Leading and learning for

interdependence
not
inde
pen
den
ce

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

John Pearce 2010

 A presentation especially for “Project Transformation” 6th February 2010 9 . 2 . 10
 A few words on the curriculum

I did not talk in detail about possibilities within the new curriculum
because it is now so flexible, with great potential. IFor detail go to:

www.qcda.org.uk

NB: The curriculum is now defined as the total experiences a youngster has in
school (not the subjects, or the timetable and so, there is no such thing as
extra-curricular activities).

NB: The new secondary curriculum includes some great statutory work…..
Scan the Citizenship, Personal, Social and Health Education (PSHEE) sections
and the Personal Learning and Thinking Skills (PLTS). You’ll see there is much
to support “Project Transformation” also skim the DIMENSIONS…. It is good
stuff….. Globalisation…Sustainability etc etc.

NB: the AIMS and VALUES behind the statutory and some recent learning from
our work with Local Authorities implementing the New Secondary Curriculum
and about to implement the New Primary Curriculum….
so just one slide!

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

John Pearce 2010


 What do we want to achieve?
The statutory aims of the New Secondary


Curriculum ….
 successful learners who enjoy learning,
make progress and achieve
 confident individuals who are able to live
safe, healthy and fulfilling lives
 responsible citizens who make a positive
contribution to society.


j u st most
not
to p r epare
Thoughts from work with Local Authorities .. s of
nge… ss e
h e c ha l l e
ke s ucc der skills,
e
“T to ma p the broa hey need
The new curriculum is about : e n
r
child d develo anding t SF 2009
t a ll
bu
l i v e s an u n d erst e paper DC
Raising standards and recognisingthewider
ir achievements
d ge and Whit
l e “
know future…
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

John Pearce 2010



e
for th
 OK – enough about the curriculum
- this session is about…


 2 Visions, or approaches, to leading and

learning…
 +
 3 Fs ( functionality, philosophy & fulfilment )
 =




John Pearce 2010


 5 Outcomes

 Every Child Matters 2003 - The Children Act 2004

The 5 outcomes Staying Safe

Being Healthy
enjoying good physical
and mental health
and living healthy lives
• life and developing the
being protected from
harm and neglect
Enjoying and
Achieving
getting the most out of
skills for adulthood

Making a P
ositive
contribution Economic well being
being involved with the not being prevented by economic
community and society and not disadvantage from achieving
engaging in anti social or their full life
offending behaviour

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

John Pearce 2010


S H A P E
 In education and elsewhere we typically have processes
like this to plan what we do….

Where
Vision How to
are youWhere do you want might
Action
be? you getHave
there?
you got there?
Measure
now?



Planning, Coaching, Self-Evaluating, Performance Management etc
John Pearce 2010

 and we use a range of similar models

EVIDENCE?
REPLAN
PLAN
REVIEW
REVIEW
I M P A C T ?


DO
DO


John Pearce 2010


 Which is really this….

Where Where do you want to be?

are you
now?

How might you get there?

Have you got there?




John Pearce 2010


 and is also this…

G R

W O
Goal, current Reality, Options and Will (coaching model) J Whitmore “Coaching for Performance”



John Pearce 2010



2009
 The Cycle of Apathy…
and even this….

There’s Nothing said

no
point
saying
anything

Nothing happens
Told you so!

J S Pearce 1993
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

John Pearce 2010


 So, simple concepts
sometimes get over
complicated….

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

John Pearce 2010


 s t o d e s
p l er w ay d
m o n, s i m a n d l ea
f i n d c om t ea c h er s
rat e a n d i m e f o r
laboWhat f
follows
p e rc e i v is
ed my
t way of making sense of
he lac k o




John Pearce 2010


 It is as though we have lost a holistic vision for education
hence Project Transformation and similar movements…

2 Visions (approaches)
MORAL PURPOSE

to leading and learning

NB these visions are complementary and not
competing - they are not separate or exclusive…

FUNCTIONALITY



John Pearce 2010


 Vision 1: Functionality
Skills….
Knowledge
Understanding


(mainly)

learning what and how to do it

FUNCTIONALITY



John Pearce 2010


 THINK
CREA
T IV E L
E C TY
L
SREELFF-MA
NAG E
I C I P ATE
PART TEAMWOR
IR E K
To what purpose?
Q U
EN
PLTS
ETC ETC

ST
PE
tor y
HisG

AN
eogra
phy

DA
is te ning
L Con

RD
t insgtructing
p epreaa

S!
O S king
y
r ac Liter
e a cy
m 3 Rs
Nu
FUNCTIONALITY



John Pearce 2010


 It is as though some have lost their moral purpose




John Pearce 2010


 Functioning can sometimes lack purpose…
So what informs our vision – other than functionality?

Values
Beliefs?
Vision
for education

Moral Purpose?




John Pearce 2010


 Others know functioning is enhanced by a
moral purpose… So what informs this for you?

Vision
Values
Moral Purpose
for society
Beliefs




John Pearce 2010


 Vision 2: Moral purpose
MORAL PURPOSE

Skills….
Knowledge
Understanding


(mainly)

learning why and how to live

based on values? Whose? Good or bad?

philosophy – ethics - religion




John Pearce 2010


 My thoughts were once that there is a journey…..

In te rd e p e n d e n
ce
Able (and willing) to look after others

In d e p e n d e n c
e
Able (and willing) to look after himself/herself

Dependenc
The
Needs to be looked
e
red after
linebyisanother
a borderline to a new (and better?)

John Pearce 2001




John Pearce 2010


 And then I realised others had invented this ladder…..

K o sm o ce n tric

W o rld ce n tric

E th n o ce n tric

Egocentric




John Pearce 2010


Kohlberg & Gilligan
  Global Flux


Functional Flow


Growth and Cause Oriented



Materialistically Oriented


System Oriented


Aggression Oriented


Tribal Oriented


Survival Oriented






John Pearce 2010


The Evolution of Values - Clare Grave’s System
 Post Conventional
Social Contract and Individual Right
Universal Principles

 Conventional
 Good Interpersonal Relationships
Social Order

 Pre Conventional
 Obedience and Punishment Orientation
Individualism and Exchange




John Pearce 2010


Kohlberg’s stages of moral development
 And so I updated my original…..
(see explanation on notes page)
S a fe
in te rd e p e n d e n ce
V u ln e ra b le in te rd e p e n d e n ce
V u ln e ra b le in d e p e n d e n ce

S a fe in d e p e n d e n ce
S a fe d e p e n d e n ce
Vulnerable dependence

V u ln e ra b le iso la tio n (not even near the ladder)

John Pearce 2010….. Ongoing…



John Pearce 2010


 Maslow and others….. many others too ……




John Pearce 2010


 Vision 2: Moral Purpose
E
CAR
RESPECT
PAST
VALUES I P ORAL
ENS
H CARE
PURPOSE

I
PHCILITO Z
SPOH
Y
ETHICS
Soc
Edu ial
catio us
Religino n And so we should also have a
ALTERdu catio moral purpose in our vision for
UISM
education and this includes such
MORAL

things as….




John Pearce 2010


 Combining Vision 1 & 2
altruistic
PURPOSE
MORAL

egocentric

unable capable

Vulnerable
FUNCTIONALITY
Isolated



John Pearce 2010


Functionality + Moral Purpose = Fulfilment ?

incapable Capable
altruistic Altruistic

c e
PURPOSE

d en
n
e pe
d
t er
in
r
fo
MORAL

n g
r ni
a
le
n g
a di
Le
unable Capable
egocentric egocentric

FUNCTIONALITY



John Pearce 2010


Borders and barriers on this journey…..
incapable Capable
altruistic Altruistic
PURPOSE
MORAL

unable Capable
egocentric egocentric

FUNCTIONALITY
Vulnerable
Isolated



John Pearce 2010


 Borders and barriers on this journey…..
Capable
Altruistic
PURPOSE

World centric

ethnocentric
MORAL

independent interdependent

FUNCTIONALITY
Vulnerable
Isolated



John Pearce 2010


 Playing with the model 1
a i n t
Good s
citizen a e s t h e t e
P o o r

No
philosophe
student Poet
r Inter
PURPOSE

th
recluse depen
nt de
livin

e lp
g
In

In
de

fu
st

te
terrori
MORAL

pe

rd nt nin
le t nde

le
l!
ep
ar n philandere

ar

en
ni S k i lr l
ng

de
opera ed
dep
e r e nt tive

g
sin n
end
lea ent
rne
Goo
oor
d s
c
t
i
u
t
d
i z e n)
k e r
r ( p Ban athlete
FUNCTIONALITY



John Pearce 2010


 Playing with the model 2
e ns h i p .
APPLIED
Interdependent
Citiz . E .E WISDOM
capable, altruistic
al an d . S . H
Mor P . S ing
. T n
some religiouIs
r
P.Lrsonal LSekills
a

education n t e r Pe king
d e p Thin
PURPOSE

n t end
CONSEQU liv e
ENTIAL i n g

In
DECIS ION MAKI PE

te
NG
SE ER

rd nt nin
In LF A S

Pu
MORAL

le

ep
de AS SE
pe

ar

en

rel
SE SS
le t de n

de
S S ME

y
ar n ME NT Fu

ac
ins ni NT nc
de t ru n g sk tiona

ad
p
l e e n d c ti o i l ls l

em
ar en
ni t n
ng

i
c
FUNCTIONALITY



John Pearce 2010


 Playing with the model 3

Philosophising Fulfilment
PURPOSE

Appreciating
MORAL

Experiencing

Living
Learning Experimenting Achieving Functioning
FUNCTIONALITY



John Pearce 2010


xsn’taxisall and Y axis
thelines
straight and arrows organic…
bend –toit’scomplement each other




John Pearce 2010


 Playing with the model iii

Philosophising Fulfilment
PURPOSE

Appreciating
MORAL

Experiencing

Living
Learning Experimenting Achieving Functioning
FUNCTIONALITY



John Pearce 2010


 FULFILMENT

g
nin
tio
PHILOSOPHY

nc
fu
to
ng
di
le a
in g

>
Flow of ideas -
in k

as
Th

e o se
id rp
of pu
l ow to
F ing
<- d
lea
ning
io
nct
Fu



John Pearce 2010


FUNCTIONALITY
 


John Pearce 2010


 Key questions for us all (not just teachers)

How to engage the vulnerable isolated?

(See, for one example, the project Narrowing the Gap)
www.lga.gov.uk/lga/core/page.do?pageId
=234484
How best to promote interdependent
learning and leading in the dependent
and independent?




John Pearce 2010


 Isn’t promoting interdependent learning and leading about:
turning that line of functionality into a curve towards moral
purpose…… i.e. trying to apply functional learning to a good
purpose
and
bending the line of moral purpose towards functionality….. i.e.
taking action about what we believe is right…..

Unless we do this don’t we risk becoming:

mere operatives - functionaries
inactive thinkers or
we separate our thinking and doing
ignoring our beliefs in our behaviours….?
?
discuss



John Pearce 2010


 And recognising that teachers/leaders/parents have authority to
intervene in a range of ways and styles and that will expose our
values…
If we TELL predominantly – we will breed dependents
If we move towards DELEGATE – we will build capacity,
empower and encourage thinking…
NB: Telling is not bad, neither is delegating (or coaching)
inherently good….. The key concepts here are appropriacy of
style and moral purpose. So the key judgement is …
Judging the point and nature of any intervention…

See next (complicated) slides in animation

and then their notes beneath, or vice versa,.,,



?
discuss
John Pearce 2010

WeJudging the points
chose appropriate &ofnature
blends teachingof interventions
and leadership
styles to achieve functionality with moral purpose

INTERDEPENDENT WITHDRAW

s si ble
ABDICATE
l ya s po
i ck
as q u
DEPENDENT

t o y ou DELEGATE
nsi b ili t y
po
o ve r res
han d SHAR
We E
NEGOTIATE
CONSUL
TELL SELL T

FUNCTIONALITY (Capacity)
J S Pearce (2001) “Judging the point and nature of decision making and the PANINI model”



John Pearce 2010

 Tannenbaum, A.S. and Schmitt, W.H. (1958) “Participative Leadership”
 Judging
and similarlythe points
to achieve & nature
moral of interventions
purpose with functionality
WITHDRAW
ABDICATE

INTERDEPENDENT
PURPOSE (Altruism)

DELEGATE

SHAR
E

NEGOTIATE
You allow us to think for ourselves as often as possible!
CONSUL
MORAL

SELL

TELL DEPENDENT

Pearce JS (2001) “Judging the point and nature of decision making - the PANINI model”



John Pearce 2010


Tannenbaum, A.S. and Schmitt, W.H. (1958) “Participative Leadership”
 FULFILMENT

g
nin
Co

tio
ac
PHILOSOPHY

nc
fu
to
hi
ng
ng
di
le a

z
Flow of ideaso-n
in g

>
in k

as e ?
Th

e o se
id rp
o f pu
l ow to
F ing
<- d
lea
ning
io
nct
Fu



John Pearce 2010


FUNCTIONALITY
 The 3 Fs
FUNCTIONALITY
PHILOSOPHY
FULFILMENT
Final thoughts
L E A F some acronyms…..

Learning Experiencing Achieving Fulfilling

Living Egotism Altruism Fulfilment
Lead Empower Actualise Flow



John Pearce 2010


PHILOSOPHY FULFILMENT - FLOW




John Pearce 2010


FUNCTIONALITY
 Leading and learning for
interdependence
I’m happy for the © JP materials to be used for
non-profit making purposes.
I’d love to discuss these developing ideas
and explore ways of progressing them
john@johnpearce.org.uk

See an emerging BLOG for interdependence

www.johnpearce.org.uk




John Pearce 2010

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