Integrating Science and Soulin Education - 1

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Slide1: 

Integrating Science and Soul in Education (Part 1) Dr Sue Stack

How do we see soul in our classes?: 

How do we see soul in our classes? “The light in a child’s eyes….” Soul in Education Conference 2003

Can we reconcile Science and Soul?: 

Can we reconcile Science and Soul? Science Measurable Material Objective Procedural Reasoned Ingenuity Soul Ineffable Immaterial Subjective Creative Intuitive Image sourced from: Null Hypothesis

“Imagination is more important than knowledge”Albert Einstein: 

“Imagination is more important than knowledge” Albert Einstein Image sourced from: NASA

What are three words you would use to describe science?: 

What are three words you would use to describe science? “I wonder, I wonder, I wonder!” Biology lecturer at University of Tasmania “The most important thing that science teachers should do is to teach their students a sense of wonder.” Ex-student, now Medical Scientist Image from: Sandia National Laboratories

Slide6: 

“Soul is used as a word to explain what is missing in education…. Joy, excitement, spirituality, intuition. It is possible to have ‘ensouled’ intelligence and ‘ensouled’ skills. We do not need to be either/or.” Soul in Education Conference 2003

Slide7: 

What is science? What is soul? What facilitates child development?

Development lines: 

Development lines Cognitive Spiritual Ethical Aesthetic Ego Linguistic Emotional Intelligence Intra-personal Maths/ logic Musical Kinaesthetic

What key holistic educators say about soul in education:: 

What key holistic educators say about soul in education: Inclusiveness – balance - connectedness Dr Jack Miller, OISE, Canada Creativity – caring – criticality Dr Roger Prentice, Sunwalk Association Spiritual ecology: Affective – communal - environmental Dr Greg Cajete, University of New Mexico Pedagogy of love Dr Ramon Nava Gallegos, Guadalajara University, Mexico

What are the key themes of spirituality in education?: 

What are the key themes of spirituality in education?

Slide12: 

passion wonder mindfulness contemplation Highest thought Clear mind Sense of place love Big questions journeys Rite of passage wisdom joy mystery service Inter-connected stillness faith beauty humour belonging light

Steps towards thinking the ‘highest thought’: 

Steps towards thinking the ‘highest thought’ Orientation to one’s place Consciously understanding the nature of one’s relationships To think things through, make wise choices Wisdom Spiritual ecology Greg Cajete, Look Towards the Mountain

Slide14: 

IT objective Method for knowing physical world WE inter-subjective How we know I subjective How I know ITS inter-objective System knowing Scientific Ways of Knowing Personal meaning making - conceptual understanding, constructivism, experience, beliefs, knowledge Empirical method – questions, hypothesis, procedures, fair testing, data collection, accuracy, analysis, using knowledge & logic, modelling, theorising, clear reporting Shared language of science Community of practice - peer review, intellectual honesty Building of knowledge - openness to new evidence Interdependencies, impacts Technical, social, economic, political and environmental systems Responsible risks

Slide15: 

IT Method for knowing physical world WE How we know I How I know ITS System knowing Critique of Scientific Ways of Knowing Physical world only Parts rather than wholes Philosophy of science critiques Only physical systems? What aspects of experience are being ignored? How might other cultures “know” consequences? Interpretation is dependent on values and paradigms and shaped by language Hegemony of Western Science practice Exclusion of other ways of knowing Historical /cultural context of science

National Learning Statements for Science: 

National Learning Statements for Science

Slide17: 

IT Method for knowing physical world WE How we know I How I know ITS System knowing Science in education Curiosity, Wondering Sustainability Foresight Belonging to a community, culture and history Collaboration, relationships, dialogue Integrity and ethics Multiple Intelligences Openness to surprise Fairness Reasoning and rigour Reflection Responsibility, ethical decisions Openness to change mind Imagination, visualisation Creativity, Ingenuity Meta-cognition

Slide18: 

IT Method for knowing physical world WE How we know I How I know ITS System knowing Adding soul to science education Curiosity, Wondering Sustainability Foresight Belonging to a community, culture and history Collaboration, relationships, dialogue Integrity and ethics Multiple Intelligences Openness to surprise Fairness Reasoning and rigour Reflection Responsibility, ethical decisions Open to change mind Imagination, visualisation Creativity, Ingenuity Meta-cognition Sense of awe and wonder Existential questions Passions Inspire, intrigue, surprise Connection Wisdom Openness to universe, presencing Sense of purpose Service Love, humanity and caring Values Belonging Insight Intuition Contemplation Openness to other perspectives Embodied knowing

Slide19: 

Integrating Science and Soul in Education Dr Sue Stack Sue.stack@bigpond.com www.stack.bigpondhosting.com/ Holistic Education Network Tasmania www.hent.org

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