YOUR EMERGING CURRICULUMYour emerging curriculum (your academic work) starts where you are with the knowledge you already have and it follows the natural brain process, the order of events might be different for different people. We suggest to start these events when you are relaxed and ready, you may benefit from writing down your reflections to questions/statements similar to:
- What brought you to Evergreen?
- Being in Evergreen, what brought you to the 2009-10 Spirituality program?
- Being In the Spirituality program:
1 - What do you want to learn? (content and goal)
2 - How are you going to learn it? (use multiple intelligences, Choice Theory, Pedagogy of the Oppressed)
3 - What do you plan to do with what you've learned? (the move from theory to practice, i.e., praxis)
4 - What difference will it make? (build in reflection and assessment, from which springs the next round of the four questions)
THE SPIRITUALITY PROGRAM:
We are committed to taking advantage of all available instructional technology resources in Evergreen to become an environmentally friendly program and apply the most favored educational theories in Evergreen to build a community of free thinkers. One important task is to participate in the development of a Covenant that honors hospitality, recognition and respect to all participants. We make extensive use of our tools for learning.
1. We facilitate this Spirituality program to allow participants to telecommute as much as possible by:
- Attending tuesday, thursday or saturday community hours/sessions/workshops by invitation, although we are located in the Cedar Room Longhouse Learning Center, our classroom is the world.
- Frequently visiting our Spirituality web page and perhaps contribute building it.
- Joining and participating in our Spirituality program list: email@example.com
- Joining and participating in our Spirituality program Moodle web site (http://elms.evergreen.edu/).
- Encouraging co-learners to use their evergreen email, their web space, all resources, events and facilities on campus.
- Encouraging co-learners to use the available most advanced means of communication, Internet, KAOS Radio, Cooper Point Journal and TCTV.
2. We respect the courage of learners who can think out of the box and celebrate with them the creation of their own educational path by responding to the following 4 questions as a starting point to build their emerging curriculum. Email it to firstname.lastname@example.org and to your Team: email@example.com; firstname.lastname@example.org and email@example.com.
- What do you want to learn? (content and goal)
- How are you going to learn it? (use multiple intelligences, Choice Theory, Pedagogy of the Oppressed)
- What do you plan to do with what you've learned? (the move from theory to practice, i.e., praxis)
- What difference will it make? (build in reflection and assessment, from which springs the next round of the four questions)
3. We are currently experimenting with a learner-centered assessment that we hope will best respond to the needs of our learners who are highly self motivated and completely responsible for their own education.
At the end of your participation in the program we ask you to follow these exit steps:
- By week 8 of the ending quarter (much earlier in Spring), choose a date in week 9/10 (week 5 in Spring) in our website and email us an invitation to your learning summary seminar and to your presentation also.
- Carefully write and EMAIL us (your faculty team) an academic essay in the 3rd. person written by you about your own work and addressing the credits that will reflect your learning.
- Do not submit your formal self-evaluation until you’ve spoken directly, in person, with a faculty member. A self-evaluation is DIFFERENT FROM an academic essay.
- Write your formal faculty/program evaluation and take it to our Program Support Office in Lab I First floor or just email it to us and to firstname.lastname@example.org and to your Team: email@example.com; firstname.lastname@example.org and email@example.com
To better understand our approach to education you may read some aspects of the foundations of our program, our program:
- is part of the Twenty Year Vision long range plan NAS on campus programs.
- is the praxis (in the Freirian sense) of our own educational philosophy.
- is a learner-centered learning environment based in Paulo Freire's Pedagogy of the Oppressed, (in our learning environment we apply William Glasser's Choice Theory)
- emphasizes the Evergreen five focii and the expectations of our Evergreen graduates,
- follows the brain natural learning function (you learn what you are interested in learning),
- puts strong emphasis in developing communication skills and use of instructional technology (for distance learning praxis) we share our learning during community visiting time (every tuesday or thursday), in our Saturday Theory to Praxis class, or via email using our program list or using our program moodle site, and by presenting our projects at the end of our Persistence experience.
- uses Howard Zinn's A People's History of the US to help us find out more about who we are and why we are what we are, (search for identity)
- applies the Multiple Intelligences Theory (everyone is a learner, everyone is an intellectual), this is required reading.
- is a community of co-learners and each one of us is in charge of our instruction, our curriculum and our assessment and our main tool for this is Bloom's Taxonomy,
- is committed to building community by creating our own Covenant and by making together this program the dream program each one of us always wanted.
We construct/justify our program process by studying/internalizing (reading, seminaring, creating/delivering workshops, discussing in small/large groups, writing/sharing our reflections via email, blogs, self evaluations, talking during conferences, discussing in study groups. and applying/using) concepts from the following books:
-Pedagogy of the Oppressed by Paulo Freire
-A Peoples History of the United States by Howard Zinn
-Choice Theory by William Glasser
-Intelligence Reframed by Howard Gardner (this is required reading for week one)
-Education for Extinction by David Wallace Adams.
-Embracing Contraries by Peter Elbow
-The Dancing Wu Li Masters by Gary Zukav
-Ceremony by Silko
-Broad and Alien is the World by Ciro Alegria (travellers to Peru)
-Indian Givers by Jack Weatherford
-1491 by Charles C. Mann
Pedagogy of the Oppressed by Paulo Freire-0826412769
Intelligence Reframed by Martin Gardner-0465026117
A People's History of the U S by Howard Zinn- 0060528370
The Art of Changing the Brain by James E. Zull-1579220541
Native American Testimony-Peter Nabokov- 0140281592
Teaching to Transgress by bell hooks-0415908086
Choice Theory by William Glasser- 0060930144
Decolonizing Methodologies by Linda Tuhiwai Smith-1856496244
Natives and Academics by Devon Mihesuah- 0803282435
Genocide of the Mind by Marijo Moore-1560255110
Acceptance and Commitment Therapy by Steven C. Hayes-1572309555
Methodology of the Oppressed by Chela Sandoval-0816627371
How to Quit School & Get a Real Life & Education by Grace Llewellyn
Education for Extinction by David Wallace Adams.
The Schools Our Children Deserve by Alfie Kohn
Embracing Contraries by Peter Elbow
Human Brain Human Learning by Leslie Hart
Indian Givers by Jack Weatherford
1491 by Charles C. Mann
5 Million Footsteps: The Transcontinental Trek of the Global Walk for a Livable World by Greg Edblom
Our tools: http://academic.evergreen.edu/curricular/spirituality/tools.htm
The trip to Peru http://academic.evergreen.edu/curricular/scp/home.htm
The CadillacAmerica project http://www.cadillacamericas.com/
Our yearly Generations Rising event
Evergreen is NOT one more four year college
(read page 3)
Twenty Year Vision: http://academic.evergreen.edu/curricular/persistence/nasvision.htm