Virgen Milagrosa University Foundation

San Carlos City, Pangasinan

Principles of Teaching and Instructional Technology

Paul D’ Ambrosio’s
Students Feed Monkeys for Education:
Using the Zhuangzi to Communicate in a
Contemporary System of Education

Prepared by:
Ms. Noreen Patayan

Submitted to:
Mr. Juan Primitivo Petrola
1. What is the difference between standardized and non-standardized education?
What is obviously used in the educational system?

Both standardized and non-standardized communication in the system of

education expect students to conform certain standards; albeit, the difference between
the two is that a standardized communication is the communication through transcripts.
Whereas, according to the article by Paul D’ Ambrosio, a non-standardized
communication includes awards, athletic excellence, publications, recommendations,
essays, extra-curricular activities, student government, statements of intent, interviews,
donations, etc. Non-standardized form of communication allows students to
communicate their abilities that is not visible on their transcript.

Clearly, what is demonstrated in our educational system is the standardized

education. Where marks and test scores are used as a way of standardizing enormous
volume of a student’s education so that it can be quickly and efficiently communicated.
Creative projects, unique essays, and individuality are all lost when these are reduced to
letters and numbers on a transcript.

Although standardized and non-standardized communications are different from

each other, both are vital and required for the advancement in the system of education.

2. How can you apply the four essential perspective of Zhuangzi in education?

a. Non-humanism

According to Zhuangzi, humans often disturb the natural order of things. If we

take more lessons from animals and trees it would allow humans to act “natural” and as
a consequence the world would run more smoothly. If we are to apply this perspective in
education, it would mean that not everything that is learnt in school by the students is
simply from their teachers. This perspective would simply like to acknowledge that
teachers can also learn from their students. And if this account is taken enthusiastically,
then teaching-learning process will be more enjoyable and harmonious and can foster
whole development of the students.
 b. Recognition of difference and inevitable change

Not only seasons change--everything and everyone must comprehend and accept
that all that exist is subject to abrupt and inevitable change. But how can we apply and
learn from this perspective from Zhuangzi in education? If we are to look back of our
education system before, it is clear to see that teachers used to feed the students with
knowledge; but eventually, this changed and teachers’ role became merely facilitators of
learning. Teachers traditionally used pen and paper, and board and chalk to teach; but
look at the classrooms now, technology has taken over. We used to be locked-in in the
four corners of the classroom; now, we extend our teaching and learning to virtual world,
the internet. Changes has been fast and sudden, and teachers has to cope with these
changes, and looking at it, it was difficult, nonetheless this changes are remarkable.
Students are now given an avenue to be more involved in their own learning.
Consequently, the next time we observe change, we should learn to embrace and work
with it. Teaching and learning are absolute, but both are subject to change.

c. Approaching problem with pragmatic “decision making”

In a given absolute situation that one is involved to, for it to be solved, changing
the situation is not a practical option, but the better way to work on it is to switch
perspective and look into other views. Change perspective! Change how to perceive
matters. Just like in teaching, unsatisfactory scores of the students in the evaluation is
probably because of the technique used in imparting the lesson, as a result, the teacher
will have to teach again the topic, but this time for the students to have a better
understanding, the teacher will have to use another method or technique. The teacher in
the example scenario did not change the situation, rather the teacher changed the
technique and method to achieve the goal. I would like to share a bit of lesson from a
story in the essay: recognize change and abandon plan and recognize actual situation,
and act accordingly.

d. Neglecting fixed qualities of the “self”

According to Paul D’ Ambrosio, ‘instead of bringing all kinds of baggage with one’s
self, one should forget all things that get in the way of realizing the reality of the situation’.
To be able to truly give the education that the students deserve, as teachers, we should
not let any of our personal agendas get in the way. We should be their teachers in the
classroom and they should be our student. That inside the classroom we should realize
our goals without being affected by the other loads that we carry.
3. Which is better in terms of learning? The Zhuangzi or the Lieh-tzu System?

In terms of learning, the Zhuangzi is way better. Albeit both communicate exactly
the same output or result, but the intention of the two system are different from each
other. The parable that has been presented in the essay differentiated these two systems.
In both cases the monkeys are content, though in one case (Lieh-tzu) the goal is trickery,
making them fools, and in the other (Zhuangzi) authentic interest in their happiness is
considered. Zhuangzi system is more considerable and favorable. We are able to attain
the goal without the need to fool. Zhuangzi is authentic. Zhuangzi has four essential
perspectives that can be reflected in education and though these are not all at the same
time be used and realized, these perspectives are all useful to be able to achieve the goal,
to change lives, teach lessons and develop a humane being.