Below is an article I wrote about seven years ago. For me, it is instructive to read something written a while back to help me track my changes in thinking. After all those years, I still have great respect and appreciation for the Perry Scheme described below.
But I have some questions about the Freire approach to teaching. It has been so long since I read his book that I don't recall the details. I hope he acknowledges that sometimes teachers need to say things like. "Okay, time now to sit down and memorize the multiplication tables. No argument; it must be done."
Because I think the stages of Perry are helpful in analyzing conflict, an abundance of which we are seeing today, I present the old article here. Perry can be useful in a mediation, too, and I have sometimes discussed the Scheme with parties.
Today our country and our world need some very sharp, finely tuned ears. To facilitate change, we need to close our mouths frequently. Listening plays a decisive role in change. And not just any sort of listening. The listening must be mature and committed.
For the components of that quality of listening, let's look to two brilliant educators. Their theories in the past 40 or so years have proven to have broader application than just the classroom and students. These two thoughtful teachers can help us to define the kind of listening we need today. And tell us why focusing on one another's words will move us forward.
William Perry of Harvard University developed what he called a "scheme of intellectual and ethical development." He began to develop the Perry Scheme when he, as a literature professor, asked his students what they expected from him.
Some students saw him as a kind person who wanted them to think independently, to think for themselves. Others saw him as an authority figure who would
He also saw that, as some of the students who viewed him in an authoritarian role moved towards being comfortable with a less authoritarian model of teaching, they changed in many ways. Over 14 years, he developed his scheme of how the students changed, and his map of development showed the progression of those changes.
Perry's map has nine positions and I will only present three here, in a much condensed form. They will help us to see the importance of developed listening and dialogue, as opposed to swapping swordfight statements.
The first position is what he calls "dualism." A person in this position sees the world in very black and white terms. Two points of view cannot coexist for them. If you disagree with me, one of us has to be wrong. When a teacher is teaching in this position, he or she is the right one, the authority, whose role is to convey knowledge to the student. The student's role is to receive.
The fifth position is "contextual relativism." Here the person sees world in shades of gray. Differing points of view can coexist. In fact, differing points of view are invited. Dialogue is present. The role of the teacher is facilitator. The students learn from each other and the teacher. The teacher also learns from the students.
Above position five are positions of "commitment." The person recognizes this as a relativistic, shades of-gray world, and realizes the need to orient himself or herself in such a world. This orientation, this anchor, is a personal commitment to certain values, life style and philosophy. The person chooses this commitment and learns the responsibility it entails.
A Republican, Democrat, Libertarian or libertarian in the dualistic position will be quite different from one in the committed position. Chosen commitment is not at all the same as dualistic "we versus them." The commitment position respects other points of view and enters into dialogue. Substantial, meaty action can occur, as well as evolving understanding. The interaction between those in the dualistic position goes round and round until everyone turns into tiger butter.
In order to make changes, it is helpful to recognize in what Perry position a dialogue is occurring. The dueling dualists will not likely effect change. Speaking to a person in Perry's committed position from the position and stance of dualism will not result in societal adjustments, either. We need dialogue between committed people of various belief systems. People who are committed -- and willing to listen and learn and evolve.
Paulo Freire presents the perils for a country of what Perry calls the dualistic teaching mode. In his book Pedagogy of the Oppressed, Freire calls this mode the "banking concept of education." The teacher deposits into the student knowledge in a one-way process. This method makes students, later adult citizens, passive. He says: "Authentic liberation - the process of humanization - is not another deposit to be made in men." Freire too advocates dialogue.
Freire says the way to developing fully human, thinking, participating citizens is through "problem-posing" education -- a dialogue-based education.
"The teacher is no longer merely the-one-who-teaches but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which they all grow."
He lists a number of ways that the banking method of teaching mirrors the society in which it occurs. Here are a few below. To see the mirror, substitute "teacher" with "government" or "politicians", and "students" with "citizens." Here are a few items from his list:
- "The teacher thinks and the students are thought about.
- "The teacher disciplines and the students are disciplined.
- "The teacher chooses and enforces his choice and the students comply.
- "The teacher acts and the students have the illusion of acting through the action of the teacher.
- "The teacher chooses the program content and the students (who were not consulted) adapt to it.
- "The teacher confuses the authority of knowledge with his own professional authority which he sets in opposition to the freedom of the students."
Freire suggests the problem-solving" education to counteract these rigid roles of the student and teacher; problems which are faced by both teacher and student are posed. Together they work to solve them.
Perry's book was published eight years before Freire's book so Freire likely did not know of Perry's commitment positions yet Freire also stresses the importance of commitment in developing one's values and one's guides for responsibility and action.
"Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students regard themselves as committed."
How can we promote a problem-solving community in this country? This is a question I pose for dialogue.
And how do we promote a community that nurtures development of people so they are committed and fully participating in the problem solving? How do we promote a community that promotes fully listening to each other? Both Perry and Freire hold clues.
For three years, I was fortunate to be a part of a group of professors who were committed to teaching their students in the positions of five and above. One of the most successful programs for doing so was developed at the Colorado School of Mines.
The best way so far discovered to move students out of dualism is to place them in situations of diverse options and answers. At first, they often become angry. They think the professor has THE "right" answer and is not divulging it. They think their future clients would know exactly what is needed and would express that in clear, black and white terms.
As these students are placed in the shades of gray, they develop. Dialogue and creativity increases; the need for black and white certainty decreases. But the change is not without anxiety, stress, and retreat into the old way. They need support as they grow. They need to realize their life experience has given them the ability to contribute.
Listening is a part of this growth and part of the way the uncertainty is navigated. The students listen to each other and to the teacher. The teacher listens to the students believing, and demonstrating that he or she believes, the students have something of value to contribute. The teacher demonstrates that he or she does not believe he or she holds the only true answer. The answers will evolve with the participation of all.
Those of us who want to create the kind of community described above must first take care that we are not conversing in a dualistic position. We must not present ourselves, even in our commitment, as having THE right answers or believe that we have it all figured out. A problem-solving community is one where people enter into dialogue with respect for the points of view of the other. Members of a problem-solving community respectfully listen.
Respect means to re-spect, look twice. Listen again. Respectful listening holds great benefits. It helps us to deepen and modify and further develop our commitment. It helps our community to actively and effectively develop solutions in a problem-solving spirit. We need problem-solving community now.
Aren't we both students and teachers?
The above is what I think. In furtherance of fruitful dialogue, I sure wish I could now listen to what you readers have to say about my ideas.
©Copyright 2003 Stephanie West Allen
Comments