Maxine Greene - To New Teachers
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- Опубліковано 6 жов 2014
- "To New Teachers" is a video collage featuring Maxine Greene, Professor Emeritus of Philosophy and Education at Teachers College, urging new teachers "to think about what they are doing and use their imaginations as they keep in mind what might be, what ought to be."
Video was created by CCNMTL with Teachers College Innovations (TCI) as part of a prototype for TCI's New Teacher Academy. Recording date is early 2002.
Good luck on your assignment
Eyw :D
Transcript: I've taught for many, many years and I wondered the mystery of teaching, the excitement of teaching. And when I reached the ending I think endings have nothing to do with teaching. It has to do with beginnings, and I keep thinking of my own beginnings. Beginnings are landmarks in human lives. Becoming a Teacher like teaching itself always involves new beginnings. Young Persons, who are newcomers to the culture to the world, offer unpredictable ways of sense making a readiness to learn, and their teachers in turn, must continually choose to participate in the conversation that keeps traditions alive. Only human beings can enact beginnings because to begin is to act and to act with a sense of agency, acting often in the light of unexplored possibility. Teachers is perpetual beginners work against the background of statistical laws, uncertainties, the origins of what they do. are to be found in the divisive distinctive projects, conditions states of affairs, moments of mastery, framing of questions they strive to bring into being without guarantees that this will happen. They must continually think about what they are doing. They misuse their imaginations, as they keep in mind what might be what ought to be. John duly wrote of the deliberation undertaken as a dramatic rehearsal in imagination of various competing possible lines and back, choosing among future possibilities, committing themselves to what seems most desirable. individuals find themselves creating and recreating their identities by means of the projects they have selected, and the practices to which they lead. To remain passive as a teacher is to give up the consciousness of agency only by taking intentional action. Can we define ourselves as persons and professionals? And this may be particularly the case with teachers whose classroom life engages them with diverse human beings in the process of becoming different of learning to learn, claiming their freedom, the palette to choose and to act, teachers work to enable the young to act upon their freedom to become to create meaning, to transform a deficient world. We would quote Albert Camus to highlight what this might signify he was describing the life of habit and repetitive routines, calling attention to the fact that most people follow this path easily most of the time, but one day he wrote the fly arises and everything begins and the weariness inch with amazement, begins this is important. wariness comes at the end of a mechanical life, but at the same time it inaugurated some impulse of consciousness, keeping the Fae alive, resisting the temptation to take refuge in habitual behavior. Teachers may share a newfound wide awake this with their students. This implies a willingness of teachers to present themselves the as also incomplete inquest somehow, with new questions always arising with a rational passion, as well as a humane concern for those they hope will also reach beyond themselves. Yes, we have to be cognizant of the stages of development as we have to nurture the kind of community that moves young people to engage in the making of a normative moral context for the work they do in schools, enabling the young to grasp what it means to exist. And to future and set your context. Teachers strive to move the define their own authentic standards for becoming the best they know how to be. teachers themselves remain on the move, questioning growing transforming. Their practice encourages not only personal development, but development of the self as a member participating in a vital community. This cannot but involve teachers with opening spaces in their classrooms in which teachers and their colleagues, teachers and learners can initiate the joining of schools spaces with public spaces to places where democracy and democratic values wait to be achieved. Yes, the voice is a different once we work to ground education, in lived family experience, cultural experience, ethnic and gender experience. When the curriculum offers a multiplicity of prisons, the presence of history, literature, the arts, the natural and social sciences, through which students may learn to look at and understand the complex changing world and perhaps the planet itself. Teachers may resonate to the hetero glossier, the multiple voices in the dialogues they encourage the works of art to which they have and of course, young people construct the meanings they discover, say, in literature in a variety of way, or in works like the Lion King, where the where the wild things are Romeo and Juliet. Painting just like those done by Jacob Lawrence, as he paints the great migration from the south, by Rembrandt even by Picasso, you will necessarily differing responses, all of which may enrich the conversation made ongoing by the very facts of diversity. In times like these, it becomes increasingly important for teachers to reconcile the involvement with different perspectives. With this strongly felt commitment to the worthy dimension of the Western tradition, those infused by such values as freedom, equity, justice, an in ineluctable regard with the individual human being the person who becomes an individual through participation with others, dialogue with others storytelling with others, and whenever possible, cooperative action for this transformation of what is indecent and unjust into something better. Finally, it must be said that the early days of beginning can thwart the efforts of the most committed new teacher in part because of the inequities, the poverty, the closed doors experienced by so many young people. It is a matter of resistance on the part of the new teacher resistance to the object pneus of bureaucracy, the masks worn by the ignorant or the demean the imposition of top down supervision, by the discouraging of dissent. It is through resistance, that the self as a church becomes richer, stronger, more likely to open possibilities to bring into being a better world. Thank you very much for listening, and I hope something of what I said connected with what you're thinking about wondering about hoping to do in this connection so very much.
Maxine's words are true not only for teachers in schools but also teachers in colleges of education. No one can afford to lose their capacity to imagine and create change.
where can i find the transcript of this vid?
I've taught for many, many years and I wondered the mystery of teaching, the excitement of teaching. And when I reached the ending I think endings have nothing to do with teaching. It has to do with beginnings, and I keep thinking of my own beginnings. Beginnings are landmarks in human lives. Becoming a Teacher like teaching itself always involves new beginnings. Young Persons, who are newcomers to the culture to the world, offer unpredictable ways of sense making a readiness to learn, and their teachers in turn, must continually choose to participate in the conversation that keeps traditions alive. Only human beings can enact beginnings because to begin is to act and to act with a sense of agency, acting often in the light of unexplored possibility. Teachers is perpetual beginners work against the background of statistical laws, uncertainties, the origins of what they do. are to be found in the divisive distinctive projects, conditions states of affairs, moments of mastery, framing of questions they strive to bring into being without guarantees that this will happen. They must continually think about what they are doing. They misuse their imaginations, as they keep in mind what might be what ought to be. John duly wrote of the deliberation undertaken as a dramatic rehearsal in imagination of various competing possible lines and back, choosing among future possibilities, committing themselves to what seems most desirable. individuals find themselves creating and recreating their identities by means of the projects they have selected, and the practices to which they lead. To remain passive as a teacher is to give up the consciousness of agency only by taking intentional action. Can we define ourselves as persons and professionals? And this may be particularly the case with teachers whose classroom life engages them with diverse human beings in the process of becoming different of learning to learn, claiming their freedom, the palette to choose and to act, teachers work to enable the young to act upon their freedom to become to create meaning, to transform a deficient world. We would quote Albert Camus to highlight what this might signify he was describing the life of habit and repetitive routines, calling attention to the fact that most people follow this path easily most of the time, but one day he wrote the fly arises and everything begins and the weariness inch with amazement, begins this is important. wariness comes at the end of a mechanical life, but at the same time it inaugurated some impulse of consciousness, keeping the Fae alive, resisting the temptation to take refuge in habitual behavior. Teachers may share a newfound wide awake this with their students. This implies a willingness of teachers to present themselves the as also incomplete inquest somehow, with new questions always arising with a rational passion, as well as a humane concern for those they hope will also reach beyond themselves. Yes, we have to be cognizant of the stages of development as we have to nurture the kind of community that moves young people to engage in the making of a normative moral context for the work they do in schools, enabling the young to grasp what it means to exist. And to future and set your context. Teachers strive to move the define their own authentic standards for becoming the best they know how to be. teachers themselves remain on the move, questioning growing transforming. Their practice encourages not only personal development, but development of the self as a member participating in a vital community. This cannot but involve teachers with opening spaces in their classrooms in which teachers and their colleagues, teachers and learners can initiate the joining of schools spaces with public spaces to places where democracy and democratic values wait to be achieved. Yes, the voice is a different once we work to ground education, in lived family experience, cultural experience, ethnic and gender experience. When the curriculum offers a multiplicity of prisons, the presence of history, literature, the arts, the natural and social sciences, through which students may learn to look at and understand the complex changing world and perhaps the planet itself. Teachers may resonate to the hetero glossier, the multiple voices in the dialogues they encourage the works of art to which they have and of course, young people construct the meanings they discover, say, in literature in a variety of way, or in works like the Lion King, where the where the wild things are Romeo and Juliet. Painting just like those done by Jacob Lawrence, as he paints the great migration from the south, by Rembrandt even by Picasso, you will necessarily differing responses, all of which may enrich the conversation made ongoing by the very facts of diversity. In times like these, it becomes increasingly important for teachers to reconcile the involvement with different perspectives. With this strongly felt commitment to the worthy dimension of the Western tradition, those infused by such values as freedom, equity, justice, an in ineluctable regard with the individual human being the person who becomes an individual through participation with others, dialogue with others storytelling with others, and whenever possible, cooperative action for this transformation of what is indecent and unjust into something better. Finally, it must be said that the early days of beginning can thwart the efforts of the most committed new teacher in part because of the inequities, the poverty, the closed doors experienced by so many young people. It is a matter of resistance on the part of the new teacher resistance to the object pneus of bureaucracy, the masks worn by the ignorant or the demean the imposition of top down supervision, by the discouraging of dissent. It is through resistance, that the self as a church becomes richer, stronger, more likely to open possibilities to bring into being a better world. Thank you very much for listening, and I hope something of what I said connected with what you're thinking about wondering about hoping to do in this connection so very much.
beautiful
Transcript? ModCheck
I tried : I've taught for many, many years and I wondered the mystery of teaching, the excitement of teaching. And when I reached the ending I think endings have nothing to do with teaching. It has to do with beginnings, and I keep thinking of my own beginnings. Beginnings are landmarks in human lives. Becoming a Teacher like teaching itself always involves new beginnings. Young Persons, who are newcomers to the culture to the world, offer unpredictable ways of sense making a readiness to learn, and their teachers in turn, must continually choose to participate in the conversation that keeps traditions alive. Only human beings can enact beginnings because to begin is to act and to act with a sense of agency, acting often in the light of unexplored possibility. Teachers is perpetual beginners work against the background of statistical laws, uncertainties, the origins of what they do. are to be found in the divisive distinctive projects, conditions states of affairs, moments of mastery, framing of questions they strive to bring into being without guarantees that this will happen. They must continually think about what they are doing. They misuse their imaginations, as they keep in mind what might be what ought to be. John duly wrote of the deliberation undertaken as a dramatic rehearsal in imagination of various competing possible lines and back, choosing among future possibilities, committing themselves to what seems most desirable. individuals find themselves creating and recreating their identities by means of the projects they have selected, and the practices to which they lead. To remain passive as a teacher is to give up the consciousness of agency only by taking intentional action. Can we define ourselves as persons and professionals? And this may be particularly the case with teachers whose classroom life engages them with diverse human beings in the process of becoming different of learning to learn, claiming their freedom, the palette to choose and to act, teachers work to enable the young to act upon their freedom to become to create meaning, to transform a deficient world. We would quote Albert Camus to highlight what this might signify he was describing the life of habit and repetitive routines, calling attention to the fact that most people follow this path easily most of the time, but one day he wrote the fly arises and everything begins and the weariness inch with amazement, begins this is important. wariness comes at the end of a mechanical life, but at the same time it inaugurated some impulse of consciousness, keeping the Fae alive, resisting the temptation to take refuge in habitual behavior. Teachers may share a newfound wide awake this with their students. This implies a willingness of teachers to present themselves the as also incomplete inquest somehow, with new questions always arising with a rational passion, as well as a humane concern for those they hope will also reach beyond themselves. Yes, we have to be cognizant of the stages of development as we have to nurture the kind of community that moves young people to engage in the making of a normative moral context for the work they do in schools, enabling the young to grasp what it means to exist. And to future and set your context. Teachers strive to move the define their own authentic standards for becoming the best they know how to be. teachers themselves remain on the move, questioning growing transforming. Their practice encourages not only personal development, but development of the self as a member participating in a vital community. This cannot but involve teachers with opening spaces in their classrooms in which teachers and their colleagues, teachers and learners can initiate the joining of schools spaces with public spaces to places where democracy and democratic values wait to be achieved. Yes, the voice is a different once we work to ground education, in lived family experience, cultural experience, ethnic and gender experience. When the curriculum offers a multiplicity of prisons, the presence of history, literature, the arts, the natural and social sciences, through which students may learn to look at and understand the complex changing world and perhaps the planet itself. Teachers may resonate to the hetero glossier, the multiple voices in the dialogues they encourage the works of art to which they have and of course, young people construct the meanings they discover, say, in literature in a variety of way, or in works like the Lion King, where the where the wild things are Romeo and Juliet. Painting just like those done by Jacob Lawrence, as he paints the great migration from the south, by Rembrandt even by Picasso, you will necessarily differing responses, all of which may enrich the conversation made ongoing by the very facts of diversity. In times like these, it becomes increasingly important for teachers to reconcile the involvement with different perspectives. With this strongly felt commitment to the worthy dimension of the Western tradition, those infused by such values as freedom, equity, justice, an in ineluctable regard with the individual human being the person who becomes an individual through participation with others, dialogue with others storytelling with others, and whenever possible, cooperative action for this transformation of what is indecent and unjust into something better. Finally, it must be said that the early days of beginning can thwart the efforts of the most committed new teacher in part because of the inequities, the poverty, the closed doors experienced by so many young people. It is a matter of resistance on the part of the new teacher resistance to the object pneus of bureaucracy, the masks worn by the ignorant or the demean the imposition of top down supervision, by the discouraging of dissent. It is through resistance, that the self as a church becomes richer, stronger, more likely to open possibilities to bring into being a better world. Thank you very much for listening, and I hope something of what I said connected with what you're thinking about wondering about hoping to do in this connection so very much.
If only all teachers were like Prof. Greene or at least be inspired by her. But it is sad fact that not all of them are. Some teachers force canned curriculum down students' throats. Students are trained for Educational Testing Service (501)(c)(3) standardizing examinations. On the other side, teachers are subjected to demands from dogmatized parents to deny children knowledge that alternatives exist so that the kids will not question the parents' ideology. Young males are goaded on to be budding minotaurs who brutalize each other in gladiatorial exhibitions like lacrosse where their testosterone hyped up they have to wear steel masks over their faces to keep their facial bones from being crushed, instead of their curiosity inspired. Then there is the self-deception of schools that preach both using your head like a human and butting with it like a goat, as the most recent Head of School of the place I went to introduced himself in a letter to all the parents, "the privilege of supporting young people in their growth and development", but also "a little loud during athletic contests, as I join you in cheering on our boys in blue and gold. And the head of their board of trustees got his PhD in education on how to detect students 'cheating', not how to encourage their imagination to create something original