[Dialogue] ToP Methods

[Bill Schlesinger]

My two cents:  All existential questions are experiential.  Not all
experiential encounters raise existential questions.  Existential questions
are the inescapable reality demanding a response - in RS-1 these were 'who
am I/what do I/how be I?'  The economic collapse raises the existential
question of what do we do with our financial institutions.  Experiential
learning is the step beyond cognitive transfer of information, including
images.  It is the learning of ambiguity by being put in an ambiguous
situation vs. talking about ambiguity, the learning of responsibility by
being responsible for something (raising the baby chick in the classroom).  

 

Bill Schlesinger
Project Vida
3607 Rivera Ave
El Paso, TX 79905
(915) 533-7057 x 207
(915) 490-6148 mobile
(915) 533-7158 fax
bschlesinger.pv at tachc.org
www.projectvidaelpaso.org

 

  _____  

From: dialogue-bounces at wedgeblade.net
[mailto:dialogue-bounces at wedgeblade.net] On Behalf Of KarenBueno at aol.com
Sent: Thursday, October 08, 2009 9:39 PM
To: dialogue at wedgeblade.net
Subject: Re: [Dialogue] ToP Methods

 

I usually thought of the existential aim in RS1 terms--I wanted students to
become aware particularly in this lesson of one of these, for example:  that
life is full of possibilities, I am accepted, the past is approved, the
future is open, all is good, I am responsible, I can decide, together we can
make a difference, etc.

 

Karen Bueno

Fifth City Preschool, several public schools, teacher

 

In a message dated 10/8/2009 12:03:19 A.M. Mountain Daylight Time,
LAURELCG at aol.com writes:

As a rather simple-minded elementary teacher, I always thought of the
rational objective as the content, method or knowledge I wanted to transfer
to my students. The existential or experiential aim had to do with helping
the children to be aware of their experience of learning, to be able to
reflect on the content. How did their learning change them?

 

My 2 cents,

Jann McGuire 



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