Head Hand Heart: The Struggle for Dignity and Status in the 21st Century

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Arasti on Strengthening Water Cycle Literacy among Senior High School Students in East Java Province, Indonesia through the Application of the Conservation-Based Learning Model Project Management, Risk Assessments and Process Maps can all be used to providing insights, data and additional support when using the Head, Heart and Hands Model. Praxie’s online Head Heart Hands collaboration model and tools allow any team or organization to instantly begin working with our web templates and input forms. Get started with our Head, Heart and Hands Model template. Cascading Strategies, Objectives, Key Results (OKRs) – Create cascading strategies & rollups in simple dashboards Project Manager – Navigate projects seamlessly, from initiation to completion, ensuring goals are achieved on time and within scope. Tom fully recognises that he has taken inspiration from Andrew's concept to develop the 'Me in PE' model. He has worked directly in collaboration with Andrew and the PE community to develop this model, adapting and sharpening it for successful sustained delivery in his own school. He's now looking to share this model with the wider community.

Placemaking is a process of giving meaning to a space and triggering positive emotional connections between a community and their environment. Its practice, relevant for built-environment disciplines, requires a combination of cognitive, affective, and practical skills. However, these skills are not often taught in tertiary education. Place Agency is an education programme that engages students in place-centred practice as an iterative process where people, process, product, program, and place evaluation interact (5P framework). It applies the Head, Heart, and Hand pedagogical model, through a series of practice-led studios (Sandbox studios), where students engage with real communities to deliver tangible placemaking outcomes. This holistic approach provides opportunities for the students to practice the soft skills required for effective placemaking within a safe environment. This chapter describes this pedagogical framework as applied by Place Agency to discuss the challenges in its implementation, and its potential for placemaking learning as experienced by several Sandbox studios that ran at the University of Melbourne throughout 2018. KeywordsSipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9, 68-86. Fundamentally, we all know that whatever model is chosen and whatever route you go down, there is an element of forcing round pegs into square holes. So let's park that, and focus on the solutions rather than what’s wrong with education. Unlike most traditional Head Heart Hands change management techniques, Praxie’s online Head Heart Hands collaboration model and tools allow any team or organization to instantly begin working with our web templates and input forms. It is believed that transformative learning requires independent, active learners while children are considered to be dependent, passive learners. Unfortunately, passive learning is fostered by the current educational system that does not utilize natural learning processes. The natural curiosity and active role of children as learners has been emphasized in various learning theories by Piaget, Vygotsky, Bruner and Dewey (National Research Council, 2000). In Taking Science to School (NRC, 2007) young learners are described as active exploratory learners and research is provided that supports that children’s thinking is surprisingly refined. Students who take responsibility and an active role in their learning are called self-regulatory learners and often possess an internal locus of control. Research in self-regulatory processes and internal locus of control has shown that these processes are teachable and can lead to increases in student motivation and achievement (Zimmerman, 2002; 2008). When people affect changes in their immediate environment, they affect changes within themselves; this can lead to greater self-efficacy and more responsible behavior in other areas as well (Rathzel & Uzzell, 2009).

Another, ancient tradition of transformative learning comes from an indigenous perspective. Indigenous education revolves around a transformational process of learning how to establish and maintain relationships between self, place and community or tribe (Cajete, 1994). Indigenous education is a life-long process of trial and tribulation that teaches an individual how to be in the world through reflection of personal or shared experience and participation in a greater community of life (Cajete, 1999). Indigenous epistemologies are grounded in the meaningful context of inter-relationships and nature experience. These ways of thinking are considered transformative because they reinforce the shaping factors of transformative learning which are critical reflection, emotional engagement and relational knowing (Taylor, 2007). This work originated from Andrew Frapwell’s research, then teachers across the community got their hands on it, remastering and adapting it for their own needs. From Puge’s (2002) construct of transformative learning experience, active use of concepts learned refers to a learner incorporating educational experiences into their everyday life. From a sustainability education point of view, this would result in an outcome of sustainability practices as a part of daily life. Being physically present in a place, building relationship with that place, critically reflecting on the values one puts on a place can transform perspectives, change behaviors and increase engagement in sustainable community practices. Holistic involvement, body, mind, heart and place is deeply moving and deeply engaging. Design for Manufacturing & Assembly (DFM/A) – Elevate product design by optimizing manufacturability and assembly processes for efficiency.Blenkinsop, S. (2005). Martin Buber: Educating for relationship. Ethics, Place & Environment 8(3), 285-307. Quality Management System (QMS) – Implement and maintain a comprehensive system for managing quality throughout your organization. Roberts, J. W. (2002) Beyond learning by doing: The brain compatible approach. Journal of Experiential Education, 25(2), 281-285.

There has been an evolution of hybrid curriculum models, which assess ability as well as soft skills. The assessment is broader in this model, assessing pupils with covering statements that can be applied to multiple sports or activities. Examples include the Head, Heart, Hands curriculum and the work from Mr Thomas Brush with the ‘Me in PE’ curriculum model. Me in PE Gemba Walk – Engage in direct observation of work processes on the ground to identify improvement opportunities and enhance efficiency. Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior,31(2), 178-202.

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Kellert, S. R. (1997). Kinship to mastery: Biophilia in human evolution and development. Washington, DC: Island Press. Puge, K. J., Linnenbrink-Garcia, L., Koskey, K. L. K., Stewart, V. C., & Manzey (2010). Motivation, learning, and transformative experience: A study of deep engagement in science. Science Education, 94, 1-28. Each core strand focuses on the broader understanding of physical activity and sports participation. The ‘Thinking Me’ assesses students’ ability to make decisions in competitive situations, apply tactics, and demonstrate tactical awareness. The ‘Healthy Me’ links the pupils’ ability to understand and interpret the benefits of a healthy active lifestyle, and so on.

AI-Powered Competitive Analysis – Create an instant competitive analysis using artificial intelligence I haven’t been able to find a purely holistic approach amongst the PE community, so we would welcome anyone from our audience to share with us if they’re taking this approach. How it is working? How has it been implemented sustainably? How are the pupils engaging with it? Physical Education has evolved. In a world which is becoming increasingly globalised and driven by the ubiquitous presence of technology, school PE has become much more than just running the fastest, team representation, or success in a narrow sports discipline. Every learning experience in PE now provides opportunities for the ‘whole-child’ to be developed – socially, physically, and cognitively – ensuring that both minds and bodies are positively engaged in play, exercise, and healthy habits that will continue in later life. Freire, P. (1970/2007). Pedagogy of the oppressed. New York: The Continuum International Publishing Group Inc. Riley-Taylor, E. (2002). Ecology, spirituality, and education: Curriculum for relational knowing. New York, NY: Peter Lang Publishing, Inc.

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At the entrance gate of a university in South Africa the following message was posted for contemplation: Ross, A., & Olsen K. (1993). The way we were…the way we can be: A vision for the middle school through integrated thematic instruction. Village of Oak Creek, AR: Susan Kovalik & Associates. Gage Repeatability & Reproducibility (GR&R) – Assess measurement system accuracy and reliability using GR&R analysis for precise data collection. Cajete, G. (1999). The making of an indigenous teacher: Insights into the ecology of teaching. In J. Kane (Ed.), Education, Information, and Transformation Essays on Learning and Thinking. Upper Saddle River, NJ: Prentice Hall, Inc.