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Daily Archives: March 31, 2012

Images to Provoke Thought

I am doing two things with this posting. First, this is the first time I am posting twice on the same day. Second, it is the first time I am posting something other than a professional reflection. These images do reflect learning. I am terrified of heights. Even when I sit in the car, with my eyes closed at the Grand Canyon, I am aware I am at the edge of an abyss. This fear is both irrational and ironic. As an ice hockey player, I play goal and have faced shots of approximately 90 miles an hour. It could be argued this is foolish and I must be afraid. The irrational nature of fear and non-fear allows me to say, “I am not afraid.” If I could explain what draws me play goal, I would probably not do it. What I have concluded is I feel in control when I play goal, but do not when I fly, sit at the edge of the Grand Canyon, or climb a ladder and, as a result, suffer. Richard Rohr, a Franciscan priest, shared this about suffering in a recent posting: “Suffering of some sort seems to be the only thing strong enough to destabilize our arrogance and our ignorance. I would define suffering very simply as ‘whenever you are not in control’.”

Fortunately, Kathy comes to my rescue in moments of suffering and takes great pictures to share her experience. In that way, it is a shared experience and, for that, I am grateful. I see and experience these moments through her eyes.

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This is the Chapel of the Holy Cross built into the wall of the canyon overlooking Sedona, Arizona.

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This is the Grand Canyon at Desert View which is the beginning of the trip along the North Rim of the Canyon. At the bottom of the several thousand foot drop, you catch a glimpse of the Colorado River.

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This is the watchtower where the previous photo was taken. I did make it inside and felt somewhat secure in the idea that I would not fall to the bottom of the canyon. I did look out the windows. The watchtower is an amazing, contemporary acknowledgement of the history and nature of the region as evidenced by the art work on the walls.

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These are the remnants of living quarters of a group of people who lived in the Grand Canyon area about 800-900 years ago. It is part of what is called the Tusayan Ruins. I was able to get out of the car as this was on the other side of the highway from the Grand Canyon. The people who lived here were small and did not grow to more than 5 feet in height, so the living quarters were quite small. What caused them to leave? That is an eloquent question open to discussion.

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This is a picture of Kathy and I at Tusayan. You can see I am still concerned about the idea we are 7000 feet above sea level. Only a small smile sneaks out. If you squint, the snow-covered peaks of the San Francisco mountain range are in the background. This weekend concluded the Arizona ski season. The highest peak is 12,000 plus feet and several peaks remain snow covered year round.

This is a tiny sampling of pictures taken over the past week. Kathy takes pictures to overcome my fear of heights while visiting  places like the Grand Canyon, Jasper, and Yellowstone.

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Eloquent Questions in Education

Since attending the Servant-Leadership conference at Marylhurst University in Oregon, I am thinking more about eloquent questions in education. Eloquent questions assume no obvious answers and grew out the work of Giambattista Vico, an 18th Century Italian philosopher. Eloquent questions were expanded on by Hans-Georg Gadamer, a 20th Century German philosopher. Without obvious or assumed answers, dialogue and community take on new and important roles in responding to eloquent questions. When asked eloquent questions, I have to be aware of, mindful about, and attentive to my thoughts and feelings and to those of others who are present in conversation.

Several things contributed to this rethinking. Firstly, Dr. Shann Ferch, a keynote presenter at the conference and author of Forgiveness and Power in the Age of Atrocity: Servant-Leadership as a Way of Life, spoke about eloquent questions. “Gadamer’s notion of the eloquent or elegant question forms a philosophical bridge into the kind of assured personhood that opens real dialogue, develops authenticity in self and others, and forwards a view of human relationships that helps us transcend our own hidden self- and other-annihilation” (Ferch, 2012, p. 29). Dialogue and community set aside the personal agendas that so often drive discussions. Setting aside agendas calls forth authenticity that helps reveal a safe space and path forward to share what is important and common within a community centred on eloquent questions.

Secondly, Gen Y Girl Kayla Cruz began following my blog, for which I am grateful. She triggered questions with postings touching on generational differences that impact society in general and education specifically. I was already asking, “What reasons are there to build 400 new schools over the next 10 years in the province of Alberta? What areas will these schools serve? What conversations yielded those numbers to Thomas Lukaszuk, the Minister of Education and the workers at Alberta Education? What costs will result from building these trophy-schools? What does that mean in terms of school closures? Was there a conversation about the need for school as a building?” Initially, I thought these questions might be strictly based on infrastructure, but, thanks to Kayla, I am increasingly aware of other questions based on generational differences. “What impact will a different understanding of personal and professional life for Gen Y adults have on teachers in the classroom (I use that word classroom guardedly, because what the classroom will look like or be is also an important question)? If, as Kayla pointed out, there is a blending of life expectations for Generation Y or the Millennial Generation, “what does that mean in terms of teacher preparation, teacher recruitment, teacher retention, teacher satisfaction, etc?”

I have no concrete evidence, but, as I talk to members of Gen Y, including our sons, I get the impression that work of any form, without meaning and a feeling of real input, is not in the cards. The questions here are, “What purpose does work serve? Do we work to live? Or do we live to work?” Kayla, in several blog entries, linked articles that provided insight. One that caught my attention was The Beginning of the End of the 9-to-5 Workday in a section called Work-Life Balance at Time.Com Moneyland.

It seems an education degree prepares young people for more possibilities than just being a teacher. What should this uncertainty suggest to the movers and shakers who think they can predict a need for 400 schools over the next decade? The above-noted article inferred going to school will not be going to school for everyone. What will school look like in the next ten years? What role will the increasing ubiquity of technology play? These are not simple questions to be answered with a mechanistic process that has been failing for some time. Eloquent questions ask us to not have pat answers, but to continue to ask each day, “What does this mean today?”

We drove back from Sedona to Phoenix yesterday. In spite of my terrible fear of heights, it was an enjoyable three days touring the Sedona and Grand Canyon areas, with the spectacular scenery and their Native American ruins. The visits to three ancient Arizona dwelling sites of Native American Indians were interesting and provided yet another source of rethinking the need for eloquent questions. During an explanation at one of the sites, I was struck by the uncertainty around the possible reasons that led to that village being deserted.

Retrospectively, we look back and speculate and pose eloquent questions, knowing and accepting we can not provide an answer. Looking forward, we are ready to ask eloquent questions “in order to gather greater understanding” (Ferch, p. 29). There is no certainty looking forward just as there is no certainty looking back. Eloquent questions do seem to fit an unfolding, emergent, increasingly complex and uncertain world.

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