Charles Fleetham writes in response to the question about consutants as
learning stewards:
>. . ." I try to help my clients learn how to learn to solve their own
problems. For
>me, this process usually involves the following steps:
>1. Collecting data about their situation
>2. Presenting my analysis to them -[some deleted]
>3. Giving them a series of models to organize themselves
>to collect more data and create their own solutions.
>4. Staying involved to: help them apply the models,
>remind of the "unsayables" or "opportunity", and flat out
>encourage them to keep on plugging through the mess. . .
What is striking about this model is that it appears to exclude the learner
from much of the research process. Steward, as I understand it, embraces
service, partnership and empowerment in pursuit of shared vision. How can we
sincerely and actively involve learners in not only solving problems, but
also creating visions that surpass problem solving?
Laura L. Bierema
bierema@aol.com