Creative Mavericks Beacons Of Authentic Learning

For over thirty years, Sue Haynes has taught highly creative children who resist standardized learning and who are often mislabeled ADD and/or learning disabled. Through supporting their creative expression, she has developed an alternative lens through which she sees their unique strengths. Through this lens Sue sees, not disabled learners, but talented, intuitive individuals who exhibit a passion for learning what intrigues them and a drive to express their learning in creative ways. These learners are compelled to be true to their inner agendas and thus resist curriculums that lack personal relevance. Sue has discovered that creatively gifted learners, and indeed all learners, need the freedom and support to learn through intuitive knowing and creative expression in order to maximize their potential. Sue's book about her theories and experiences,Creative Mavericks: Beacons of Authentic Learning, consists of three sections: Section One includes "Who is the Creatively Gifted Learner," which explores the attributes of highly creative learners, and "Seeing Through a Different Lens: Facilitating the Creatively Gifted Learner" which describes her teaching; Section Two, "Heartsongs: The Struggles and Triumphs of Creatively Gifted Learners," includes the stories of twelve individuals who share reflections on their schooling and the fruition of their creative empowerment; Section Three, "Implications of Education for Creatively Gifted Learners: Awakening Passion and Authenticity in All Learners," further explores the conditions which foster learning empowerment through the reflections of nine innovative classroom teachers. These teachers reveal that the passion and creative expression so evident in highly creative learners are seeded within all learners and can be awakened by teaching which honors the uniqueness of each individual. Sue's hope is that Creative Mavericks may inspire an exploration of teaching and learning that moves beyond the confines of standardized education and empowers our true potential.

For over thirty years, Sue Haynes has taught highly creative children who resist standardized learning and who are often mislabeled ADD and/or learning disabled. Through supporting their creative expression, she has developed an alternative lens through which she sees their unique strengths. Through this lens Sue sees, not disabled learners, but talented, intuitive individuals who exhibit a passion for learning what intrigues them and a drive to express their learning in creative ways. These learners are compelled to be true to their inner agendas and thus resist curriculums that lack personal relevance. Sue has discovered that creatively gifted learners, and indeed all learners, need the freedom and support to learn through intuitive knowing and creative expression in order to maximize their potential. Sue’s book about her theories and experiences,Creative Mavericks: Beacons of Authentic Learning, consists of three sections: Section One includes “Who is the Creatively Gifted Learner,” which explores the attributes of highly creative learners, and “Seeing Through a Different Lens: Facilitating the Creatively Gifted Learner” which describes her teaching; Section Two, “Heartsongs: The Struggles and Triumphs of Creatively Gifted Learners,” includes the stories of twelve individuals who share reflections on their schooling and the fruition of their creative empowerment; Section Three, “Implications of Education for Creatively Gifted Learners: Awakening Passion and Authenticity in All Learners,” further explores the conditions which foster learning empowerment through the reflections of nine innovative classroom teachers. These teachers reveal that the passion and creative expression so evident in highly creative learners are seeded within all learners and can be awakened by teaching which honors the uniqueness of each individual. Sue’s hope is that Creative Mavericks may inspire an exploration of teaching and learning that moves beyond the confines of standardized education and empowers our true potential.

"The Indigo Children? Oh yeah . . . I know about them! Wasn’t there a movie about that? They’re those special kids who do psychic things and who have dark blue auras, right?" If that’s your take on the Indigos, then you really need to read this book. The Indigo Children are not super-psychic kids with dark blue auras. In fact, the Indigo moniker has nothing to do with auras or being psychic. Some of these teenagers are actually the ones who are strapping on bombs and bringing guns to school, so you can see that the subject here is far more profound than the sensational hype that often accompanies it. This book is all about the children of our planet, what really might be happening with them, why they do what they do, and what we can do to help them and our educators survive all this. In addition, the Indigos are slowly beginning to join the work force (gasp)! Join Lee Carroll and Jan Tober, the original authors of The Indigo Children, for a profound and frank discussion of this topic, ten years later. After all this time, what do some in higher education say about these kids? What do industry leaders say? Humanity is evolving, so you should definitely be aware of what these individuals are saying. It’s time to stop the circus that has been created around this subject and get down to finding out how to help these children survive an earth they don’t understand . . . or perhaps it’s just you they don’t understand. . . . Join the leaders of education and industry who speak out in this book for a peek into the real issues surrounding the Indigos, and perhaps the future of humanity!

Like so many other American institutions, public education stands at a crossroad. It can either continue down a destructive path of conformity and standardization, or it can open up to the unique gifts that each student and teacher bring to the educative process. Pockets of Freedom champions the latter and proposes that educators, guided by their hearts' powerful intuition, create "pockets of freedom" within their teaching/learning environments to support the shift toward student-centered learning. In this book, three teachers, spanning a range from pre-school through the university level, share stories that illuminate the process of creating freedom spaces within their classrooms, supporting their goal of awakening self-guided learning in all their students. Despite teaching, for the most part within traditional public institutions, they succeeded. And now you can learn how by reading their stories. Authors and teachers Phyl Brazee, Lisa Plourde, and Sue Haynes invite readers into their classrooms to discover how they: • See the unique potential in each and every student through honoring their needs, interests, and passions • Observe and trust their intuition through involving their hearts as well as their heads in moment-to-moment decision-making • Evaluate their students through honoring their learning process and how they make meaning in their lives • Share power in authentic ways through promoting risk-taking, choice-making, and collaboration By creating pockets of freedom within whatever teaching and learning settings educators find themselves, they can exercise the powerful potential to transform education in service of authentic teaching and learning.

Like so many other American institutions, public education stands at a crossroad. It can either continue down a destructive path of conformity and standardization, or it can open up to the unique gifts that each student and teacher bring to the educative process. Pockets of Freedom champions the latter and proposes that educators, guided by their hearts' powerful intuition, create "pockets of freedom" within their teaching/learning environments to support the shift toward student-centered learning. In this book, three teachers, spanning a range from pre-school through the university level, share stories that illuminate the process of creating freedom spaces within their classrooms, supporting their goal of awakening self-guided learning in all their students. Despite teaching, for the most part within traditional public institutions, they succeeded. And now you can learn how by reading their stories. Authors and teachers Phyl Brazee, Lisa Plourde, and Sue Haynes invite readers into their classrooms to discover how they: See the unique potential in each and every student through honoring their needs, interests, and passions Observe and trust their intuition through involving their hearts as well as their heads in moment-to-moment decision-making Evaluate their students through honoring their learning process and how they make meaning in their lives Share power in authentic ways through promoting risk-taking, choice-making, and collaboration By creating pockets of freedom within whatever teaching and learning settings educators find themselves, they can exercise the powerful potential to transform education in service of authentic teaching and learning.

Originally published in French as "La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir." - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow.

Discusses strategies used for evaluating student growth in curricular areas that are consistent with principles of the whole language approach.

Leading international artists and art educators consider the challenges of art education in today's dramatically changed art world. The last explosive change in art education came nearly a century ago, when the German Bauhaus was formed. Today, dramatic changes in the art world—its increasing professionalization, the pervasive power of the art market, and fundamental shifts in art-making itself in our post-Duchampian era—combined with a revolution in information technology, raise fundamental questions about the education of today's artists. Art School (Propositions for the 21st Century) brings together more than thirty leading international artists and art educators to reconsider the practices of art education in academic, practical, ethical, and philosophical terms. The essays in the book range over continents, histories, traditions, experiments, and fantasies of education. Accompanying the essays are conversations with such prominent artist/educators as John Baldessari, Michael Craig-Martin, Hans Haacke, and Marina Abramovic, as well as questionnaire responses from a dozen important artists—among them Mike Kelley, Ann Hamilton, Guillermo Kuitca, and Shirin Neshat—about their own experiences as students. A fascinating analysis of the architecture of major historical art schools throughout the world looks at the relationship of the principles of their designs to the principles of the pedagogy practiced within their halls. And throughout the volume, attention is paid to new initiatives and proposals about what an art school can and should be in the twenty-first century—and what it shouldn't be. No other book on the subject covers more of the questions concerning art education today or offers more insight into the pressures, challenges, risks, and opportunities for artists and art educators in the years ahead. Contributors Marina Abramovic, Dennis Adams, John Baldessari, Ute Meta Bauer, Daniel Birnbaum, Saskia Bos, Tania Bruguera, Luis Camnitzer, Michael Craig-Martin, Thierry de Duve, Clémentine Deliss, Charles Esche, Liam Gillick, Boris Groys, Hans Haacke, Ann Lauterbach, Ken Lum, Steven Henry Madoff, Brendan D. Moran, Ernesto Pujol, Raqs Media Collective, Charles Renfro, Jeffrey T. Schnapp, Michael Shanks, Robert Storr, Anton Vidokle