Direction or Determination?

This self-directed group centered EdPsych project has shown me that people in general do not think out of the box (by that I mean they do not move beyond the traditional), nor are they able to apply techniques offered to them unless they are asked to make them part of the process. Possibly, depending motivation, they may even have to be told explicitly to apply certain techniques, with "grades" attached. This of course flies in the face of "intrinsic motivation."

Pink's book gives ideas and techniques to enhance the right-brained, creative, emotional, integrative, experiential processes: I don't think it has crossed anyone's mind to put these techniques into application during our group project. What my group members have taken away from Pink's book is that the right-brain means visual, probably because they didn't get past the Chapter 1, which talks about the book Drawing on the Right Side of the Brain. What a uninspired idea, "To use Virtual Labs to engage Visual Learners." Just another way to say, "Well, since we are giving them something to look at, we are addressing right-brain aptitudes." It is short-sighted, tired, and not at all creative. Sorry to be so direct.

I am not saying that Constructivist approaches can't work, but guidance has to be the key. Asking the right questions, giving some timelines for productivity, assigning roles, promoting interest and inquiry have to be present to propel learners down the constructivist path--at least until they can "read the road map" themselves. To achieve the level of integration that Constructivist techniques require for a student who has gotten away with rote memorization, a bit of critical thinking, and very little real creative thinking for their entire life takes much effort and planning behind the scenes.

I am reminded of a story that a friend and painter who died last year shared with me. She was a student at Black Mountain College in the 1940's. When I asked her how she painted, she said, "I never have a plan. I start by moving color around on the canvas. I use angles and color until I see a form emerge." I can relate this to Constructivist theory and appreciate that freedom, the unplanned application of energy and ideas can produce a deeper understanding of concepts. But, I was also very aware that my friend had years of formal training, she had "chosen" her color ahead of time, cleaned her brushes, and set a new canvas in front of her before she began. She came to the canvas with much preparation, perhaps even words from the nightly news or the topics of conversation at dinner running through her head. The act of creativity is never completely unplanned. The quest of the teacher is to find the line between direction and determination. We want to direct, not to determine--most of all we want the learner to "see the form emerge." I am waiting to see something emerge with this project...I'll let you know if I see it.

Until next time...