Journal Entry #2 CI 8150 University of Minnesota: Theories of Growth and Change in Elementary Schooling

Reactions and notes from Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Suny Press.

Exploring Hermeneutical Phenomenology

Dictionary Entries for this Post:

Hermeneutical Phenomenology:  "A human science that is interested in the human world as we find it in all its variegated aspects.  Unlike research approaches in other social sciences which may make use of experimental or artificially  created test situations, human sciences wishes to meet human beings- men, women, children-there where they are naturally engaged in their worlds.  In other words, phenomenological research finds its point of departure in the situation, which for purpose of analysis, description, and interpretation functions as an exemplary nodal point of meanings that are embedded in the situation" (18).

Research Method:  "The philosophical framework, the fundamental assumptions and characteristics of a human science perspective" (27).

Research Technique:  "The...variety of theoretical and practical procedures that one can invent or adopt in order to work out a certain research method" (28).

Research Procedure:  "Allows us to proceed, to go forward, and to get something accomplished" (28).

Bridling Thoughts:

The item I would like to discuss that perplexed me while reading was the difference between "description" and "interpretation" as it relates to Van Manen's concepts of Phenomenology (24).

I can certainly decipher the difference of definition, but I find it harder to do so when utilizing the technique of phenomenology, as I am still trying to wrap my head around its own definition.

It seems that in phenomenology, one wants to be able to provide a description of "lived experience" but which can provide data, but then interpret that data without making assumptions about our own perceptions of that lived experience of the others, might in fact, be.  How do we as researchers, utilize the descriptions for interpretative and even analytic purposes, when the heart of phenomenology stems from what others are experiencing, which is truly unique to them?  I found what my classmate Angel said in one of our discussions very intriguing.  She noted that she felt haughty when trying to interpret data, because she felt that, who was she to be determining what someone else's experience was?  I understand her thought lines.  It is paradoxical to me to interpret that which we have not lived through the description of what others have.  It then is indeed, up to the interpretation to bridge this gap.  The author says this: " Phenomenology is, on the one hand, description of lived experience, and on the other hand, description of meaning of the expressions of lived experience.  The two types of descriptions seem somewhat different in the sense that the first one is an immediate description of the lifeworld as lived (which I, Sara, understand) whereas the second one is an intermediate (or a mediated) description of the lifeworld as expressed in symbolic form (which I, Sara, do not quite understand)" (25).  He goes on, "When description is thus mediated by expression (for example: by blushing, talk , action, a work of art, a text) then  description seems to contain a stronger element of interpretation.  Actually it has been argued that all description is ultimately interpretation" (25). 

Ah!  There is the crux.  Perhaps I should focus less on what the difference of these actions are, and more on how they work together with the constructs of phenomenology and at different times and for different purposes..  Description and Interpretation are all part of the method, technique and procedures, and if I am understanding correctly, should be viewed as such. Interesting, to say the least!

Journal Entry #1 CI 8150 University of Minnesota: Theories of Growth and Change in Elementary Schooling

Reactions and notes from Vagle, M. D. (Principal Author and Editor) (2012)  Not a stage! A critical re-conception of young adolescent education. New York: Peter Lang Publishing, pgs 93-189.

Taking Some Contingent, Recursive Action

Dictionary Entries for this Post:

Traditional Perspective:  First promoted by G.S. Hall in 1904, this perspective is "grounded in a biologically driven discourse" (139)  which infers that attempts are made by educators to address all middle schoolers as in a like stage of aggression, overactivity, and in being deeply "at risk".

Critical Perspective:  A perspective that moves from the traditional perspective by looking at middle school youth from a "multi-faceted, contextualized view of adolescence" (139).

Both/And Perspective: A view that "addresses both the individual and the socio-structural dynamics at the local and national level, as they shape adolescents and their educative relations with other" (140).

Bridling Thoughts:

The first thing that was obvious to me was the fact that the Middle School was a governmentally created entity, that was based on theories of Developmentalism, in the most traditional sense, which was created to support the development of white males in the 20th century.   By  believing that there are unique and specialized characteristics attributed to this age, an entire branch of the American Educational system was created in the formation of Middle Schools.  The problem with this however, as mentioned, is that the developmental theories used to do this, only took into consideration young, white males, and discounted other contributing factors to development such as SES, race, gender and previous educational experiences.  To me, in the viewpoint of someone who taught in the classroom for 20 years, I can say definitively that no student is alike to the point that we coul determine a nationally recognized profile of where they are in their development, but more importantly, who they are and how they all, collectively, should be taught.

I have to admit however, that there do seem to be some things, that regardless of contextual influences of the political atmosphere, the community, the family, SES, or the classroom dynamics, that do appear to be common in all of their experiences, such as talkativeness, a need to move, and the developing of peer-relations.  However, I cannot support the ideas that the few things this age group has in common, on any level,  is enough to determine their entire educational experience which from the get go, was not developed for more than a small handful of the actual population it was forced upon.

Enora Brown's chapter, "Both/And/All of the Above" was the internal piece in this reading that carried the most meaning and identification for me. In my personal research and studies, I have been looking into individualized instruction and learning styles as well the theory of multiple intelligence.  All of these fit nicely into the idea that students, even middle schoolers, are individuals, with their own personal characteristics about them, influenced by a myriad of things in their contextual settings.  It baffles me, honestly, how this nation could have ever thought that a "one size fits all" method of education would have had any successful impact on the total population of students.  But Brown suggests that this was, perhaps, the plan to fuel a : " a microelectronic, global capitalist economy, neoliberal agenda and privatization of public education" (144).  She is adamant that there is a link between public policy and conceptualizations of youth.  With the descriptions laid out in this, and all the subsequent portions for this week, I can say  that I see the connection as well.

In conclusion, I have to say that until I entered my doctoral studies, I had for a long time considered how we were teaching our students, but I had never questioned where, what or why.  The readings for this week really solidified my need to ask all the questions.  It is part of developing my own critical theories of education and to explore the ideas of those with like and unlike minds.

Call to Action against MASA proposed Legislation...reposted from MCEA

April 11, 2011
Dear MCEA Members,
A CALL TO ACTION!

A legislative issue needs our collective response. Currently, legislation is moving forward that makes
changes to MN Statute Sec. 4 Subd.3C, which would allow a district with a total population of 10,000 or less (current law is 2,000 or less) to identify an employee who holds a valid  MN principal or superintendent license under MN Rules, chapter 3512 to serve as director of community education.

This legislation is included in HF511, SF56 and in the House Omnibus Education Appropriations bill.
If this provision passes, 236 school districts (out of 340 statewide) would be affected by this change.
Currently, there are 49 Districts with less than 2,000 residents.

Your immediate help is needed to talk with your superintendent and ask them to contact Charlie Kyte,
Executive Director of the MN Association of School Administrators (MASA). His email address is
ckyte@mnasa.org, and his phone is 651-247-6505.  Mr. Kyte needs to know successful, small district, community education programs do not support this action from MASA.  If you are in a district that is currently not impacted by this legislation, I also urge you to talk with your superintendent.  There is great concern that if this legislation is passed, it will be detrimental to the integrity of community education.

Communication with your Superintendent and with Mr. Kyte should include the following:
1. This change in law is unnecessary. A provision in state law already exists for a school district to
request a waiver from the Board of School Administrators if a district cannot find a qualified
candidate. Since 2008, only 10 waivers have been submitted to the MN Board of School Administrators for consideration.
2. This change in state statute is not included in the MASA legislative platform.
3. There is evidence across the state that when an untrained employee administers community
education, the ability to provide programs and services that meet the needs of the community and the
ability to leverage additional funds is reduced.
4. The ability of Districts to pass referendums is compromised when Community Education programs,
services, and funding are not used to engage community residents to the fullest benefit. Decision
Resources, Inc. of MN research has proven that districts with strong community education programs
are much more likely to have positive community support and pass referenda in their communities.
5. Community Education Directors are required by state law to monitor and maintain community
education funds and reserves (Community Services, Unreserved/Undesignated Fund/Community
Education, Reserve Fund/ECFE Reserve Fund/School Readiness, Reserve Fund/Adult Basic
Education) and are specially trained for this kind of financial oversight.  

Minnesota Community
Education Association
CITIZEN INVOLVEMENT AND LIFELONG LEARNING6. Contact MASA Legislative Committee members in your school district with these messages. Follow
this link to the MASA Legislative Committee:

http://www.mnasa.org/2124101229145117547/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=55825

If you feel this legislation would be detrimental to your school district and the services you are able to offer  your community in the future, I urge you to act today with a conversation with your Superintendent urging him/her to make contact with Mr. Kyte regarding this important issue. Please CC me  (katie.williams@hopkins.org) and/or Robert Meyer (rmeyer@chisagolakes.k12.mn.us) so that we can track the communications and conversations that are circulating around this issue.

Also of note, your Senators and Representatives will address this legislation through the conference
committee process.  It’s important to have your superintendent contact Mr. Kyte as soon as possible.  Please consider taking action immediately.


Thank you,
Katie Williams
MCEA 2011 President
952-988-4067
MCEA Executive Office
13750 Lake Blvd.
Lindstrom, MN 55045
Telephone: 651-257-0752
FAX: 651-213-2094
www.mn-mcea.org

Welcome to "Can Do" E-D-U! Here is a little about me and what I am thinking:)

American education in this day and age is a multi-faceted, pedagogical and methodological combination of nearly every educational philosophy that has come "down the pike" over the last few decades.  In addition, the avenues in which education can be administered and/or obtained are growing at a rapid pace.  Traditional education, alternative education, online education, community education, adult education, immersion education, charter school education; name it… and there is a philosophy, school, and educator for it.  Though some may argue that all educational philosophies ebb and flow, or are eventually recycled in some way, I believe there are certain principles that, whatever their label may be, are solid and useable educational foundations for any generation.  In particular, I am an advocate for the idea of Multiple Learning Styles, which when paired with Gardner's theory of Multiple Intelligences, has become of personal interest to me and has garnished a lot of attention from educators and administrators nationwide.

As a prospective administrator myself, I am intrigued by the combination of these two concepts and have spent the last two years developing practical applications and methodologies for my classroom environment, and to the school as an entirety.  In the future, I would like to take what I have done on my small scale, and replicate it at the community level, where I see endless opportunities for refinement, implementation, replication and expansion.

My idea centers on a core belief that everyone, at any age, is capable of learning.  However, not everyone at every age can learn in the manner they are taught.  Although most modern educators would agree with my statement, no one seems to know how to best implement this knowledge into a practical application, especially within the various types and levels of curriculum that exist in educational institutions all across America.  How can we possibly standardize the fact that no one learner is standard?  It is an arduous task to say the least, but for me, it has been the small efforts that have often seen the greatest results.  Although I cannot make a single lesson plan that will cater to all learning styles and intelligences at once, there are facets and aspects of each that I am able to address with intentional, creative and thoughtful planning.

In an institution that I administer, I would like the staff to become knowledgeable and supportive of these philosophies.  I would also hope that they would partner with me in administering the various programs and curriculum that integrate these principles.  My greatest hope is that everyone involved will recognize that when a learner is taught in a style that they, in their individual ability understand, that the definition of what we deem as a successful learner may need to be reshaped to fit the new implementation of "multiple" methodology.

In the end I would like to make an impact on the learning path of all whose education I help administer, by creating and implementing curricula, classes and programs that recognize and cater to multiple learning style/ intelligences and encourages success as individually obtained by each learner who comes through the door.