they did not choose. They have to make sense out
of their precarious predicament and construct a
Eriksons Developmental Challenges
  • Infancy Trust vs. Mistrust
  • Early childhood Autonomy vs. shame
  • Play age Iniative vs. guilt
  • School age Industry vs. inferiority
  • Adolescence Identity vs role confusion
  • Early Adulthood Intimacy vs. isolation
  • Middle Adulthood Generativity vs stagnation
  • Late Adulthood Integration vs despair

5 / 8 stagespre-adult stages
  • Prior to Adulthood, young people are not
    ethical they are primarily preoccupied with
  • Self-transcendence required for Ethical Choice
  • Adulthood begins with Intimacy and proceeds to
    Generativity--mid 20s to mid 60s

The Ecology of Human DevelopmentBronfenbrenner,Fr
  • Growing up in the Depression
  • Growing up during a War
  • Growing up a minority
  • Growing up an immigrant
  • Growing up in poverty, homelessness
  • Gendered growing up
  • Growing up with a disability
  • Growing up in feudal or tribal society

Keeping the End in Mind Cognitive Moral
  • Building the Foundation for mature understanding
    and ethical choice
  • Experience, experience, experience
  • Teamwork, teamwork, teamwork
  • Familiar examples for concrete operations
  • Continuous, but tiny bits of Cognitive
    Dissonance lots of WHY HOW questions
  • Structure, Rules, Practice, Play, Performance
  • Lots of feedback, dialogical assessment

Keeping the End in Mind Personal Ethical
  • Cultivating foundational qualities of Autonomy,
    Connectedness, and Transcendence
  • Autonomy owning oneself, being a somebody
  • Connectedness I exist in multiple relationships
  • Transcendence I can go beyond self-interest, be
    a part of something bigger than myself
  • Creating developmentally appropriate learning
    opportunities to develop these qualities

Facing the Curriculum ChallengeThe Early School
  • Focus on initiative and industry play, mastery
    of skills, rules, repetition of concepts with
    multiple examples, memorization of important
    information, gradual introduction of reflective
  • Identify curriculum units with potential to raise
    students sense of autonomy, connectedness

Facing Pedagogical Challenges in the Elementary
  • Pedagogy of Respect, Care, Support
  • Pedagogy of Community
  • Differentiated Pedagogy
  • Pedagogy of Play Experience
  • Pedagogy of Imagination
  • Pedagogy of Memory
  • Pedagogy of Rules
  • Pedagogy with the Home

Curriculum in Middle School
  • Continue the work of the Industry Stage
  • Continue structured exercises of inquiry skill
    development memorization of important
    information, along with critical and reflective
    questions relating the information to learners
    life situations.
  • Connecting curriculum with community issues and

Curriculum in Middle School
  • Beginning inquiries into the academic disciplines
    as such, as doorways into membership in the
    worlds of nature, culture, society. Connect
    with life journey
  • Exploration of early intelligibility of those
    worlds, working through description toward
    preliminary explanation
  • Exploration of responsibilities of membership in
    those worlds, raising questions of values

Pedagogy of the Middle School
  • Pedagogy of Respect, Care, Support
  • Pedagogy of Community
  • Pedagogy of Invention
  • Pedagogy of Performance
  • Pedagogy with the Civic Community
  • Continuing to raise issues around autonomy,
  • connectedness, and transcendence

Curriculum of the High School
  • Deeper inquiry in the academic disciplines as
    dooways to membership in the cultural, social and
    natural worlds as well as to self-definition
    journey toward Adulthood
  • Increased questioning of the significance of
    knowledge for choices, and for ones future
  • Attention to the social and natural environmental
    challenges as civic concerns

High School Curriculum
  • Approaching early Adulthood Beginning Efforts in
    Academics Co-curriculum
  • The curriculum of Self-governing Communities
  • The curriculum of Self-definition and
  • The curriculum of Authenticity
  • The curriculum of CritiqueResistance
  • The curriculum of Participation

High School Pedagogy
  • Pedagogy of Respect, Care, Support
  • Continuing to raise learners sense of Autonomy,
    Connectedness, and Transcendence
  • Connecting curriculum to Learners life
  • Beginning inquiries into the ethics of justice,
    care, critique as embedded in various academic
    units social life

  • Ethical leadership is not simply about making
    ethical decisions, and engaging in a reflective
    process for ethical decisions its about
    building a learning environment in schools that
    moves youngsters along a path of pre ethical
    development toward the very beginning ethical
    stages of young adulthood.

  • Therefore, our work as scholars of Ed. Leadership
    is to promote research and understanding of both
    aspects of Ethical Leadership
  • Therefore, we need to work more closely with
    colleagues in curriculum and pedagogy, and in
    developmental and critical psychology