ERIC ED330076: Education 2000: A Visionary Odyssey.

10 Pages·1991·0.36 MB·English

by  ERIC

DOCUMENT RESUME
ED 330 076
EA 022 795
AUTHOR
Belcher, Brooke; DeBuse, Marjorie
TITLE
Education 2000: A Visionary Odyssey.
INSTITUTION
Oregon School Study Council, Eugene.
PUB DATE
91
NOTE
10p.
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Reports - Evaluative/Feasibility ('.42)
-- Journal
Articles (080)
JOURNAL CIT
OSSC Report; v31 n2 p1-9 Win 1991
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DESCRIPTORS
*Conferences; Cooperation; *Educational Change;
Elementary Secondary Education; *Futures (of
Society); *Global Approach; *Institutional
Cooperation; *Population Growth; Social Problems
IDENTIFIERS
*University of Oregon
ABSTRACT
In summer 1990, the conference "Education 2000:
A
Visionary Odyssey" was held at the University of
Oregon, in Eugene.
The conference aimed to provide information vital
to education's
future and promote collaboration among people representing
all levels
of education, business, the local community,
and state government.
This article summarizes major speakers' observations,
addressing
first the challenges facing us globally,
on the societal level, and
in education. Following a discussion of
new information and
possibilities for gaining insights and making
necessary changes, the
article suggests implications for action affecting
education. Robert
Ornstein, underscoring recent population growth and
large-scale
environmental deterioration over recent decades, faulted
the human
nervous system for perpetuating old-mind consciousness
in a new,
ever-changing world. Dee Dickinson observed that the
major social,
cultural, ecological, and economic problems
we have helped create are
difficult for old-mind beings to confront, because
they are not
sudden, dramatic changes. Shirley McCune envisioned
the next 5 years
as the most chaotic, stressful, and opportunistic
ever experienced.
These and other conference speakers stressed
the critical need for
change, the importance of vision, and the necessity
of making major
value shifts. Each expressed specific ideas for
change and encouraged
cooperation of the whole community in the educational
change process.
A sidebar summarizes local participants'
responses. Information about
next year's conference in provided. (4 references)
(MLH)
**************0********************************************************
Reproductions supplied by EDRS are the best
that can be made
from the original document.
***********************************************************************
OSSC REPORT
Winter 1991
Volume 31, Number 2
U.& DEPARTMENT OP EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
Education 2000: A Visionary
CENTER (ERIC)
;This
document has been reproduced 56
received from the person or organIzalion
Odyssey
originating it
0 Minor changes have been made to improve
reproduction quality
By Bmoke Belcher and Mwjarie DeBase
Points of view or opinions stated in this docu
mint do nOl necessarily represent official
OEM posihon of policy
Challenges from a Global
n the summer of 1990, the confer-
ence "Education 2000: A Vision-
Perspective
Around the State
ary Odyssey" took place at the
Approximately thirty-thousand years
University of Oregon in Eugene. It was
Foster Grundparentt Bring a Wealth of
ago, evolution put the finishing touches
Wisdom. Pnisties1Skills, and Lots of Love
sponsored by Lane Community College.
to
huo Schtintsp.
on the nervous system of the human
Lane Education Service District, and the
Cant Lao Pritw.W Combines Computers
being. Because the nervous system has
University of Oregon's College of Educa-
and FUtt for First %Wets p.I1
remained essentially unchanged since that
tion.
Albany's-CI i
i. Elementary School
point in time, we are all walking about
Program p..12
PilOtiA1W,
The goals of the conference were to
today with a system finely tuned to the
StndenO Take,Eesponsibility for
provide information vital to our future in
Oak
COOPit
Entolionifittatp. 1,2
world of three-hundred centuries ago.
,
education, and to promote collaboration
Math:domes
tonwn.to Earth with Hands-on
The average hunter-gatherers of that time
among people representating all levels of
APP*Ob E. 12.
.
needed only to meet basic needs related to
education, business, the local community,
bats/Alcohol
OlVst Cityi.t
Program
sustenance, safety, and reproduction.
,
Recily*Natitntal Recognition p.
13
and state government. Over 5(10 partici-
These early people lived in a small world
Parents extdiresehooleti Get Off to an Even
pants came together to hear speakers and
Saito. 1.3
that changed very little. The largest social
share information about the challenges we
Pióaoirn
Brings Simkins Together at
groupings consisted of twenty to thirty
are facing in the world and in education
y's WaVerlf
Elementary School p. 15
households or families.
today, about the new research and possi-
TM* Weinesiri Mtn STAti SCHOOL
Consequently, our inherited nervous
OnOtiN,,t$
bilities we have, and about the implications
systems of today, like those of our
W
*VICO
for education.
i
Corp
ix 16 ,
ancestors, continue to be best suited to
This article contains a summary report of
Mila4ieSlØentó
Listening Nils
Btirease
dealing with short-term concer,!s within a
the main points made by the major
lit 17-
relatively fixed world, punctuated only by
speakers at the Education 2000 conference.
Weals Weed
occasional unexpected events. Our brain
It addresses first the challenges facing us
has evolved "to rapidly recognize and
*dui 1/411/Ice for
today, including challenges from a global
respond to sudden/dramatic/high contrast
perspective, challenges on the societal
at Oregon Cites
t4o C6
environmental changes,
level, and challenges in education. It then
9
Schee4
and to ignore or merely
discusses new information and possibilities
monitor gradual/subtle
available to us today that provide us with
401Veffiellt BOOMS Student Success
change" (Sylwester 1990).
insights and models to make the changes
This occurs despite radical
necessary to meet the challenges. Next, it
0400401Am P. 20
lie*
and ever-accelerating
ct
suggests implications for action at ditTerent
Bahitteltimet Heavy Toft p. 21
change around us. Robert Ornstein refers
levels, and especially for education. The
The AI ti*P Otos p.21
to this phenomenon as old mind con-
article closes with "Oregonians Speak
sciousness in a new world.
Out," reactions to and concerns about the
%outing ft hoots
Even though the inhabitants of the
information presented at the conference
14 22
planet were affected heavily by events
*Mato Moot
from the perspectives of local Oregonians.
like the agricultural revolution, the
Information about next year's conference
Industrial Revolution, and world wars,
is included.
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
BEST COPY AVAILABLE
/5311A__
itI \
\
(II
)Ic"1)11
)1
TO THE EDUCATIONAL RESOURCES
2
INFORMATION CENTER (ERIC)."
and inventions like the steam engine, the
longer take particular notice of them.
OSSC Governing Board
typewriter, and movable type, the basic
Ornstein used the proliferation of
demands placed on the individual in the
nuclear weapons as an example. Newspa-
Guff Thorpe, School Board Member,
Jefferson SD 5091
near past still remained essentially the
pers of the 1940s included article after
same, More, recently, we have known
article protesting nuclear weapons,
Kenneth Lindbloom, School Board
little else but change. Humanity is
warning of their tremendous threat, and
Member, Medford 549C
changing the world more now in each
urging their elimination. People still have
James Maxwell, Superintendent, Lane
decade than our ancestors did in a million
the same concerns, magnified by the fact
ESD
years. According to Ornstein, we are at a
that even with Russian aod American arms
Philip K. Piele, Professor and Executive
unique point in history in which what we
reductions we still could blow up one
Secretary, Oregon School Study
do in Oregon can actually affect someone
Hiroshima each hour for the next seventy-
Council
on the other side of the planet. The reason
eight years. However, we don't see the
David Cooky, Associate Professor,
this has never happened before is that
extensive press coverage or interest in the
Division of Educational Policy and
humanity has never been the force that it
topic that occurred when the weapons
Management, University of Oregon
is now.
were first developed. Fimt came the
Milt Baum, Associate Superintendent of
Ornstein underscored the overwhelming
hysteria, then, as these planet-threatening
School Management Service
magnitude of the human population
weapons become a more constant part of
Division, State Depanment of
Education
explosion that has occurred in the past
life, came complacency. This is a prime
several decades by citing the following
example of how the "old mind" responds
Carol Turner, School Board Member,
example: From the dawn of humanity
strongly to a dramatic change or disaster
Oregon School Boards Association
until 1942, 2.6 billion people were born.
and then basically forgets about it.
Jim Carnes, Superintendent, Hood River
lived, and died on this planet. In the mere
Those associated with reporting the
County SD
forty-seven years since 1942 (Ornstein's
world's news to us function with this "old
OSSC Staff
lifetime), another 2.6 billion people have
mind" mentality. Ornstein referred to the
been born. Now these billions of people
stories featured by Time magazine as the
Philip K. Pi*, Executive Secretary
.with their "old mind" orientation have
"most amazing stories of the last sixty
Stuart C. Smith, Editor
been linked to a technologically advanced
years." They included, for example.
Linda Lumsden, Associate Editor
world with satellites, lasers, and weapons
coverage of an inflation-ravaged Ger-
that are beyond credulity. As a result,
many, Lindbergh's solo flight across the
Deborah Drost, Assistant Editor and
Membership Secretary
humanity has become a deadly menace to
Atlantic, the 1929 stock market crash, and
itself.
the beginning of World War II. What
Leeson August, Design, Layout Specialist
In the past humans have been able to
Time failed to notice, in Ornstein's
Raja Ismail, Publications Sales Manager
adopt an outlook based on the "let's not
estimation, were the truly important
Shivani Dam, Graduate Research
worry about problems and concerns until
stories: the doubling of the world's
Assistant
we have a disaster" mentality. That
population, the extensive deterioration of
simply does not woi k today. Humanity is
the environment, and the extinction of
(ISSN 0733-2548) is
OSSC Report
a juggernaut due to sheer numbers. The
more species during the sixty-year period
published three times a year, fall, winter.
day-to-day actions of individuals combine
and spring, by the Oregon School Study
as the direct result ot' human actions than
Council, College of Education, University
to create an incredible force, capable of
had suffered the same fate over the entire
of Oregon, 1787 Agate Street, Eugene,
creating great destruction.
history ot' humanity.
Oregon 97403. Telephone [phone].
Dee Dickinson reported we now have
Thus Ornstein describes us as "Neander-
Fax [phone]. Material published
greater problems occurring at one time
thals with a nuclear bomb." For the
herein is neither endorsed by nor official
than we have ever had before, with major
survival of the human race, we must see
policy of the OSSC except where so stated.
social, cultural, ecological, and economi-
these unprecedented problems and
Subscriptions are provided to superinten-
cal concerns confronting us. Yet many of
develop effective solutions. The world is
dents and board members of OSSC-
thew major problems that we, ourselves.
changing rapidly, but very few of the
member school districts, as part of the cost
have created, such as pollution and wone
changes are ones about which we have
of OSSC membership. Send inquiries
layer depletion, are difficult for us, as "old
made conscious decisions. Although
about membership to the above address.
mind" beings, to see and react to because
Special library subscription is $49 (which
many individuals do act irresponsibly for
also includes the OSSC
Bulled's). Second
they are not sudden dramatic clmnges.
short-term personal gains, more and more
class postage is paid at Eugene, Oregon.
Because they are gradual, subtle, and long
people are becoming aware of the highly
Copyright: 1991, by the Oregon School
term, the mind pays attention to them
destructive nature of those actiers. The
Study Council.
when they are new and different, hut after
big world, with its disappearing ozone
they become a part of our lives, we no
layer. overpopulation, pollution, famine, is
3
2
This article is a summary of the main
points made by the following major
speakers and panel members:
Dee Dickinson, president and founder of
an international educational network,
New Horizons for Learning, based in
Seattle, Washington.
Robert Ornstein, president of the
institute for the Study of Human
Knowledge. and professor at the
University of California Medical Center
in San Francisco and at Stanford
University. Coauthor (with Paul Erlich)
of
New World New Miml.
Linda MacRae-Campbell. educational
consultant, author. and director of New
Horizons for Learning.
Mark Milleman, associate with
DeBianca-Berkman Group. a national
consulting firm focusing on major
Brooke Belcher (left) is the Education 2000 Conference Director and Steering Commit-
organizational change in business.
2000 S;;,ering
Committee menthe,
tee Chair. Marjorie De Buse (right) is an Education
Shirley D, McCune, president of
and codirector of tlw Talented and Gifted Institute in the College of Education at tlie
Learning Trends, and senior director with
University of Oregon.
the Mid-Continent Regional Educational
Laboratory.
predicted how quickly the face of Eastern
slowly becoming a part of people's
Art Costa, professor of Education at
Europe could change, making the world
California State University in Sacra-
consciousness.
Developing Minds:
mento, editor of
A
While we are beginning to see what is more interconnected than ever before. We
Resource Book fOr Teaching Thinking.
are becoming a global community
happening to our planetary home, our
and past president of the National
moving from ethnocentricity and into
inherited tendencies toward nonaction st II
Association for Supervision and
greater diversity. The problem is that we
put us in a very precarious position.
Curriculum Development.
haven't learned ways of dealing with one
Ornstein believes we can and must
Brooke Belcher. parent. Eugene.
consciously evolvewe must learn about
another. Our organizations are shifting
Larry Brown, businessman and
from hierarchic and bureaucratic struc-
our human tendencies and develop the
president ofJerry Brown Co.. Junction
tures, yet "no one knows who's in
means for seeing the "big picture" over
City.
time. Only in that way can we learn to
charge." We are in need of leadership and
Carl Hosticka. University of Oregon
associate vice president. professor in
live in a constantly changing, radically
structures to help us understand how we
Department of Planning and Public
different world, and learn to recognize and
can work together. These changes must
Policy. Oregon state legislator.
evolve in the next several years if we are
respond to the kind of concerns that
Mariya Masters, teacher, Springfield
threaten us today. Education is clearly the
to survive as a planet.
School District.
key to helping us learn to consciously
McCune explained that nations go
Jerry Moskus, president. Lane Commu-
through predictable economic stages.
evolve.
nity College.
Most start as agrarian societies and move
Margaret Nichols. superintendent.
through industrial, service, information,
Eugene Public Schools.
Challenges at the Societal Level
leisure, and, finally, interglobal stages. In
Shirley McCune also called attention to
the United States today. we are a service
First, we will have to know how to use
thc problems and crises in our time and
society. To demonstrate this. McCune
information productively. McCune refers
stated we have no choice hut to change.
pointed out that the companies that
to this as the development of information
According to McCune. "The next live
employ the largest number of workers in
capital.. Second. we will have to develop
years of lourl lives are going to be the
the country are McDonald's. the federal
our human resources. McCune states,
most chaotic, the most stressful, and the
government, Burger King. and Sears. We
"Nations which invest in people and
most opportunistic that I we've I ever
are now. however, rapidly moving into the
which recognize that human resource
experienced." This century has brought an
information stage of economic develop-
development is the most critical function
unprecedented rate of change that shows
ment.
of a nation state are the ones which will be
every sign of continuing tc accelerate.
The advent of an information-based
the most competitive in the future." Her
For example, no one could have
society creates three key new challenges:
3
point is not that we must be first in
1 AM
everything, but as a nation we are pres-
ently not producing the kind of human
Industrial and Information Societies Compared
resources we need.
And third, we must develop organiza-
lqformation Society
Industrial Society
tional capital. Again, according to
McCune, "What you can become as an
Skilled jobs, career-oriented
Unskilled temporary jobs
adult is dependent in a large measure on
the organization you work in and the
Complex tasks
people with whom you associate.
Simple tasks
If, the
organization is not led by people with high
Accountability by observation of
Accountability by supervision
levels of values and high levels of skills, it
performance
means you can't grow."
A number of forces are contributing to
Multiple occupations
the restructuring of society at this point in
Single occupation
time. McCune cites the following:
Changing employment
Economic forces:
We are developing
Stable employment
a new economy where physical work is
Close to customer
being replaced by mind work.
Close to production
SociallDemographic forces:
We have
Greater independence and autonomy
a new population that is older and increas-
Dependence on a bureaucracy
ingly diverse.
Organic thinking
Organizational fin.ces:
Linear thinking
We have and
need new organizations that support
Changing markets
knowledge creation and individual
Stable markets
empowerment.
Educational Prces:
We are beginning
Challenges in Education
to develop new ways of learning that
workers, able to get to work on time,
enhance thinking and information process-
endure dull, repetitive work, and reduce
Ornstein feels that our educational
ing abilities.
and standardize their responses. She says
system continues to teach people to live in
Behavioral fOrces:
We have and need
we have trained students to be dependent
a fixed world. In his view, this approach
people who can function at higher
on others for their knowledge, thereby
functioned quite effectively until shortly
physical, social, and intellectual levels.
promoting passive rather than active
after World War II. Prior to about 1950,
In table 1, McCune outlines key
learning.
we could prepare children to live in
characteristics of the industrial society we
McCune states that what businesses
basically the same world in whi6 their
are rapidly leaving behind and juxtaposes
need today are people who (1) are
parents grew up because change came so
them with the characteristics of the
motivated, (2) have a sense of ethics, (3)
slowly. Unfortunately, that is no longer
information society we are currently
are self-confident, (4) have personal
the cnse. However, we continue to try to
creating.
management skills, (5) have career
educate our children to live in a past that
McCune believes schools not only must
development skills, (6) work well in
no longer exists. We are investing heavily
reflect the changes needed to successfully
groups, (7) collaborate, (8) are ah2 to
in an educational system that is primarily
move our society into the information age,
work with people different from them-
engaged in developing inflexible minds
but they must also be the place where the
selves, and (9) can problem-solve, think
best suited to the "old world" we will
children who will define the future of our
creatively, and process infomiation
never again see.
society are taught needed skills: "If
effectively, Thus, what we need now is
Art Costa reinforces the notion that we
education doesn't work, and work at high
"as different from the old way as the
are not adeqately preparing students for
levels, there is no way we can have the
Model I is from the supersonic jet."
the future. He describes our educational
kind of economy we want, maintain a
Our schools must get beyond the "old
system as one based on the industrial
democracy, and have all the other things
mind, old world" goals, in order to prepare
nmdel, with its emphasis on factual recall,
we thought were our birthright."
students to meet the challenges of the
competition, fragmented information,
world of today and avert the potential
coverage of content, plus a focus on
global disasters of the future. This will
exploitation of the earth's resources.
require the development of new goal. tor
This orientation, according to McCune,
We need to develop self-
prepared students to become blue collar
5education.
4
schools that are applying this
necessary to implement major changes in
directed learners who are independent and
information with the result that both
self-reliant. Learning must be viewed and
education.
Margaret Nichols cited the "blaming
teachers and students are being more
valued as a lifelong process., with a focus
successful. We have technology
syndrome" as one example of this lack of
on learning to think rather than on recall
collaboration. In her opinion, teachers
which enables us to exchange that
of facts. An added bonus from making a
information widely.
tend to blame administrators for problems
fundamental shift in our approach to
education will be greater self-actualization
in education, administrators blame unions,
According to Dickinson, this rapid
of each individual.
and both blame legislators. There is a
escalation of both change and information
sense that "someone is to blame," and
In the panel discussion entitled "Educa-
has led to important new educational
non: Why Change? Why Now'?" Mark
energy that could be invested in change is
understandings:
wasted on trying to determine the guilty
Milleman suggested that we have known
1. Everyone can learn. Dickinson
for the past twenty-five years that educa-
party.
feels we have not fully accepted the fact
Fortunately, we have at our disposal
tion must change in the ways suggested
that everyone is capable of learning. Why
sonic of the crucial information needed to
above. He asked the audience to consider
else, he posits, would we predict and
bring about the needed shift to a new
what it is that keeps us from acting on
produce failures? Why do we perpetuate
what we know. The panel members
paradigm in education.
the bell curve'?
discussed issues related to this question.
2. Everyone learns very differently.
New Information and
Ornstein feels that the reason we are
We now know that all people do not learn
having trouble changing is that we are not
Possibilities
in the same way, that they have modalities
seeing the slowly evolving crisis in
through which they learn best. They have
Although the conference speakers
educationwe are looking tbr the
differ,ot personalities and multiple
indicated the critical challenges we face
disaster. He believ: s we haven't yet
intelligences. Dickinson explained
today, each of the speakers also expressed
clearly defined the problem, so the
Howard Gardner's (1983) thesis that
powerful new possibilities that can enable
organizational structures are not in place
human beings have multiple "intelli-
us to change and meet those challenges.
to facilitate necessary changes.
gences" rather than just a single type, and
Ornstein stated, "We have the chance
Very few people will take a stand for
all of them are of enormous value to
now to make the world anew, because we
change, states Milleman. We are in the
society. These intelligences include
know some things we never knew before.
difficult position of trying to see beyond
linguistic, mathematical, visual-spatial,
We have the ability to teach in ways un-
the old paradigm within which we were
kinesthetic, musical, interpersonal, and
imaginable." He feels we can move to
educated and currently function so we can
intrapersonal aptitudes. These understand-
consciously take control of our society's
appropriately modify and change our basic
ings encourage us to teach using a variety
evolution. He holds out great hope for and
assumptions about how and why the
of strategies designed to encourage
belief in our ability to change our con-
educational system operates. Once we
comprehensive growth and development.
sciousness. He cited the radical shifts in
learn to see the necessary alternatives, we
3. Everyone can learn more On-
attitudes and practices that have occurred
will be able to educate our children in
dently. Dickinson provided examples of
in areas such as civil rights, women's
such a way that they will be able to
people learning more efficiently and with
rights, and AIDS education as examples of
fiinction successfully in the world of the
greater ease by utilizing strategies such as
how change can occur on a grand scale
cooperative learning, accelerated learn-
when people develop adequate awareness
Linda MLRae Campbell expressed the
ing, and integration of the arts into the
and then take action. Because "school is
opinion that many educators lack an
regular curriculum.
one of the biggest mind-changing events
understanding of the change process and
4. Everyone can be more intelligent.
in anybody's lite," Ornstein feels much of
don't know how to initiate. implement, or
Marian Diamond's research (1988) seems
what can and must occur in the near future
institutionalize significant restructuring.
to indicate that the brain can change
to facilitate crucial change will depend on
She feels that there is a "lack of networks
physiologically at any age as a conse-
the thoughts and actions of educators.
or channels to provide access to leading
quence of learning and experience.
Dee Dickinson expressed the power of
edge information that can help us do our
The advent of rapidly expanding new
our new possibilities:
tasks better." Because of this, she
information relating to teaching and
advocates institutionalizing ongoing staff
We have more information than ever
learning, the role of schools, and the
development and building in time for
before about the human mind and
nature of the learner places us in a position
educators to renew their knowledge base.
how it grows, develops, learns: about
to effectively restructure and redesign our
Shirley McCune pointed out that we are
human development and how we can
schools so students can become better
used to bureaucratic, hierarchical organi-
all foster our capacities more fully.
prepared for the world of today and
zations. Because of this, we lack the
We have a growing =ober of
tomorrow. The challenges can be ad-
collaboration and group process skills
6
dressed if we attend carefully to the
have such a vision, but also take a
learn ond change.
implications of all we now know.
leadership role in bringing about these
We all must be educated, as members
changes. In her words, the real issue we
In the smaller breakout sessions, other
of society, as educators, as parents, as
presenters offered overviews of additional
face is whether or not we can develop the
students, as business people, as govern-
concepts and strategies being implemented
leadership essential for creating the knids
ment officials.
We all must begin to see these vital
in education today that enhance human
of schools we need to produce a genera-
tion of healthy children.
requirements and be active forces for
learning, promote success, and address
many of our future needs. Among these
Costa drew his vision for the future
change.
were cooperative learning, integrative
Shirley McCum said, "Change is going
from the ancient Greeks and their concept
of Paideia. This is a society in which
curriculum, autonomous learner models,
to happen, but the difference is people who
learning, fulfillment, and becoming
thinking skills, self-directed and interest-
can antic;pate it and position themselves
directed learning, learning styles, multiple
will be able to exploit the inevitable. They
human are the primary goals, and all
intelligences, and 4pplication of new
will see the future coming and know what
institutions are directed toward that end.
understandings of the human brain. All
they have to deal with."
He explained that Athenian society was
designed to bring all its members to the
such approaches to learning are represen-
Implications for Education
tative of appropriate responses to the
fullest development of their highest
concerns expressed above. Further
powers. They were educated by their
Education has a powerful role to play in
implications for action follow.
culture
by "paideia." He sees self-
the change that is necessary for our future.
development and the promotion of
As a starting point, all the speakers
Global and Societal Implications
lifelong learning as the "central project"
reminded us of the importance of having a
of society. Costa also underscored the
vision tor the future before we can truly
Humanity must change bethre it creates
notion of schools being used by everyone,
disasters on a global scale. As Ornstein
create change. According to Costa, what
making them the focal point of learning in
said, "We must consciously take control of
we can envision, we can create. He related
society, or what he calls "homes for the
our society's evolution. If we know where
several stories illustrating how people are
mind."
we want to go, we can do it." This
changing the world "by deliberately
Dickinson simply stated that "one of the
implies the following;
changing their internal image of reality."
highest goals of education is to contribute
We must determine clearly what is
In thinking about the educational system,
to society self-actualized human beings
needed for these times, recognizing the
we must know what it is we value and the
who will in turn contribute to their world
outcomes we desire; only then can we
subtle changes affecting us on a large
through their wisdom, expertise, and
decide which programs, services, and
scale.
exrerience."
We must change our limiting values
approaches to teaching and learning we
In addition to making vision statements,
want and need. We must learn to actively
and belief systems and begin to work as a
several of the speakers also discussed
world community to create the future,
envision the kind of education we want
what they felt to be specific implications
rather than unconsciously allowing the
and need to provide. Several of the
for educators in response to the array of
development of futher destruction.
speakers presented their own vision for the
challenges we are now facing. Key points
We must begin to think and under-
future.
from each presentation follow.
stand in terms of a larger perspective. and
McCune expressed her vision on three
learn to notice long-term efkcts through
levels. On the individual level, she
the use of effective technological instru-
envisions all children learning effectively,
becoming well prepared for life in an
mentation that can make such changes
ever-changing technological society. On
graphic and comprehensible.
We must think in terms of the good of
the organizational and school level, she
the whole rather than of short-term
sees empowering climates becoming
benefits to a limited number of individu-
the norm, with programs that truly
support total growth and development
als.
All of our institutions must come to an
of both students and staff. On
understanding of the times we live in and
societal level, McCune envisions
the qualities we must develop. The media
schools becoming the hub of learning
can be especially helpful by providing
communities in which everyone is
ongoing coverage of stories related to
involved in learning, parents are
subtle changes.
respected and involved, and people of
We must think of education in broader
all ages are being served in a variety of
terms, with the realization that we all must
ways. McCune feels we must not only
7
6
Robert Ornstein encourages us to make
humanity the center of the curriculum.
This implies helping people understand
Indicators of Quantity and Quality
where they came from, what their life has
been, and what it can be. The ability to
use the mind also needs to be central to the
Quality
Quantity
curriculum. A key to conscious evolution
is learning to be flexible, and to not fear
Relevance of learning
Amount of time on task
change.
How a student behaves when he/she
Number of questions teachers ask at each
doesn't know an answer
level
Shirley McCune focused primarily on
restructuring schools as the means for
Student-to-student interaction
Scores on achievement tests
addressing future concerns. This restruc-
Use of all senses
Class size: Numbers of students/ratios
turing would focus on community-based,
of students to adults
personalized education that would
Transcends the classroom to life
empower people to become lifelong
situations
Length of time in school
learners and knowledge-creators. She
Appeals to emotions; joy, laughter,
I.Q. scores as a basis for grouping
argues that we must make major shifts in
love, and fun
our values in order to effectively bring
Numbers of days in attendance
about restructuring. She states, "The heart
Long-term memory
Minutes of instruction
of restructuring is getting our values
Intrinsic motivation
together. If our values don't shift, our
Percentage of objectives attained
behavior isn't going to shift." She
Higher levels of thinking
Number of competencies needed for
suggests we move in the following ways:
Cooperative learning
promotion/diploma
From emphasizbig schooling to
emphasizing learning. We need to focus
Future oriented
Task analysis into units
on lifelong learning, and learning in
Stimulates imagination, fantasies,
School effectiveness based on published
diverse ways rather than just on being "in
dreams
test scores
school."
From emphasizing accmlitatkni
Contributes to self-awareness
Number of As, Bs, Cs, and so forth
emphasi:Mg pedOrmance. We now give a
Problem oriented
Gain scores
high school diploma for sitting quietly for
twelve years. We must learn to measure
Integrates skills/content processes
performance in reading, writing, speaking,
Divergence/creativity of response
and working in groups. This implies
moving away from standardized tests that
Enhances differences
measure little beyond vocabulary and
factual recall toward measuring perfor-
mance through alternative means such as
portfolios in order to help students
develop the skills they will truly need.
encouraged to develop to their fullest
From fragmentation to wlwlistic
females, immigrants, or minorities. These
potential.
approaches. To learn, students need
are the three groups with which schools
From eniphasis on factual recall to
frameworks of association in their minds
have generally done least well. Ap-
emphasis on thinking skills. Educational
that can be generated through integration
proaches to teaching and learning must
processes at every level must focus on the
of the curriculum.
increasingly recognize and respond to
skills that are necessary to translate
From emphasis on sorting of students
individual differences.
understandings into effective behaviors.
to a fOcus on equity. Students vat)/ widely
From picking winners to producing
in terms of culture, economic status, social
winners. Our students will need to have
Art Costa outlined the three major
background, educational opportunities,
strong interpersonal skills for working in
decisions we make relating to curriculum:
and intellectual, social. emotional, and
networks rather than bureaucracies. The
) What are the goals we are trying to
physical abilities. Eighty-five percent of
(
focus must shift from a competitive.
accomplish'? (our purposes and outcomes);
the workers who will be entering the work
hierarchical orientation to a collaborative,
(2) How shall we deliver those goals? (our
force between now and the year 2000 are
cooperative one in which everyone is
7
EDUCATION. 2000
instruction, materials, organization); and
school climate, and mediators for the
(3) How will we know if' we have accom-
staff's intellectual and group process
growth. He would like to see administra-
plished our goals'? (our assessment,
monitoring). He then asserted a key
tors come to trust teachers and their ability
problem with education today is that tests
to plan curriculum, to collect evidence of
rather than goals are driving the system.
student growth, and to evaluate the
This is largely because the goals of
curriculum.
education in the disappearing industrial
age were based on factual recall and
Dee Dickinson is optimistic, believing
specific standardized answers. Tests that
that many of the suggestions made by
determined a student's ability to store and
speakers at the conference are, in fact,
retrieve facts have been quite effective.
beginning to occur. Dickinson suggested
We have worked very hard to make
the following list of emerging trends:
I. Changing belief systemsseeing
learning quantifiable; in so doing, how-
ever, Costa claims we have replaced "what
what is possible at every age and ability
Next Year's Education
was educationally significant and difficult
level. Implementation of what the
to measure by what was insignificant and
research shows.
2000 Conference
easy to measure."
2. Emphasizing individual differences
Costa argues our goal has become that
as strengths through which to learn.
Education 2(XX): Seize the Day!
of educating people to pass tests while
3. Implementing of more active and
A conference promoting change in
ignoring the goals and curriculum that
education today to meet the challenges of
interactive learning and teaching.
would help our students lead satisfying
tomorrow.
4. Integrating the lvdy, mind, and spirit
and productive lives as contributing
in teaching and learning; placing at least
August 1-3, 1991
citizens, successful workers, and fulfilled
as much emphasis on process as on
University of Oregon
human beings. Costa says, "How much
content.
Eugene. Oregon
we've evaluated, how well we've taught
5. Ensuring that effective tools of
Sponsored by: Lane Community College,
that which is not worth learning."
learning are shared with all teachers, and
Lane Education Service District, and
Costa's recommendations for change
informing teachers of new research.
University of Oregon College of Education
include: (1) clarifying goals (developing a
6. Reinstating the arts.
Dickinson
mission. envisioning desired outcomes,
states, "[The los] are the major pathways
What we do. or fail to do, in ethication today
operationalizing objectives); (2) changing
for learning for many students and, for
will determine whether we meet the
the role of teacher to coach, decision-
everyone, they make learning more
challenges of our future. Now is the time to
implement exciting possibilities and take
maker, and knowledge manager; (3)
dynamic, memorable, exciting."
unified action for change. Join us as we
focusing more on group dynamics,
7. Expanding our use of technology.
bring together all levels of education with
interpersonal communication, conflict
using it to explore our own intelligence
business, legislators, community. and
resolution, and development of empathy;
and access information as well as teach
students to:
(4) enhancing diversity by strengthening a
basic skills.
debate and discuss vital issues in
variety of teaching styles and recognizing
S. Finding new ways of assessing
education
and developing the unique qualities of
learning.
build consensus around desired outcomes
individuals; (5 networking with parents,
9. Changing educational and political
promote specific action for educational
community arencies, law enforcement,
policies to reward success.
change
business and industry; (6) abandoning the
10. Restructuring teacher training;
Hear outstanding speakers with compelling
old goals in curriculum development and
changing the role of the teacher ftom
ideas and visions from the fields of educa-
focusing more on teaching the key
being the primary source of information to
tion, politics, and business who are currently
concepts of a discipline and modes of
that of learning coach, mentor, facilitator,
making a difference.
inquiry that will improve trarisference to
diagnostician, and prescriber.
Experience action and discussion groups.
other settings; and (7) encouraging action
Restructuring the school day to
I I.
"What's Working in Oregon" minisessions,
research in education that focuses on
allow for training, and implementation of
and pre- and post-conference workshops.
experimentation, new knowledge produc-
technology to get important information to
tion, and monitoring, collecting, assessing,
teachers.
Call or write for more infonmaion:
University of Oregon Continuation Center
and reporting data in a variety of ways.
12. Implementing decision-making
1553 Moss St., Eugene. OR 97403
Costa sees a new role for st.hool
through community-based collaboration.
503-346-3537.
administrators as facilitators of decision-
rather than achieving it by school person-
making, carriers of the vision, monitors of
nel in isolation. Including parents,
9
8
students, and other community members
Oregonians Speak Out:
in the process.
13. Creating an international and
Final Panel Summary
multicultural context for education.
14. Developing community learning
centers that focus on lifelong learning.
In the final panel, "Where Do we Go From Here?", speakers from several
perspectives shared their insights and concerns relative to the information pr-
Conclusion
sented at the conference. Larry Brown, representing the local business commu-
nity, encouraged educators to "step forward and be the experts in education for the
The 1990 conference was an invitation
entire community. Tell us about what you are learning, and how to make learning
to explore the future of education.
the hub of the community." He personally welcomed the ideas and values
Speakers reviewed the challenges we face,
expressed in the conference and expressed hope that educators will help bring this
the information we have to meet those
kind of information to community, family, and business. He also called attention
challenges, and the implications for
to the "value-driven" planning we need to do together.
society and for education. They empha-
Both the teacher on the panel, Mariya Masters, and the parent, Brooke Belcher,
sized the critical need for change, the
called attention to the fact that many parents are not aware of the world that their
importance of having a vision, and the
children will be living and working in. In order for them to support the changes in
necessity of making major value shifts.
education, parents need to learn how rapidly the world is changing, and what that
Each expressed specific ideas for change.
means for their children. While many parents are very focused on what they th;nk
They all encouraged the cooperation of the
will contribute to the highest development of their children's potential, they are too
whole community in the educational
often overlooking the additional perspectives needed for a realistic assessment of
change process, underscoring that we all
their children's future needs. They need to become aware of new information
have roles to play in creating the educa-
about learning and developing human potential for our future so that they support
tional systems we need for our future.
and work for appropriate restructuring.
(Tapes of ihe main sessions from the
Jerry Moskus, president of Lane Community College, expressed how difficult it
Education 2000 Conference are available
is to have to devote so much time to ensuring funding is available for education,
by writing Education 2000, UO Continua-
rather than being able to emphasize improvements in teaching and learning. He
tion Center, 1553 Moss St., Eugene, OR
stated that he highly values collaboration among representatives from the various
97403 or by calling 503-346-3537).
levels of education, and feels the state could emphasize those types of efforts by
providing funding and other tbrms of support.
References
Carl Hosticka, Oregon House majority leader, spoke of what he faces in the
Enriching Heredity: The
Diamond, M.
legislature as a consequence of the competing values in society. He is very aware
Impact of the Environment on the
of the public's need for accountabilitypeople want to know what they're getting
(MacMillan) New
Anatomy qf the Brain.
for their money. They want to see high test results and diplomas that Alow the
York: Free Press, 1988.
system has yielded a good "product." He feels that it we try to move to "a more
open system, centered on the needs and capabilities of the learner," we may have
Frames of Mind,
Gardner, H.
New York:
difficulty confronting the accountability issue in a way that will demonstrate to the
Basic Books,, Inc., 1983.
public that they are paying for an effective system. Flosticka sees the need for this
type of accountability as potentially contradictory to the new goals of a learner-
Ornstein, R., & Erlich, P.
New World
centered system. However, Belcher asserted adopting new goals does not prevent
Mind. New York: Simon and
New
us from monitoring and assessing our progress to ensure the outcomes we desire.
Schuster, Inc., 1989.
It simply demands a shift in the assessment to match the goals we wish to achieve,
accompanied by a shift in what we value.
Sylwester, R. Course description, 1990.
Hosticka also stated he would like the legislature to be able to empower indi-
vidual districts to make decisions about education, and have tewer state-level
imposed restrictions.
Finally, Hosticka expressed concern that much of the public is
still interested in going "back to the old model of education," and a
larger proportion of the public must share the kinds of values this
conference is talking about in order to facilitate these important
changes. Therefore, he suggested "a better interchange between
education and the coinmunity."
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