4. Empowerment
Our second mandate states that we will provide instruction that empowers the students to become lifelong learners.
We think of empowerment in two different ways, “ad hoc” and “roots & wings” empowerment.
“Ad hoc” empowerment issues have to do with getting students ready to do whatever task you’ve set up for them. They have to do with immediate instructional concerns.
For example, if your assignment requires that they be able to use a chromatograph, you want to ensure they actually can do that before you turn them loose. (We will return to this idea in the next post.) Likewise, do not assume that they already know how to research periodicals, or use Google Scholar, or know how to write a sonnet. Be prepared to teach them.
“Roots & wings” empowerment is what the program is all about. Your course content is secondary to preparing your students to become lifelong learners.
By “roots” we mean establishing your students in a sound intellectual environment: questioning, tolerant of ambiguity, resisting easy answers, seeking clarity and accuracy, refining and defending ideas and positions. Is what you’re planning for the classroom conducive to creating a lifelong learner?
And by “wings”we mean the ability to go beyond what you’ve set as the limits of your class. It does us no good as a program if students leave us unprepared to continue doing what you’ve started them on. I am reminded of students auditioning in theatre for GHP who are very, very polished in their audition piece, but when you ask them to alter it, to pursue a different emotional impulse, they are stymied. They can only repeat what their teacher has taught them to do.
[DALE’S NOTE] Remember, oh remember, that this taking flight may not happen in our brief span of six four weeks. It certainly did not for me. I attended GHP as an art major in 1970. My painting teacher was Diane Mize, who recently retired after 40+ years of teaching. I know she despaired of me; why had this kid been sent in art? He just didn’t get it. And I didn’t.
But in September, October, November, something happened. I did get it. What Diane Mize was trying to teach me about the creative process and what it means to make the thing that is not began to dawn on me, and the rest of my life has been living out what she taught me in those eight weeks. [Can you imagine having to teach this program for eight weeks??]
Therefore do not despair if all those things you designed so carefully to provide empowerment don’t produce obvious results. They may do so long after the student has left Valdosta.
So design carefully.
NEXT: 5. The Renzuli model