Monday, July 17, 2017

Moral Philosophy & Professional Ethics Reflection

Does my life align?


During this course, I wondered if--upon inspection--I would find that my life in the community and the organizations I support would align around a common moral perspective.  I wondered if I would find a common moral agenda in the organizations I choose to affiliate myself with.  For the purposes of this reflection, I will focus on an organization that plays a significant role in my life: my church.

My parents were both raised in the Congregational Church tradition and we attended a Congregational and Methodist Tri-Church Parish until I was about 10 years old.  

According to Wikipedia:



The United Church of Christ is a historical continuation of the General Council of Congregational Christian churches founded under the influence of New England
Puritanism. The Evangelical and Reformed Church and the General Council of the Congregational Christian Churches united in 1957 to form the UCC.

Throughout my teens and early adult years, I followed my family in and out of church ministries including at American Baptist, Assemblies of God, and non-denominational evangelical churches. When I had my son, I found myself deeply called back to the UCC and the church community of my youth.  In the past several years, it has become evident to me that my affinity for the UCC is deeply connected to my personal faith and to social justice.


Yesterday, I picked up the bulletin as I walked through the doors of the United Church of Bakersfield and Fairfield, my home congregation.  The cover was a statement that clearly illustrates the UCC vision of social justice and purpose.  Our benediction also reflected these statements of intent and purpose.





The UCC website includes these statements about "WHO WE ARE:" [I have highlighted points of interest connected to this reflection]

Our faith is 2,000 years old. Our thinking is not.
We believe in God's continuing testament.  This is why we are committed to hearing God's ancient story anew and afresh in our lives and in the world today.  We try to remain attentive to God's creative movement in the world. Religion and science are not mutually exclusive, and your head and heart are both welcomed into our places of worship.  We prepare our members and leaders to be engaged in ministry in the present and future church, and we embrace all kinds of communities and new modes of thinking.  Why? Because God is still speaking,

No matter who you are or where you are on life's journey, you are welcome here.
We believe in extravagant welcome.  This is why we insist that God's communion table is open, not closed, and God's gift and claim in baptism are irrevocable.  We advocate justice for all.  Our congregations extend hospitality as a sign of God's inclusive love.  We teach that evangelism — offering bread to those in search of it — is God's mission.  Our perspective is global, not provincial.  We work with — not against — people of other faiths.  Why? Because God is still speaking,

Never place a period where God has placed a comma.
We believe the church's mission is to change lives — individually, systemically and globally.  We work to make transformation possible, but trust in God's grace.  This is why we insist that churches must be places of vitality in worship, learning and advocacy. We are committed to working for justice, and we believe that lives are changed through global experiences and friendships.  Why? Because God is still speaking,

Last month our small, rural congregation voted on the following "open and affirming" statement:


I believe that the moral philosophy most reflected in the UCC is the Social Justice of John Rawls:

(a) Each person is to have an equal right to the most extensive total system of basic liberties compatible with a similar system of liberty for all.
(b) Social and economic inequalities are to be arranged so that they are both:
(i) The greatest benefits to the least-advantaged, and
(ii) Attached to the offices and positions open to all under conditions of fair equalities of opportunities (Rawls, 1972).
Embedded in the tenets of Christianity are also moral principles of care, charity, and virtue, as reflected in the UCC Testimonies of Faith: [I have highlighted points of interest connected to this reflection]

We believe in the triune God: Creator, resurrected Christ, the sole Head of the church, and the Holy Spirit, who guides and brings about the creative and redemptive work of God in the world.

We believe that each person is unique and valuable. It is the will of God that every person belong to a family of faith where they have a strong sense of being valued and loved.

We believe that each person is on a spiritual journey and that each of us is at a different stage of that journey.

We believe that the persistent search for God produces an authentic relationship with God, engendering love, strengthening faith, dissolving guilt, and giving life purpose and direction.

We believe that all of the baptized 'belong body and soul to our Lord and Savior Jesus Christ.' No matter who – no matter what – no matter where we are on life's journey – notwithstanding race, gender identity or expression, sexual orientation, class or creed – we all belong to God and to one worldwide community of faith. All persons baptized – past, present and future – are connected to each other and to God through the sacrament of baptism. We baptize during worship when the community is present because baptism includes the community's promise of 'love, support and care' for the baptized – and we promise that we won't take it back – no matter where your journey leads you.

We believe that all people of faith are invited to join Christ at Christ's table for the sacrament of Communion. Just as many grains of wheat are gathered to make one loaf of bread and many grapes are gathered to make one cup of wine, we, the many people of God, are made one in the body of Christ, the church. The breaking of bread and the pouring of wine reminds us of the costliness of Christ's sacrifice and the discipleship to which we are all called. In the breaking of bread, we remember and celebrate Christ's presence among us along with a 'cloud of witnesses' – our ancestors, family and friends who have gone before us. It is a great mystery; we claim it by faith.

We believe the UCC is called to be a united and uniting church. "That they may all be one." (John 17:21) "In essentials–unity, in nonessentials–diversity, in all things–charity," These UCC mottos survive because they touch core values deep within us. The UCC has no rigid formulation of doctrine or attachment to creeds or structures. Its overarching creed is love. UCC pastors and teachers are known for their commitment to excellence in theological preparation, interpretation of the scripture and justice advocacy. Even so, love and unity in the midst of our diversity are our greatest assets.

We believe that God calls us to be servants in the service of others and to be good stewards of the earth's resources. 'To believe is to care; to care is to do.'

We believe that the UCC is called to be a prophetic church. As in the tradition of the prophets and apostles, God calls the church to speak truth to power, liberate the oppressed, care for the poor and comfort the afflicted.

We believe in the power of peace, and work for nonviolent solutions to local, national, and international problems.

We are a people of possibility. In the UCC, members, congregations and structures have the breathing room to explore and to hear ... for after all, God is still speaking, ... 

I wonder if there may be evidence of Schlosberg's Environmental Justice embedded in the UCC moral stances as well.  From a review of Defining Environmental Justice:

'Defining Environmental Justice' breaks important ground not only in advancing political theory’s engagement with nature but in crafting a theoretical and political framework that draws together moral consideration for nonhuman nature with environmental justice concerns. In fact, Schlosberg builds from the discourse of the environmental justice movement to extend justice to our relations with the natural world—in his own terminology, he moves from environmental to ecological justice. He also offers a powerful critique of liberal theories of justice and their often singular focus on distribution, offering a more inclusive notion of justice that embraces recognition, capabilities, and participatory democracy.

Moral Philosophy and Professional Ethics provided me with opportunities to explore frameworks and lenses and to understand more fully the historical development and context of moral thought and action as well as the implications in our daily personal and professional lives.  I was challenged by our readings, cases, article reviews, and weekly deliberations in class.  Taking this course simultaneously with Creativity and Creative Problem Solving allowed me to make personal and academic connections between creative capacity and moral philosophy.  I was able to clarify my personal position about my own life as result, as reflected in the following excerpt from a paper I wrote for Carol Gargon's class:

In his poem, Song of Myself, Walt Whitman (1892) proclaims, “I am large, I contain multitudes.” This idea resonates with me and my image of my own creative diversity.  It also aligns with Robinson’s claims about our creative capacities as human beings.  In his book The Path (2016), Michael Puett puts it this way, “there is no one true self to uncover--in ourselves or in others” (p. 45). Puett also says, “we could think of ourselves as complex arrays of emotions, dispositions, desires, and traits that often pull us in different and contradictory ways.  When we do so, we become malleable” (p. 43). Do I believe it is essential for me to promote my own creativity?  In the most literal sense, the ways that I have promoted my own creativity have enabled me to explore life more richly and made vocational and avocational opportunities accessible that I might not have noticed or explored.  
I don’t see myself married to a sole calling, career, or life work.  Though I see and feel a common pull toward certain activities, I see my life as having purpose in a broad sense.  I find spiritual, emotional, mental, and physical affinity with the idea my life has purpose when I am mentoring and facilitating growth in my students, and also when I am helping to realize a vision in flowers and aesthetic design, and when I am writing a paper, and when I’m  designing a logo, and when I’m cooking with my child, and when I’m singing to myself in the car, and when I’m just sitting and being still.  I would not have said this twenty years ago, maybe not even two years ago.  My professional journey in the last five years has been largely about unlearning old ways of thinking and identifying myths as well as learning and exploring new ideas grounded in academic research, including in the realm of creativity.



Wednesday, May 10, 2017

Education Research Reflection

The Power of Looking

As I reflected on my work this semester in Education Research I was struck with an image. The image was the manifestation of my feelings about how we see and perceive the world, our world.

I imagined the world inside my mind, created through my biology; my experiences; the influences of family, community, society, environment, and DNA.  I imagined the world I see when I look around, the world outside of myself, but still part of my experience.  Finally, I imagined the world that I see suspended in a place I cannot see.  I thought about how these worlds are connected and influenced by one another.  As a result, I created this image: "Look"


Education Research provided me with an opportunity to look at my own practice in a more focused and deliberate way and connect my observations to literature.  The research prompted me to ask questions and to truly look.  Look myself, my thinking, my actions and inactions.  Look at my students, their behaviors, their environments, their actions, their inactions.  Look at the educational environment that my program exists in, look at the community, and society, and the world.  It prompted to me to look, and then to see, and then to keep asking questions.  This is a gift of life-long learning.  

Looking led me to discover self-determination theory of motivation and the work of Edward Deci, Richard Ryan, and others at the University of Rochester.  This theory has provided me a framework to better understand motivation and student engagement.

Looking led me to identify ways in which I can be more accessible to my students and to differentiate in ways that increase their perception of autonomy, relatedness, and competence.

Looking led me to understand some of my students, their attitudes, and behaviors in deeper ways.

Looking allowed me to discover common ground with colleagues and uncover opportunities to challenge conventional thinking about student motivation and engagement.

Looking allowed me to see.  Seeing prompted me to question.  Questioning begged me to look more. It's like the image above, a cycle of learning and growing through relationship - within and out.



Wednesday, May 11, 2016

Critical & Cultural Perspectives in Education Reflection





A poetic reflection on my growth in
Critical & Cultural Perspectives in Education.


I see others for who they are
Except when I don't

I see myself for who I am 
Except when I don't

I see the potential in every situation
Except when I don't

I see the cause behind the effect
Except when I don't

I see the pain behind the outburst
Except when I don't

I see the growth behind the failure
Except when I don't

I see the same behind the different
Except when I don't

I see my place in this world
Except when I don't

I see opportunities to reveal
Except when I don't

I see the spark of motivation
Except when I don't

I see the longing for approval
Except when I don't

I see the need for relationship
Except when I don't

Except
Excluding
Omitting
Not counting
But
Besides
Apart from
Aside from
Barring
Other than
Saving

And so I commit 
To replace
Except
With
Accept

Accept that I am human
And move forward

Accept that I have bias
And move forward

Accept that I hold prejudice
And move forward

Accept others
As they are
As I am
And move forward

Build from a foundation of 
acceptance and not exception

Acknowledge
Inquire
Explore
Connect
Communicate
Collaborate
Grow

Together.


The most significant outcome of this course has been the increased confidence and skill to advocate for change.  I have experienced more courage to make meaningful speech acts in an effort to reveal and promote changed thinking and behavior.  The Advocacy Project was certainly a catalyst for this. Outside of this class, I have been able to communicate with evidence in order to bring about two significant changes.  One conversation resulted in the removal of literature from a public lobby that overtly discriminated against women and promoted a white, heterosexual male sense of entitlement and privilege. The other resulted in a commitment from a local school official to stop the promotion and live reenactment of a car crash for students the week of prom.  I felt strongly about these two situations for a variety of reasons.  In the past I would have voiced my concerns to a confidant in order to process my feelings, but probably would not have taken further action.  As a result of this class, I did research and communicated to the appropriate parties with the intent to facilitate change. 

I now have a stronger voice to advocate for my students, their families, and my community.

In a letter to my students today I ended with:


"Look out for each other.  Use your voice.  
Stand up and speak out, even when it's hard or unpopular.  
When you do, you will make a difference."



Finally, I enjoyed continuing to explore the overlapping circles of democracy, capitalism, and moral values in our culture and the ways in which these values are represented to different degrees in all aspects of our individual and communal lives. I grew up in a musical family where American folk songs, spirituals, and hymns were common tunes played and sung around campfires, while working, and playing.  I realized on the way home from class one night that this collection of songs fit well into the three circles and also bled into the nooks and crannies where those circles overlap.  This led me to think about the concept of harmony and tension in those circles.  It occurred to me  that these styles of music are, more often than not, songs of solidarity and faith.  Music is a powerful instrument to keep the soul going in times of hardship and strife, of persecution, and of change.  Although there are many songs in our modern repertoire that pay homage to capitalism, to honor the genres, I selected songs for that category that were more about work and labor.  Of course, I had to include "When you Wish Upon a Star" as a nod to the American Dream.  It's Disney, so if that's not a symbol of capitalism, I'm not sure what is! 

CLICK HERE to listen to "Harmony & Tension".




Friday, December 18, 2015

EDU 5011 Educational Studies Reflection

Confirming that teaching is indeed my calling in life, and an important way in which I will fulfill my mission, to facilitate changed lives, has been a process that has brought clarity into my life over the past 15 years.  I began my journey in career and technical education as a high school student, and then as a Marketing teacher.  Eleven years ago I switched gears and invested several years in the private sector as a trainer and training consultant for Dale Carnegie Training.  I came back to career and tech ed three years ago and it has set me on a course to truly invest in my passion as a teacher, coach, and mentor.

I always knew that I would eventually pursue a Masters degree, but life and time, career and family, and the demands of getting by in the day-to-day always got in the way of formalizing this plan.  I have spent the last three years taking a required program of study connected to licensure and accumulating graduate credits along the way, but I have done this work without a strong sense of purpose for my own educational and learning goals.  This Spring I committed to applying to a Masters program, having finally decided that an M.Ed. was the best fit for my personal and professional aspirations.  After searching for local options and struggling with transfer credits, I settled on my alma mater, Johnson State College.  A meeting with David McGough confirmed I was on the right track.  At the end of August, I started my first course: Educational Studies.  This course has been a transformational experience for me.  Not only have I had the opportunity to begin to enhance and build my professional credibility by grounding my values, beliefs, and methodologies in strong research and theory, I have had the chance to do some important inner work in my life.

The depth of knowledge and perspective I gained from being part of a class of motivated adult learners was unlike anything I have experienced as a student before.  After accumulating twenty-some-odd graduate credits over the past handful of years, I thought I had a sense of what graduate school would be like.  I was pleasantly surprised to discover that it could be so much more.  The Educational Studies course provided me with a solid foundation in learning theory, and graduate level research and writing.  It rekindled the eager life-long learner in me and forced me to examine my teaching practice in new ways.  Through this class I have found myself reflecting on why and how I teacher, what I can do to enhance, and where I can improve my practice.  This class has been a challenge and a gift.  Thank you David and fellow learners!

The McAdams Self Study was the most valuable investment of my time and energy that I have experienced in my time as a college student.  Through this process I was able to understand my personal narrative at a deeper level, and more importantly, discover my place in a family narrative that connects three generations.  Spending time in deep inquiry with my father fostered healing in our relationship that was long overdue.  The time invested with my grandfather, in the waning days of his life, was  priceless gift that allowed me to bear witness to a personal history this is a sacred treasure.  As a whole, the process reminded me that my commitment to putting relationships first in my work with students is not misplaced, but crucial, if not the most essential part of my work as a teacher.

Is the learning transferrable?  Absolutely!
Check out this example...yes it really happened this week.




As a creative being, I believe there is great intrinsic and extrinsic value in packaging our thoughts into compressed narratives that invite the reader to derive meaning by both what is written and what is not, what is explicitly presented and was is implied.  Some call it poetry.  I love how the National Poetry Foundation calls this kind of communication "a narrative of emotion".  It is frequently the style of written expression I gravitate to in times of reflection and contemplation.  We are both creatures of logic and emotion.  I appreciate the ability to access this duality of self through poetry.  I have attempted to capture the essence of why I teach in the narrative below.  

Spending the day with my grandfather,
Being recognized as a Vermont Outstanding Teacher by UVM,
Rediscovering my essential connections with my Dad.




Why I Teach

I teach because it is my calling in life
A divine plan laid out carefully
Not because it is a plan for every teacher
But because it is a plan for me
It is destiny
And in it I find a hope
And future

I teach because it is a yearning in my life
An act that I am drawn to instinctually
Not because I chose it
But because I cannot un-choose it
It is like home
And in it I find fulfillment
And restoration

I teach because I long to make a difference
To leave this world a better place
Not because I have some great power
But because it is worthy
It is a noble cause
And in it I find challenge
And satisfaction

I teach because someone believed in me
An asset that is transformative
Not because belief is enough
But because it is everything
It is what and why and how
And in it I find my place
And purpose

In the words of my wise four-year-old son, who pronounces that it should be so at the end of every story, "Amen".