> Clarifying our societal assumptions--exploring the lenses thru
which we view all reality--should be the foundation of the curriculum.
I'll stick with my contention that, in our classrooms, nothing remotely
approaching that is happening. If it had been, we'd be living in a
markedly different world.
With the proviso that a few teachers in a few places are trying to do
what Marion suggests, I agree. I can vouch for at least one such
teacher from my high school days (probably more years ago than
the average age of the subscribers to this list).
To test Marion's hypothesis in the context of your own experience,
consider this: From time to time, we all get caught up in solving
this or that problem. Sometimes it's a "personnel" problem, some-
times it's a "business" problem, and sometimes it's a "productivity"
problem. Other labels for problems abound (e.g., "communication,"
"attitude," "financial," "resource," and so on). To label a problem is
to invoke a mindset, a mental model, a conceptual arrangement to
be used in examining and solving the problem. How many of you
on this list have been taught, trained, or learned to examine the
labels you place on problems and to vary them as a means of
getting a different view of the problem? In a very minute way, that
is what I think Marion is talking about. And I think he's right.
Regards,
Fred Nickols
nickols@aol.com
--Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>