[Dialogue] ToP Methods

[Charles or Doris Hahn]

Another illustration: Marsha and I were talking about R.O. and E.A. many years ago when she was just beyond high school. She said "My way of keeping these straight is by remembering a gory film we were shown in Driver's Education class. The rational objective was to make us safe drivers. The existential aim was to make us sick at out stomachs" or something akin to that. I am sure you could ice and dice the illustration, but anyway, that little conversation has stuck with me for 35 years or so.

Doris Hahn




________________________________
From: Bill Schlesinger <pvida at whc.net>
To: Colleague Dialogue <dialogue at wedgeblade.net>
Sent: Saturday, October 10, 2009 9:39:21 AM
Subject: Re: [Dialogue] ToP Methods


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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