AVAILABLE FROM SP 009 425 Values and the'Search for Self. National Education Association ...

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DOCUMENT-RESUME'
ED 110 435
SP 009 425
AUTHOR
Bellanca, games A.
TITLE
Values and the'Search for Self.
INSTITUTION
National Edfication Association, Washington,' D.C.
PUB DATE'
75
NOT
110p.
,
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National Education Association, 1201 Sixteenth
Street, a,W., Washington, D.C. 20036 (Stock No.
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DESCRIPTORS
Effective Teaching; Interpersonal Competence;
Interpersonal Relationship; *Personal Values;
*Relevance (Education); *Self Concept; Self Esteem;
*Self Evaluation; ,*Values
IDENTIFIERS
*ExperientialI,earning
ABSTRACT
#
The purpose of thisThook is to help the reader to
P
become a more effective facilitator of learning. Based on the
assumption that the most valuable learning is founded in
self-knowledge lind a resultant knoiledge of others, the book presents
a view of teaching as helping and caring withl'a supportive yet
flexible, structure. It states that the goal of each individual is the
ability to direct his/her own learning. Such an ability involves a
five step process of (a) exercising personal control,
(b) assessing
(c) setting up goals, (e) evaluating
needs,
(d) ,using resources, and
outcomes. The ideas, suggestions, models, and strategy outlines
contained in the text are designed to help the reader toward a
self-knowledge that will enhance his/her knowledge of individual
learners, in such a way that those learners may ultimately be made as
fltdependent and Self directing as possible. The book progreSsesifrom
an initial examination of the reader's personal values and positions
on key questions to suggestions and strategies that may help the
reader lead others toward-the self-knowledge and the development,of
effective relationships with others that togethel constitute the
measure of relevance. This book contains,many valuing-forms to be
thought over and filled in, metaphors to be reflected upon,
activities, and simulations.
(RC)
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*
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iihes
'or
,
the
JI
O
by
Jaws A.Bellanea
V 1 DEPARTMENT OF MEAL T14
EDUCATIONS. wELFARE
NATIONAL INSTITUTE OF
EDUCATION
DOCUMENT HAS BEEN RE PRO
()urn) EXACTLY AS PE(ErvE0 LPOM
PERSON OR ORGANIZATION JPO,N
,N0 IT PCHNTS OF vIEA, OP OPINIONS
',ALEC) DO NOT NECESSARILY PEPPL
NT Orr ICIAL NATIONAL INST111111 DI
POS,01,4
FO
TrON
OR 001 C
1
I Rd.
National Education Association
Washington, D.C.
The publisher gratefully acknowledges permission to
Previously published material used in this book may
use the pronoun "he" to denote an abstract indi-
repent from the following
vidual, e g. ''the student We have not attempted to
From "The Hollow Men'" in Collected Poems,
although we currently
this
material,
alter
use
1909-1962 by T S. Eliot Reprinted by permission of
"she/he" to such instances.
Harcourt Brace Jovanovich, Inc
NEA Publishing
From I Seem To Be a Verb by R Buckminster Fuller
with Jerome Agel and Quentin Fiore. By permission
Copyright
1975
of Bantam Books
National Education Association of the United States
From "Breath in My Nosinls" by 1,ance Jeffers from
When I Know the Power of My Black Iland,© 1974 by
Stock Non 1356 5
00
Broadside Press. By permission of Broadside Press.
From The Medium Is the Massage by Marshall
tvIcLuhaii and Quentin Fiore
(t.') by Marshall Mc-
Luhan Quentin Fiore, and Jerome Agel. By permis-
sion of Bantam Books
Library of Congress Cataloging in Publication Data
From Religion and Freedom of 'Thought tw Perry Mil,
ler, Robert L. Calhoun, Nathan M. Pusey and
Bellanca, James A
1937 -
Values and the search for self.
Reinhold Niebuhr. Doubleday & ComOnyinc it
'
1954 by the Union Theological Seminary By permis-
Moral education
Title.
sion of Doubleday & Company. Inc
1.
1
370 11'4
LC268.B13
75-12724
From On Becoming a Person A Therapist's View of
ISBN 0-8106-1356-5
Psychotherapy by Carl R. Rogers. (4.) 1961. By pemus=
sion of Houghton Mifflin Company
From Seven Arrows by Hyemeyohsts Storm,Ilarper
& Row Publishers, Inc., 1972. By permission of
Harper & Row
From The Pursuit of Loneliness 1, 1970 by Philip E.
Slater Reprinted by permission of Beacon Press
From Learning for Tomorrow by Alvin Toffler, editor.
Reprinted by pennission of Random House.
From The Art (,f Loving by Erich Fromm « 1956 by
Erich Fromm By permission of Harper & Row Dub-
lishers Inc.
From De;atli of a Salesnum by Arthur Miller
1949
by Arthur Miller. Reprinted by permission of The
Viking Press, Inc
From "Four Songs of Life by Ray Young Bear.
1971 by South Dakota Review By permission of South
Dakota Review
77/
,
Table of Contents
Chapter
Page
Preface
5
An Introduction
7
1
Searching For Identity
9
2
,
Beginning The Process
20
3
Assessing Needs
31
-
4
Getting In Touch
39
5
Questioning Assumptions And Beliefs
46
6
Perceiving Relationships
52
7
Deciding
so
8
Setting Goals
68
9
Finding Resources
74
10
Controlling Learning
81
r
11
Evaluating
89
12
Facilitating The Learning Process
95
13
Creating Personal Structures
102
It.
14
Changing
109
teacher-facilitator also helps individuals func-
Preface
tion effectively in groups by guiding them to
The purpose of this book is to help the reader
engage in smergetic effort
the cooperative
especially the classrbom-teacher .to become
use of their individual skills toward., s
ific
a more effective facilitator of learning. Based on
goals agreed on by the group. By buil, ng a
the assumption that the most valuable learning
support climate, the facilitator can lead stu ents
is founded in self-knowledge and a resultant
to an understanding of the difficult roles indi-
knowledge of others, the book presents a view
viduals play in a group and how to vary those
of teaching as helping and caring within a sup-
roles for effective action. Related to this is the
portive but flexible structure. In this view, the
idea that exploratory thinking to help tb, mind
goal of each individual teacher or student is the
generate alternatives enables an individual to
ability to direct heilhis own learning. Such an
"make something from nothing" I an ability
ability involves a five-step process of exercising
that is in the truest sense creative. It is clear that
personal control, assessing needs, setting up
this very ability is vitally needed at a time when
goals, using resource, and evaluating out-
our future
both immediate and distant
re-
comes.
quires not only realistic prediction, but also in-
Being a good teacher-facilitator necessitates a
genious problemsolving that may not have
knowledge of one's own attitudes, teaching
much in the way of tradition to support it.
style, and skills, and a willingness and ability to
The movement of the book, then, is from an
evaluate oneself. In fact, self-knowledge and
initial examination of the reader's personal:val-
self-evaluation are essential to the role of
ues and positions on key questions to sugges-
teacher-helper. For this reason, the ideas, sug-
tions and strategies that may help the reader
gestionsnodels,,,, and strategy outlines con-
lead others toward the self-knowledge and the
tained it tfieext are designed to help the reader
development of effective relationships with
toward a self- nowledge that will enhance
others that together constitute the measure of
e of individual learners, in
her/his knowle
relevance. Teacher and student become change
e learners_miy ultimately
such a way that th
agents with the ability tq direct events, rather
nt-ind sell-directing as
be made as indepen
than submit to the unstructured chaos so many
possible.
people fear may overtake our society.
,
Few of us would deny that valuing is one of
Whether the reader wishes to read the book
the cornerstones of self-knowledge. Building on
straight through, from cover-to-cover, or to dip
this major social belief, the author helps the
into it at random wherever words or phrases
reader explore the interrelationships of valuing,
seem particularly relevant or tempting, the ac-
thinking, and feeling that make self-directed
to be
simulations,
tivities
learning possible for both teacher and learner;
thought over and_filledin, metaphors to be re-
in,
In accepting the premise that what one values
will be invitations to a participation.
flected on
.
determines the choices that one makes, the au-
with the author in a creative quest. Such par-
thor also accepts the corrolary belief that choices
ticipation can lead to the satisfaction and pleas-
or decisions only have value if they are carried
ure that come from a sudden, increasing illumi-
into action.,
'
not only that of expanded personal
nation
In developing the idea of process, the author
knowledge but also that of a constantly deepen-
leads the reader to realize that, in addition to
ing knowledge and appreciation of other
helping the learner function independently, the
human beings.
_
i
myself as a helper, a facilitator, a giver of sup-
An Introduction
port who has mastered certain skills and tech-
niqtles which work for me in certain circum-
V5
but not always. I can no more direct
stances
Writing this introduction highlights certain
absolute
you by providing magic formulas or
ambiguities I have had since I began writing the
recipes than I can waste students' time with a
first pagesof this book. On the one hand, I hesi-
moralizing lecture. In ,this spirit, I have used
tate to dilute an experience, especially the ex-
Strategies and methods, adapted to print-form,
perience I have wanted to create, by describing
which I feel will help you discover yourself,
in the expository mode what that experience
your values, and your stance on key issues. In
should be; on the other hand, I must realize that
this context, I know full well that you will react
my personal involvement in the very humane
to concepts and define+ key words differently
learning environment which provides the daily
than I. I accept that. In fact, I welcome any self-
space and time to teach experientially (as well as
definition .which this book helps you make. I hope
learn), which gives such clear priority to feel-
that you can learn to feel comfortable with fits
wings and processes, to ideas and personal
.
approach, even to the point in which you reuse
growth, and which challenges students and
the book a second or third time. `My fantasy is
staff to share the creative act of learning, this
that you will perceive yourself, more clearly
involvement may place unfair expectations on
after each reading, as the authority on your
the treader for whom content-centered learning
learning processes; the power Mita controls
is the familiar norm. To avoid being crowned
your learning and your life. That is self-
King of Authority, a role assignment which
direction.
contradicts the essential intent of this book; to
preserve .those values I place on facilitated
If this book is your first exposure to induc-
self-definition; but to help those readers for tively structured, experiential learning, you
and
whom this book is an introduction to process
may find it more valuable to move slowly
learning, I have elected to deal with my am-
reflectively. I find, even after many years of in-
biguity by describing certain ground rules.
volvement in such experiences, that I benefit
Hopefully, these ground rules will explain
most if I support my journeys thru values, feel-
where I am and how I feel about the self-
ings, Ali beliefs by maintaining a daily journal.
.`An early self-discovery was my need for the
directed learning process.
journal to control my focus. I have accepted this
If I had decided to write in the expository
limit and disciplined myself to record for my
mode, I, would transcribe those absolute laws
own reflection the paths and discoveries un-
which you must accept as the final, irrevocable
covered by my search for self.
the musts, the
tablet of law
the oughts,
I could perceive of no result more disastrous
shoulds. But just as lectures do not work for me
than the use of this book as a repository of
either as listener or speaker
in the classroom
"games," "tricks," or "toys" for manipulating
expository theses do not work on the printed
or entertaining students. I know that simula-
page.,
r'
tions, games, and values strategies can become
Just as I will not direct my students along a
humorous diversions, without the firm com-
path which says, "Listen and you will hear the
mitment that self-definition and self-direction
gospel word," so L will not describe "the abso-
result from an inherently supportive attitude
lute word on self-direction" to you. When I
toward life and learning, such strategies and
make that statement, lam aware that you might
games can become a farce, sometimes even a
interpret myLstance as a hands-off "do your
tragedy.
own thing" approach. I hope you will not. To
Conversely, if you can say to yourself, "Yes, I
me, a laissez-faire style is as equally valudess to
value self-definition and self-direction and I
learning as the dictatorial absolute. I find myself
want to share my discovery with my students,"
somewhere between those polar extremes. I see
you will have made the first clear step away
umbrella action which I have called
self-
from being the respository of truth, the foun-
direction: the taking of personal control
tainhead of knowledge, toward becoming a
assessing needs, setting goals, using resources,
facilitator who shares expertise with those who
and evaluating (not to mention the prerequisite
freely choose your support. Undoubtedly, you
affective processes). In the closure form at the
will experience as much discomfort, confusion,
conclusion of each chapter, process takes a third
and anxiety at that step, as you will when you
use, the formal exercise which asks you to re-
attempt to use the first strategies in this book or
' fleet on the total learning you have gained in
when you "process" a chapter for the first time.
the chapter. In this sense, processing not only
As a partial remedy. you might recall your feel-
asks you to review the concepts you have gar-
ings the first time you leaned to swim, or ski,
nered (WHAT), but also to recognize induc-
or master any new skill.
tively the chapter's purpose (WHY), the
chapter's processes and strategies (HOW), and
Throughout the book, yqu will encounter the
to apply your learning to a situation which has
word process. In the basic sense,
process is a
meaning kivate to you. In a sense, the what,
*dun which delineates the flow of ideas, feel-
the why, and the how become your content; in
ings, values, and beliefs as the individual takes
the final processing, you discover that personal
4.,
control of learning. As a verb, it takes on more
value which you can creatively apply to your
significant meaning by defining those acts, both
self-definition. Static knowledge becomes your
internal and interpersonal, which comprise that
creative action, your self- direction.
le
..
,
"Know thyself."
Aristotle
"Within each of our
own Separate Lodges,
deep within ourselves,
there is gso part of this
same Great Medicine
Fire of the People. The
questions wer are al-
ways asking is "who
am I", or "who is this
living spirit, this fire?"
The questioning of this
mystery is the begin-
ning ofour search for
Understanding or our
Fire of Self. . ,"
Hyemeyohsts Storm,
Seven Arrows
"Charley, the man
didn't know who he was"
Arthur Miller, Death
of A Salesman
Searehi
tity
The names you listed, may give you some
The search for self is not unique to our age.
inklings about yourself. Are you on your list?
The questions "Who am I?," "How do I relate to
the people and events around me?," and
Is there! anyone prom your cultural or racial
"Where am I going?" have echoed and re-
heritage? From your own sex? From your group
er ethnic or soda! groups?
echoed °across every known boundary. Histo,ry
ofifriendsUrom
cS,t
and literature record the names in fact and
ex? From your students?
From the opposite
What conclusions doz you draw about yourself
symbol
from your list?
Antigone
Coltrane
Jane Addams
Ulysses
Reflecting
Malcolm X
Job
Theresa of-Avila
Paul Tillich
Gwendolyn Brooks
Galileo
Spaceship Me
Goethe
Einstein
INSTRUCTION: This is a self-reflection exercise.
David Walker
Simone de Beauvoir
You have many options for its use. (1) Read the re-
Susan B. Anthony
Willy Lornan
flection slowly. Stop and meditate between words
and phrases. (2) Have someone read the images to
slowly and softly giving you ample time to
you
Add-A-List
meditate on each word and phrase. ,(3) ;Use a, tape
recorder. Read the reflection aloud. Proceed softly
INSTRUCTION., To the list given above, add the
and slowly. Allow more than ample lime between each
names of peisons you know from direct experience,
word group. Then play back the entfire meditation.
literature, history, science, or wherever, who e val-
ues and actions are focused on the quest for i.."_;:ntity:
As a first-goPat the ideas and processes of this book,
the search for self, for personal meaning, for posi-
you may want to limit yourself to the first option.
tive relationships with other persons, places, or
This will enable you to concentrate on the strategy's
events. Limit yourself to three minutes.
content/However, to appreciate the process of reflect-
ing, you will want to eiperience the meditation. For
1.
this, as well as the practice you will receive if you
choose to share this meditation or others with stu-
2
dents, the tape recorder may make the most sense.
3.*
4
The content of this meditationy as with others
throughout the book, is geared to the issues, and
5.
ideas relevant to the interaction between you, the
6.
reader, and the purposes of the Book. In use with
students or other teachers, use the strategy, but
7.
adapt the content to the audience's needs.
8
A helping worth each reflection begins with a sug-
9.
gestion that you relax and get, comfortable with-
out falling asleep. Be sure that you take the time to
11.
slow yourself down, clear your head, and concen-
how
trate-oil yourself and your external processes
12
you feel, what images you see, the sensations that
impinge from the outside. The more successfully
you can control your feeling, thinking, imagining
14
processes, the more you will entich the reflection
15
f.. If you are not used to medi«
experience for yours
tation, don't be disco raged at the difficulties you
16
first encounter.
10
Albert Camus, Stephen Spender, and Yev-
. settle into a position which
Make yourself comfortable
. .
allows you to relax
tushenko add their') voices to the bleak descr.ip-
. breathe softly
close your eyes .
.
.
. get into your rhythm .
, .
recall the names
tion of the 20th century human condition, a
relax .
. .
.
on your add-a-list
let their faces float across your
condition which they, feel is formed, controlled,
.
, .
mind's eye .
picture each person in her or his time .
and prolonged by the subtle technological pow-
. the environment .
the civilizatwy .
. the personal con-
,
.
ers which have destroyed tip human spirit.
...,
. who are you?
flicts .
of-those persons .
. become one
.
.
. how do you feel about yourself and your times? .
. .
.
what makes you most uneasysabout yourself?
. about
. .
3
The Parable of the Cage
those around you? .
. for whom or what are you
i.-,arcli-
.
_
ing? .
. return to yourself .
. who are you? . what do
Once upon a time in a far-away land, all the
.
.
.
lief; shape yhr ac-
. what attitudes and
you value? ,
.
people lived in cages,Tach and every cage was
. how do you feel about you elf?' .
tions? .
. your rela-
furnished with identical equipment. The north
tionships with other persons? .
. w wre Are you going?
.
wall was a .giant, three-dimensional color.video
,
see yourself as a spaceship . . get a sense of your size:,
,
screen with multichannel stereo-soad and
. thrust .
your length .
diameter , , . capacity .
. as
,
.
odor effects. The south wall was a maze of spig-
you hurtle through space, chart a course a ,
. what is your
gots, slots, and chutes. A soft chair and bedding
heading?
. your destination? .
. what obstacles are in
. .
.
rested against the east wall and faced the cage
, .
Your path? your chances of survival? .
how do, you
.
bars on the west. The inhabitants lounged
. arrive at
feel as you hurtle through the scree -void?
.
.lavor your
motionlessly on their floors, eyes frozen to the
your destinatan
how do you'feel now' .
.
.
giant screens. When the buzzer sounded, the
s until you are ready to open you r cites and enti
reactions .
the reflection.
screens blanked, and the'caged people rose as
one from the floor,.sat at the tables which had
Buckminster ruller plummets the inhabitants
'unfolded from the wall, and waited for the
of the 20th century through the nether regions
blue-striped straws to funn'el the liquidized-vit-
.
of time on Spaceship Earth. Optimi-tically, in
amin food into their mouths. As one, they rose,
#
ontrol the tools of science an4
his view, we
returned to the video screen and settled down
technology w, i ich carry us on an adventurous
to watch. No one spoke, no one showed any
exploration of" the universe's as yet untapped
expression as the television flickered on.
resotirces
/
.
One sunny day, a visiting idignitary, guided
by, a robot, toured the cage-town. Puzzled by
But other thinkers of our time see through a
the apathy and passive dependence of the cage
darker glass.
peopl& the dignitary asked the robot to explain
T S. Eliot sees2.0th century humanity as a lost
why the people acted as they did.
race. Instead of comfort and security, Eliot finds
"You have ,not asked a question .1-fly program
loneliness, meaninglessness, and spiritual
can answer," responded the computerized
death.
.
guide. The dignitary thought a moment. He
We are thf.. hollow men
tried a new approach:-
We are the empty men
,
"How did these people so perfect their tech-
Leaning together
nolc,gy that' they can rely totally on machines?"
Headpiece stuffed with straw. Alas!
"The Hollow Men"
'The robot blinked its light's. "These humans
have taken advantage of the freedom we
Eliot's voice cliael not cry alone. jean Paul
machines have offered. No longer are humans
Sartre, the existential philos,opher and play-
required to engage in physical or mental labor,
wright, descnbes the valueless, emotionally
make choices, or communicate with each other.
bankrupt characters who.search fruitlessly for
We feed, clothe, entertain, and maintain all
an escape door from the wasteland of their lives;
humans in their cages. They no longer suffer
but, as he describes in his play No Exit,
th'e
there are no emotional traumas, no personal
doors open "to nothingness." W. H., Auden,