What Is Living For?

Last night, we participated in an online seminar offered to alumni of Middlebury College, led by Jonathon Isham, Professor of Economics and Co-Director of Middlebury's relatively new Center for Social Entrepreneurship.  Jon Isham has become a colleague of ours over the last several years because of our mutual work with students in the areas of sustainability and youth engagement and because we are now living more of the time in Middlebury. The subject of the seminar last night: What is Social Entrepreneurship?

The drive of the social entrepreneur is to innovate, to connect to the market, and to be a systems changer.  In the 21st century, solutions to our global problems will most likely come from collaboration across disciplines and among generations as well as across national boundaries.  And now, a liberal arts education trends toward real work that matters where students passionately dedicate their growing knowledge, skills and ability to reflect, connect, analyze and engage.  That is why college students are among the social entrepreneurship wave of the future.

Jon did a wonderful job of engaging participants in dialogue and learning, as well as sharing examples of students' exciting work all over the world.  Several resources that Jon shared were of particular interest to us.  One is an article by  William Cronon, Frederick Jackson Turner Professor of History, Geography, and Environmental Studies at the University of Wisconsin-Madison.  Jon drew parallels between the qualities of a social entrepreneur and a well educated graduate of the liberal arts.  Below we list the 10 qualities that Cronon names because they are so well articulated.  They are a good list of qualities for leaders and for all of us as we strive to answer the personal and collective question, what are we living for?

From http://www.williamcronon.net/writing/Cronon_Only_Connect.pdf

How do we recognize a liberally educated person...(or a social entrepreneur)?

1. They listen and they hear. ...they know how to pay attention—to others and to the world around them. They work hard to hear what other people say. They can follow an argument, track logical reasoning, detect illogic, hear the emotions that lie behind both the logic and the illogic, and ultimately empathize with the person who is feeling those emotions.

2. They read and they understand. ... there are so many ways of reading in our world. For example, educated people can appreciate not only the front page of the New York Times but also the arts section, the sports section, the business section, the science section, and the editorials...Skilled readers know how to read far more than just words. They are moved by what they see in a great art museum and what they hear in a concert hall. They recognize extraordinary athletic achievements; they are engaged by classic and contemporary works of theater and cinema; they find in television a valuable window on popular culture. When they wander through a forest or a wetland or a desert, they can identify the wildlife and interpret the lay of the land... They recognize fine craftsmanship... All of these are ways in which the eyes and the ears are attuned to the wonders that make up the human and the natural worlds...

3. They can talk with anyone. They can give a speech, ask thoughtful questions, and make people laugh. They can hold a conversation with a high school dropout or a Nobel laureate, a child or a nursing- home resident, a factory worker or a corporate president. Moreover, they participate in such conversations because they are genuinely interested in others.

4. They can write clearly and persuasively and movingly. Educated people know the craft of putting words on paper expressing what is in their minds and hearts so as to teach, persuade, and move the person who reads their words.

5. They can solve a wide variety of puzzles and problems. The ability to solve puzzles requires many skills, including a basic comfort with numbers, with computers...These are the skills of the analyst, the manager, the engineer, the critic: the ability to look at a complicated reality, break it into pieces, and figure out how it works in order to do practical things in the real world.

6. They respect rigor not so much for its own sake but as a way of seeking truth. They understand that knowledge serves values, and they strive to put these two—knowledge and values—into constant dialogue with each other.

7. They practice humility, tolerance, and self-criticism. They have the intellectual range and emotional generosity to step outside their own experiences and prejudices, thereby opening themselves to perspectives different from their own and celebrate the wider world: studying foreign languages, learning about the cultures of others...Without such encounters, we cannot learn how much people differ—and how much they have in common.

8. They understand how to get things done in the world. Learning how to get things done in the world in order to leave it a better place is surely one of the most practical and important lessons we can take from our education.

9. They nurture and empower the people around them. Nothing is more important in tempering the exercise of power and shaping right action than the recognition that no one ever acts alone. Liberally educated people understand that they belong to a community whose prosperity and well-being are crucial to their own, and they help that community flourish by making the success of others possible.

10. They followE.M.Forster’s injunction from Howards End:“Only connect...”

More than anything else, being an educated person means being able to see connections that allow one to make sense of the world and act within it in creative ways. Every one of the qualities I have described here—listening, reading, talking, writing, puzzle solving, truth seeking, seeing through other people’s eyes, leading, working in a community—is finally about connecting. A liberal education is about gaining the power and the wisdom, the generosity and the freedom to connect.

All our best wishes to all of you as we turn from November to December tomorrow and enter the land of winter. Stay warm, stay connected, and enjoy the weekend.

Louise and Ashley

 

Democracy and Teaching

On public radio, on her show on November 7th, we heard Diane Rehm say, "Isn't it wonderful? The election is over."

We share her sentiments! My goodness, what a lot of money, energy and emotion spent, leading up to a feverish conclusion.  We wish all that were different, and that all that money, energy and emotion had gone toward improving education.

Mid-October, Chris Rock tweeted:

Half a billion dollars have been spent on campaign ads so far. It's a good thing our schools & economy are in great shape or I'd be mad.

What would it take for our schools to be in great shape?  Some schools are in great shape and many people agree on what that looks like.  One such example in the world right now is in Reggio Emilia, Italy.   What are the conditions that contribute to their success?  For one, the educators in the schools of Reggio Emilia are committed to living and practicing school as a democracy.  In their publicly funded, municipal schools, you will find equality, shared voice in learning, policy and pedagogy, shared leadership and shared responsibility...among adults and children, students and teachers, teachers and families, and the schools and their communities.  In her book, In Dialogue with Reggio Emilia, author and educational leader, Carlina Rinaldi weaves the values that are the foundation of democracy through every chapter.

In a 2011 article entitled, What's Democracy Got to Do with Teaching, in the Kappa Delta Pi Record Deborah Meier writes: Schools are where 95 percent of all American citizens, past and present, get their education. There isn’t some other Saturday school that teaches young people about democratic history, philosophy, and theory.

From her own experience, she continues...Creating a democratic school made for an incredibly invested and engaged body of adults and families; and a democratic school was beneficial in many ways to even the narrowest definition of achievement, but—equally important—to the broadest definition. However, if we keep our eyes only on test scores, we will miss the opportunity that focusing on an engaged citizenry offers.

When all is said and done, Cadwell Collaborative will forever support and work side-by-side educators who wish to build schools on the strong foundation of democratic philosophy and practice.

As an end note, Cadwell Collaborative is delighted that we re-elected our president.

We are looking toward hope and promise in the next four years.

...The images in this post were taken in September at a community, potluck, backyard, pizza party/Obama fundraiser hosted by our son, Alden, daughter-in-law, Caroline, (they work respectively in the Brookline and Boston school districts), and Asher, our grandson.  Democracy can be fun and delicious and not cost a billion dollars!

iBook Author, A Great New Tool for Documentation

A couple of weeks ago, I alluded to a current project, the composition of an iBook (the Apple version of eBooks that are designed for viewing on iPads only).  This new software was first introduced to me by my brother-in-law, Joe Levine, the co-author of one of the very first iBook textbooks, the best selling high school Biology textbook in the country.  Joe first described the Apple software to me three years ago when it was still in design/development, and he alluded to a project he was working on but couldn't tell me about because it was an exciting top secret!  Turns out the project was the textbook in iBook.  His iBook version of Biology hit the market the day Apple began giving away iBook Author, about a year ago. I've just completed the first draft of an iBook, What Are the Relationships between Animals and Humans, A Year Long Multidisciplinary Research Project by Three to Thirteen Year Olds at The St. Michael School.  I spent the month of October working on it on site with the faculty at The St. Michael School.  Our plan is to continue to edit the book over the next few weeks, then open it for view to parents and a limited outside audience (if you'd like to be among them send a request to ashley@cadwellcollaborative.com.  After the vetting process, we'll publish it at the Apple iBooks website for all the world to see.

Here are a number of reasons I loved working in iBook Author:

1.  Because I am familiar with the Apple word processing program "Pages" and the Apple presentation program "Keynote" I found iBook Author very easy to use.  The format is very similar and the commands are in many cases identical.  Now, I am a Neanderthal in the World of Computers; so, two things: if I can use this program, any one can; and, I am a veteran Mac user and addicted to the Apple One to One program...while in St. Louis I was tutored by teachers at the Apple Store at the Galleria: Sean, Sean, Alan, Ben, Dan and Bob (this is the best $99 I spend all year...I can use it in any Apple Store...Boston or St. Louis...or...).  I know, now you're wondering, How much is Apple paying him?  I wish they were.  I'd gladly accept and give the entire multimillion dollar endorsement fee to The St. Michael School where all the real work was done.

2.  The medium fits the message, to adapt a 70's phrase from Marshal McLuhan.  In this case the message is: Make Children's Learning Visible.

This is the cover of a 37 page book, written and illustrated by a sixth grader for primary grade children.  In her story, the author, Violet advocates for more humane treatment of animals.  Violets classmates each wrote illustrated books.  In the iBook we were able to create galleries that hold scanned reproductions of eight of these books.  Each of them a different story and a different medium.  I can't resist, here is page two of Hope's story, George the Horse:

I insert these two pieces not so much as enticement to ask for more, but as an opportunity to state that in the iBook the whole process of making the illustrated stories are there (in over 200 slides) for the viewing and discerning and wondering and adapting.

This software allows the author to feature children's work extensively.  It has been and will always be prohibitively expensive to publish on paper an expansive documentation of children's works.  That said, of course, there are several wonderfully informative narratives about the process of creating a school environment that stimulates excellent student work.  Two of my favorites are: An Ethic of Excellence, by Ron Berger, and Bringing Learning to Life, by Louise Cadwell (full disclosure: yes, Louise is my wife and partner in Cadwell Collaborative and mother of Alden and Chris and grandmother of Asher).  When I think about what these two authors did with their limited medium, I can only wonder what they'll do when they discover iBook Author.

3.  An expansion of #2...The medium is interactive.  The first draft of our iBook includes galleries (slideshows) with several hundred photos of children making things together, videos of their conversations and productions, transcripts of dramatic productions, photographic and scanned reproductions of books made by students, keynote presentations composed by students, reproductions of "advocacy brochures" composed by students.  All of these works are given context by the teachers' curriculum maps and reflections.  However, relative to the volume of representation of the children's work, the teacher's work is maybe 20%.

The big difference in the first iteration of our iBook and previous documentation of long and short term projects, is that in the past we have tended to focus more on teachers' narratives and reflections, whereas in the iBook we have chosen to take full advantage of the medium; to layout much of the story in photos, dialogue, and in expanded records of the children's creations.  We have consciously chosen to maximize Making the Children's Learning Visible.