It is very important to differentiate between freedom (which implies moral responsibility or 'responsible freedom') and license (which implies lack of moral responsibility or 'irresponsible freedom'). Chldren must have the freedom to learn but the learning experiences should be meaningful in that they engage the child's responsibility to him/herself to develop their own potential. This in turn involves instinctive moral development to the level of empathic understanding for oneself and others. Caution with children should be able "to do whatever they want"... depends on the child and what they want to do! It is the conditions of responsible freedom which allow for complete development of human potential as naturally moral and therefore 'spiritual' beingness.
Caution with "children should be able to do whatever they want'.... depends on the child and what they want to do! It is very important to differentiate between freedom an license. Freedom is a sophisticated concept because it implies moral responsibility. This is 'responsible freedom'. License which implies lack of moral responsibility is 'irresponsible freedom'. Chldren must have the freedom to learn but the learning experiences should be meaningful in that they engage the child's responsibility to him/herself to develop their own potential. This in turn involves instinctive moral development to the level of empathic understanding for oneself and others. It is the conditions of responsible freedom which allow for complete development of human potential as naturally moral and therefore 'spiritual' beingness.
Theme: Freedom in education (or ‘natural education’) involves the individual’s instinctive responsibility for their own growth… the development of the inherent spirituality and morality of their human personality (their ‘humaness’) or ‘human nature’. The paradigm of ‘freedom in education’ is based on the principle of individual freedom as the ‘moral freedom’ of social responsibility which is foundational to a culture of true democracy, peace, sustainability and ecological literacy.
Conclusion of argument which follows:
The generic competences set out in the European Framework of Key Competences include the traditional competences such as mother tongue, foreign languages, basic competences in math and science, digital competences and in addition more transversal competences such as learning to learn, social and civic competences, initiative taking and entrepreneurship, cultural awareness and expression.
It is possible to set educational aims and formulate educational policy which provides each individual with the opportunity to develop the transversal as well as the traditional competences if this is done within the paradigm of ‘freedom in education’.
(Freedom in education implies the freedom to choose the conditions in which to engage in meaningful learning or ‘work’. This includes the freedom to choose between traditional education as ‘schooling’ and non-traditional education as non-schooling or ‘homeschooling’.)
The following text is taken from website of European Commission: Education and Training
Public consultation Schools for the 21st century
"This public consultation addresses all those interested in the development of school education in Europe. The Commission's consultation document raises a series of issues that are deemed to be crucial for schools in Europe (such as schools and key competences, schools and social inclusion and the role of teachers, among others) on which contributions are sought. Member States are responsible for the organisation and content of education and training systems, and the role of the European Union is to support them, for example through the new Lifelong Learning Programme or the 'Education and Training 2010 Work Programme', which facilitates the exchange of information, data and best practice through mutual learning. Education lies at the centre of efforts to improve the Union's competitiveness and social cohesion. Some of the most important questions and challenges which have the greatest significance for the well-being of individuals and the good of society relate to the quality of initial education and training. It is against this background that the European Commission has decided to launch this public consultation to identify those aspects of school education on which joint action at European Unionlevel could be effective in supporting Member States in the modernisation of their systems.
If you wish to make a contribution to this consultation please: 1. read our Consultation Document; 2. create a MS Word (or compatible) document; 3. write in any official language;
4. state clearly at the start of your contribution your name, the name of the organisation you represent (if any), and the reason for your interest in the school (e.g. parent, pupil, teacher …)
5. decide which of the questions in the document you wish to respond to; 6. set out your opinions in no more than 4 pages of A4 (12 pt); send your completed text by e-mail only to the following address: eac-schools-consult@ec.europa.eu, no later than 15 October
We will acknowledge receipt of your contribution.
Consultation document (pdf format)
Respondents are invited to respond to some or all of the eight questions outlined in the consultation document. They are asked first to identify what actions they would favour within their national contexts to ensure that schools deliver the quality of education in the 21st century and second, to suggest how European cooperation could be effective in supporting member states in the modernisation of their systems......................................................"
"Summary of questions: 1. How can schools be organized in such a way as to provide all students with the full range of competences? 2. How can schools equip young people with the competences and motivation to make learning a lifelong activity? 3. How can school systems contribute to supporting longterm sustainable economic economic growth in Europe? 4. How can school systems best respond to the need to promote equity to respond cultural diversity and to reduce early school leaving? 5. If schools are to respond to each pupil’s individual learning needs, what can be done regarding curricula, school organisation, and the role of teachers? 6. How can school communities help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity? 7. How can school staff be trained and supported to meet the challenges they face? 8. How can school communities best receive the leadership and motivation they need to succeed? How can they be empowered to develop in response to changing needs and demands of the 21st century? "
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RESPONSE
Now is the time to consider the theoretical aspects of education i.e. ‘educational theory’. Moral educational theory results in moral practice or ‘praxis’. Educational praxis is based on the natural laws of human growth and development i.e ‘freedom in education’. The paradigm of ‘freedom in education’ is concerned with individual freedom as the basis for social responsibility which is foundational to true democracy.
Opinion Paper: A Rational Argument for Freedom in Education
Introduction
The natural function of education is to provide the right conditions required to free the human spirit in order to cultivate natural creative intelligence required for adaptability to a changing environment.
I am not affiliated with any school at the present time though I continue to reflect on important issues of education. My experiences with schools in the past – as student, teacher or parent - have all contributed to the opinion which I have about the problems faced by schools in general. I believe that it is a mistake to equate education as ‘schooling’ with education in the broad sense. Before attempting to solve the various problems faced by society and by governments, there must be a change in the philosophical framework or ‘paradigm’ in which educational policy is formulated. Problems can be answered more effectively if they are addressed in terms of a paradigm characterised by respect for personality development and respect for human rights and human freedoms.
I believe that all children have the right to educational experiences through which they can recognise the psychological value of meaningful learning experiences or ‘work’. Meaningful work - a function of curiosity, cognition and the wisdom of compassion - builds self-confidence and self-respect, cultivates intuition in the development of creative intelligence and engages development of moral consciousness or 'conscience'. Developed conscience is the source of the intuition and the moral courage which is required to master one's own life and to respect the lives of others. All children have the right to an education for a life of social responsibility and social cooperation or 'peace'. They all have the right to an education which is based on appreciation for human social values and which allows for the creation of humane societies. All children have the right to freedom in education. This paradigm is in line with article 26 paragraph 2 of the Universal Declaration of Human Rights. «Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and human freedoms (i.e. ‘moral social order’…)»
A moral social order is based on freedom in education. A moral social order is made up of individuals who are inwardly free with moral ideas as part of their nature. In such a society educational policy is formulated on the basis of the respect for the right of each child to engage freely in the inner struggle for personality development and intellectual growth i.e. freedom in education
Freedom in education involves the formulation of educational policy in terms of moral theory in practice or ‘praxis’. Educational praxis as the moral practice of educational theory is informed and effective because it is guided by the moral sense of conscience constructed on the basis of natural laws of human development. The morality of developed conscience is the source of self-empowerment required for human adaptation to changing environmental conditions. Human adaptability depends on development of human conscience as a function of natural human intelligence or 'creative intelligence'. The cultivation of creative intelligence is a function of integrated growth and development and depends on freedom to engage in meaningful active experiential learning, creativity and productiveness or ‘work’. Freedom to engage in meaningful work is responsible freedom or ‘moral freedom’ and depends on freedom in education.
Freedom in education is effective because it involves the individual’s instinctive responsibility for their own growth and development.
The opinion paper is confined to a discussion of the need for a shift from the traditional paradigm of education to the paradigm of freedom in education. The validity of the discussion depends on the understanding of the true meaning of key words which represent sophisticated concepts which often require clarification.
Part I
New Paradigm* for 21st Century Schools: Freedom in Education as Natural Education
*What is a paradigm? The word ‘paradigm’ derives from the Latin ‘paradigma’ for ‘model’. In science, a paradigm is a theoretical framework or worldview based on certain given assumptions. The paradigm provides a working model or ‘theory’ for the direction of scientific activity. Experiments are designed and experimental data is analysed within the framework of the given paradigm. Data which cannot be explained in the context of the paradigm initiate a ‘paradigm crisis’ followed by a ‘paradigm debate’ which eventually leads to a ‘paradigm shift’ during which the old paradigm is replaced by a new one. Examples of paradigm shifts in science include the replacement of Newtonian mechanics by quantum mechanics and the replacement of creationism by evolutionary theory. Just as in the history of science, there are paradigm crises, paradigm debates and paradigm shifts in the history of education as well.
"The organization of human communities and the establishment of freedom and peace are not only intellectual achievements but spiritual and moral achievements as well, demanding a cherishing of the wholeness of the human personality." (Ivan Ilich Deschooling Society)
The consultation document describes a number of anomalous situations found in the educational scene in Europe at the present time. The document contains a summary of significant problems expressed in the form of eight questions to be discussed in opinion papers submitted by members of the public. These problems are in fact ‘pseudoproblems’ which are interrelated and cannot be resolved in the old paradigm of traditional education adapted for industrial society of the 20th century. The problems cannot be resolved unless one changes the context in which they are asked. Consequently it is not possible to formulate educational policy which is appropriate to the information age of the 21st century unless there is a shift in the philosophical framework or ‘paradigm’.
Take the eight questions outlined in the consultation document. 1. How can schools be organized in such a way as to provide all students with the full range of competences? 2. How can schools equip young people with the competences and motivation to make learning a lifelong activity? 3. How can school systems contribute to supporting longterm sustainable economic economic growth in Europe? 4. How can school systems best respond to the need to promote equity to respond cultural diversity and to reduce early school leaving? 5. If schools are to respond to each pupil’s individual learning needs, what can be done about curricula, school organisation, and the role of teachers? 6. How can school communities help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity? 7. How can school staff be trained and supported to meet the challenges they face? 8. How can school communities best receive the leadership and motivation they need to succeed? How can they be empowered to develop in response to changing needs and demands of the 21st century?
In whatever way one attempts to answer any of the questions, one is in fact approaching them from the point of view of given concepts constituting the foundational assumptions of a given philosophical framework which results in a particular worldview or ‘paradigm’. It is necessary first to clarify the nature of the paradigm within which decisions for action are made before identifying what actions should be taken by governments “to ensure that schools deliver the quality of education which is appropriate to the needs and demands of the 21st century”. Agreement on actions to be taken depends on prior agreement on the educational paradigm within which decisions for those actions are made. This necessitates European cooperation in the organization of general discussion of educational theory or ‘philosophy’. Such discussion should have priority in the determination of what constitutes ‘modernisation’ of school systems in the member states.
In the discussion of social needs and demands of the 21st century, it is important to clarify the meaning of the word ‘modernisation’.
If modernisation implies resolution of the problems suggested by the eight questions in the consultation document, then it is necessary to rethink the way in which to approach them. When the problems are approached in the context of the old paradigm of traditional education as ‘schooling’ they become unresolvable ‘pseudoproblems’. If however they are approached within the context of the paradigm of ‘freedom in education’ in the profound sense of the words ‘freedom’ and ‘education’, then they can be approached rationally and resolved effectively. Furthermore the interrelationships between them will become evident thus making it possible to resolve them all at the same time.
In the 21st century world of mass communications of the global village, people are required to adapt to rapid social change. Effective adaptability depends not only on the ability to learn but on the ability to learn how to learn. Learning how to learn necessarily becomes a priority in the design of educational policy. Schools should no longer consider their students as passive recipients of instruction. They must accept responsibility for each of their students as individual active learners and respond to each student’s individual learning needs. Consequently they must define the function of teachers in terms of the facilitation of learning i.e. ‘facilitators of learning’. Administrators as well as teaching staff must be trained and supported to meet the challenges they face and receive the leadership and motivation they need to succeed. Training programs for professional development must address the need for intrinsically motivated personal development. Effective design of school organisation is based on a fact which is not only overlooked but ignored altogether in the traditional paradigm… children have an instinctive sense of responsibility for their own growth and development into mature and responsible adults living by universal human values. They are natural learners who can participate in the planning of learning environments which will foster their natural growth. On this basis school curricula can be designed effectively to provide all students with the full range of competences, equip young people with the competences and motivation to make learning a lifelong activity and help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity. In doing this they are responding effectively to the need to promote equity to respond to cultural diversity and to reduce early school leaving. With such educational systems in place, citizens will be not only intelligent and responsible but they will have the initiative needed to provide them with lifelong learning skills which will enable them to continue contributing to the support of longterm sustainable economic growth in Europe. This is how schools and school communities can be empowered to develop in response to changing needs and demands of the 21st century.
In order to meet the criteria required for effective adaptation to the complexities of 21st century society school communities and schools must make changes to the philosophical framework or ‘paradigm’ within which they formulate educational policies.
In addition, the European Framework of Key Competences for Lifelong Learning (December 2006) includes generic competences for effective adaptation to change required by all people for personal fulfillment, social inclusion, active citizenship and employability. According to the Framework statement, with these competences (knowledge, skills and attitudes) the indivdual can expect to have a successful life in the knowledge society of the 21st century. The generic competences include the traditional ones such as mother tongue, foreign languages, basic competences in math and science, digital competences and in addition more transversal competences such as learning to learn, social and civic competences, initiative taking and entrepreneurship, cultural awareness and expression. Educational theory formulated within the paradigm of freedom of education and implemented with the appropriate educational aims and policies will ensure that each individual is provided with the right conditions to enable them to develop the transversal competences (learning to learn, social and civic competences, initiative taking and entrepreneurship, cultural awareness and expression) as well as the traditional ones (mother tongue, foreign languages, basic competences in math and science, digital competences). Within the paradigm of freedom in education, it is possible to set educational aims and formulate educational policy which provides each individual with the opportunity to develop the transversal competences as well as the traditional competences set out by the European Framework of Key Competences.
The following conclusion can be drawn: It is possible to set educational aims and formulate educational policy which provides each individual with the opportunity to develop the transversal as well as the traditional competences if this is done within the paradigm of ‘freedom in education’.
The aim of education in the paradigm ‘freedom in education’ is the cultivation of human intelligence as ‘creative intelligence’ as the basis for life long learning required for effective adaptation to rapidly changing social conditions.
The real problem is to clarify the features of the new paradigm of ‘freedom in education’.
Part 2
Freedom in Education: Education for Responsible Freedom or 'Self-Empowerment'
All children have the right to educational experiences through which they can recognise the psychological value of meaningful learning experiences or ‘work’. Meaningful work - a function of curiosity, cognition and the wisdom of compassion - builds self-confidence and self-respect, cultivates intuition in the development of creative intelligence and engages development of moral consciousness or 'conscience'. Developed conscience is the source of the intuition and the moral courage which is required to master one's own life and to respect the lives of others. All children have the right to an education for a life of social responsibility and social cooperation or 'peace'. They all have the right to an educatipn which is based on appreciation for human social values and allows for the creation of humane societies. All children have the right to freedom in education as ‘natural education’.
Abstract: Educational goals are set and educational policies are formulated within the framework of a prevailing philosophical framework or ‘paradigm’. The traditional paradigm of 20th century industrial society is inappropriate for 21st century post-industrial society because it is not based on natural principles and results in perception of false dichotomies and unresolvable 'pseudoproblems'. There is a need for change and a new paradigm based on natural principles of human development. The new paradigm of ‘freedom in education’ is based on the assumption that what is good for society is a function of the self-empowerment or ‘freedom’ of the individuals who make it up. The new paradigm of ‘freedom in education’ is based on the assumption that what is good for society is a function of the self-empowerment or ‘freedom’ of the individuals who make it up. Each individual must assume responsibilty for their freedom to learn and to relearn in a process of complete growth and personality development incorporating spiritual growth involving the person's evolution from the egocentric perspective of emotional immaturity to the transpersonal perspective of emotional maturity which represents the human personality or 'human nature'. As a result they are empowered to make intelligent decisions for effective adaptation to rapidly changing environmental conditions. Freedom in education is the paradigm for lifelong learning and effective adaptability to the needs and demands of the 21st century.
Theme: The natural function of education is to provide the right conditions required to free the human spirit in order to cultivate natural creative intelligence required for effective adaptation to changing conditions of life. Human adaptability depends on freedom as responsible freedom or ‘self-empowerment’… the freedom to understand the realities of human nature while attaining the highest levels of awareness or 'self-knowledge', the freedom to interact with the environment and make personal meaning of experience or 'learn', the freedom to inquire, to discover, to think and thereby engage in meaningful creativity and productiveness or 'work', the freedom to cultivate moral conscousness or ‘conscience’required for self-empowerment. The aim of education as is to cultivate intelligence while fostering the individual’s complete growth and development. Development of creative intelligence for self-empowerment and effective adaptability depends on freedom in education. Freedom of education allows for the provision of appropriate conditions in which to foster the completion of human developmental stages and therefore to cultivate human intelligence and self-empowerment requred for effective adaptability. According to the great philosopher and educator Jiddu Krishnamurti, "The highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole." (Education and the Significance of Life 1953)
Critical to educational policy is the following question: “Which paradigm is shaping the goals of education?”
The so-called ‘traditional paradigm’ of education is based on the assumption that educational policy should be formulated in terms of what 'society' needs most. Since the end of the 19th century the paradigm traditional education evolved to provide an efficient work force for the economic infrastructure of industrial society. School education with its hierarchical and mechanical school environment was structured and organized in response to the rise of industrialism. The aim of education was to pre-adapt children for requirements collective discipline and authoritarianism required by business and industry. The formulation of educational policies was based on the assumption that effective learning and the learning process itself was a function of conditioned response or 'conditioning’ motivated by desire for external rewards and avoidance of punishment i.e. 'extrinsic motivation'. Policies were implemented to promote learning requirements of a non-individualised curriculum concerned with the mechanical intelligence of conditioned learning.
In the traditional paradigm of education as school education or ‘schooling’, the learner is considered as a passive recipient motivated by external factors provided by the teacher as instructor. This kind of thinking is misleading in the present context of the rapid political, economic and social changes of today. Educational policy must ultimately fail if it is formulated for the ‘good of society’ without consideration for the learning needs of those individuals who make it up. In dealing with problems of education in terms what is good for society the tendency is to deal with outer structures and forms without regard to the levels of consciousness of those individuals who create and implement them.
The traditional paradigm (education for the ‘good of society’) is inappropriate as an approach for solving current problems of education. There is a need for a shift to a new paradigm of larger scope appropriate for the complexities of the 21st century information age... education for the good of society based on education for the good of the individual.
A more intelligent approach to the problems of education is to deal with them through implementation of policies which enable individuals to improve themselves through their own inner development as the basis for their success and well being or ‘happiness’. Happiness is a function of the recognition of the human potential for self-actualisation…. recognition of the nature of the human personality or ‘human nature’.
What is human nature? (Consider the evolutionary significance of 'creative intelligence')…The understanding of human nature depends on understanding of the human species (homo sapiens) as a social species whose evolutionary development can be understood in terms of the survival value of creative intelligence' a function of both creative thought and moral reasoning or 'morality' (social intelligence) required for effective adaptability.
Human nature is a social nature which can be characterised in terms of human motives for learning or 'human needs'.
Human needs are the biologically based needs for growth as a function of socialisation and therefore a function of the development of moral consciousness or 'conscience'. As well as the obvious physiological needs, human needs include so-called 'lower' psychological needs for security and self-esteem - the 'ego needs' and the so-called 'higher' psychological needs for development of the transpersonal or ‘spiritual’ dimension of human nature beyond the 'ego' level of consciousness i.e. the spiritual needs or 'metaneeds' for ego-transcendance or 'self-transcendance'. The metaneeds are the subconscious needs for spiritual growth and awareness of human values for living i.e. 'human social values'. Human values are the universal spiritual values or ‘moral values’ required for survival of the species as a social species… moral justice, compassionate wisdom, universal love, knowledge as understanding, ‘peace as social responsibility or and so on. Human values are experienced as the moral freedom or 'true freedom' of 'self-transcendance'. True freedom as 'responsible freedom' is fundamental to the integration of learning with life. Awareness of human values results in heightened intuition and increased awareness of social intelligence required for effective adaptation to changing social conditions or ‘adaptability’. Motivation by the metaneeds ('metamotivation') engages growth through learning and integrated personal development of the interrelated dimensions of the complete human personality - physical, emotional, intellectual, psychological, social, political, creative, artistic, philosophical and spiritual i.e. 'holistic growth' .
The human brain is a social brain and the human organism is a social organism which depends on the development of human potential for creative intelligence in order to adapt effectively to changing environmental and social conditions. Human 'adaptability' depends on spiritual growth which results in knowledge of one’s human nature or ‘self-knowledge’ which overcomes the division between the subjective self and the objective world - a division which results in the person’s sense of alienation from their social and natural environment. Self-knowledge results from complete human development as a function of the integrated functioning of the brain specialised for understanding of the significance of experience... 'experiential learning', ‘holistic learning’or 'natural learning'. Natural learning is active creative learning and results in meaningful 'knowing' or 'knowledge' as 'real knowledge' or 'truth'. As a truth finding process natural learning is motivated from within. So-called ‘intrinsic motivation’ engages the individual as an integrated whole in their personal development and self-actualisation required for self empowerment or ‘freedom’.
The word ‘freedom’ tends to be used without much thought to its real meaning.
What is ‘freedom’? There are two kinds of freedom: one is freedom of the outer aspect of life such as freedom of choice and freedom of action i.e. political freedom… social freedom… or ‘outer freedom’; the other is freedom of the inner aspect of life such as freedom of thought and freedom of decision-making i.e. freedom of conscience or ‘inner freedom’. The word 'freedom' implies an inner state of awareness or consciousness state. Inner freedom can be likened to the German 'freiheit' which refers to the mental condition of acting from inner harmony and conviction of moral consciousness or ‘morality’ of developed ‘conscience’. Freedom derived from developed conscience… ‘moral freedom’… is a result of translation of moral ideas of inner freedom into moral actions of outer freedom. Moral freedom is the responsible freedom or ‘true freedom’ which is foundational to democratic thinking, understanding and peace of true democracy… freedom from fear and conflict, freedom from dogma, freedom for personal development, freedom for a life which is guided by universal human values i.e. 'spiritual freedom' or 'moral freedom'. Moral freedom is 'true freedom' or 'responsible freedom'... freedom of developed conscience i.e. 'inner freedom' or mature freedom. Individual freedom as moral freedom is the basis for social responsibility and the foundation of democracy.
True democracy is the aim of freedom in education.
And what is ‘freedom in education’? The understanding of the concept of freedom in education depends on understanding of ‘freedom’ in the context of the understanding of the word ‘education’ in the broad sense. The root of the word 'education' is 'e-ducare' meaning literally ‘to lead forth’ or ‘bring out’ something which is potentially present. To educate is to lead out or bring forth the child’s innate potential, to help them cultivate their own ‘intelligence’as they grow and develop in the realisation of their potentialities. Freedom in education is freedom for growth through learning... freedom for self-empowerment and self-determination... freedom to think, freedom to learn, freedom to develop one's potential through creativity and productiveness or meaningful 'work’. Freedom in education is mature freedom, responsible freedom, moral reedom, spiritual freedom, freedom for self-empowerment, freedom for self-dtermination, freedom to think, freedom to learn, freedom to create and produce or ‘work’, freedom to engage in work which is meaningful… the psychological value of work is crucial to development of moral consciousness or 'morality' of social conscience.... and therefore to the development of the individual as a self-empowered socialised being), freedom to develop one’s personality in the construction of one’s human conscience, freedom to complete human growth and development, and in so doing to cultivate one’s intelligence in the true sense as ‘creative intelligence’involving not only problem solving skills or ‘intelligent quotient' (IQ) but also emotional intelligence or ‘intuition’, spiritual intelligence or ‘spirituality’, moral intelligence or ‘morality’… all required for social intelligence or ‘adaptability’. Freedom in education is education with conscience... freedom for self-empowerment, freedom in education is the pre-condition required for creative and effective adaptation to changes in the social environment i.e. 'adaptability'. Human adaptability depends on intelligence which is creative or ‘adaptive’ i.e. ‘creative intelligence’. Cultivation of creative intelligence depends on education which provides the optimum conditions for the individual’s complete growth and development. The definition of optimum conditions for human growth depends on understanding of the human personality or ‘psyche’ i.e. ‘human nature’.
Self-actualisation depends on education which provides conditions for self-empowerment or 'freedom' as 'freedom of thought' or 'inner freedom'. Natural education of observation and contemplation or ‘freedom in education’ allows for the outward manifestation of one’s own possibilities, qualities and well being. Freedom in education fosters growth by focusing on the complete emotional and intellectual developmental needs of each individual… expands the person’s horizons beyond narrow parochialism and self-interest… appreciates the 'value-life' and furthers wisdom and vision in the function of professionalism… evolves a sense of unity beyond all differences and promotes cultural diversity… promotes understanding of inner unity and wholeness… cultivates intuition and moral courage… emphasizes the individual’s human capacity for adaptability through the process of natural learning which is meaningful because it engages their instinctive sense of responsibility to their own growth and development… engages construction of moral consciousness or ‘conscience’ which is the basis for freedom as moral freedom for ‘self empowerment’.
Features of the paradigm ‘freedom in education’… (in progress)
The paradigm of freedom in education has larger scope than the traditional paradigm because it accommodates to the learning needs of the individuals who make up the society thereby accomodating to the needs of the society itself.
Freedom in education is humanistic because it is true to the social nature of the human personality i.e. ‘human nature'. Trust in human nature is the basic premise upon which successful education depends.
Key to the new paradigm is emphasis on intrinsic motivation for holistic learning... Holistic learning is active learning of responsibile freedom as inner freedom or 'self-empowerment'... In the new holistic paradigm for teaching the teacher's function is described in terms of the facilitation of learning. The function of the teacher is to enhance the learner's intrinsic motivation. The effective teacher is a facilitator of learning. Effective teaching methods place the emphasis on the facilitation of self-directed learning. Facilitative teaching methods are effective because they comply with the natural holistic functioning of the brain. Teaching for effective learning is teaching to the brain's natural functioning while engaging the learner's personal development. Inthe paradigm of 'holistic education' the function of the effective teacher or 'soul educator' is defined in terms of the 'facilitation of learning'. Facilitative teaching is effective because it coincides with the natural holistic functioning of the brain. Brain development is functional in the development of natural intelligence or 'creative intelligence'. Teaching to the brain's natural intelligence functioning engages the learner in their personal development and their capacity for adaptation to changing social conditions... ‘adaptability’.
Human adaptability depends on intrinsic motivation
Motivation from within… ‘intrinsic motivation’ for natural learning which engages personal development…
Human adaptability is a function of the capacity to create meaning from experience or 'learn'. Natural 'experiential learning' is a natural function of the human brain.
The brain has a natural capacity to perceive the connections between systems of wholes and the parts which make them up. On the basis of recent findings in brain research, the natural function of the brain as a maker of meaning of experience …learning is most effective when it involves the brain's natural function of creating meaning from experience… experiential learning… meaningful learning based on the brain's natural function based on the optimal functioning of the brain as a whole. …. Effective learning is active and involves motivation for the intrinsic rewards of knowledge and understanding… involves both conscious and unconscious brain processes involving the intrinsic motives for learning or 'intrinsic motivation'..
Learning is an active process... cognitive process… ‘cognition’… natural process which evolved through natural selection during the course of human evolution. Natural learning is meaningful because it takes place in the context of experience i.e. 'experiential learning'. Experiential learning is a function of the brain's natural capacity for learning i.e. 'brain-based learning'. Brain-based learning involves the optimal functioning of the brain as a whole i.e. 'holistic learning' or 'optimalearning'. Optimalearning is active learning which involves the unconscious motivation for the intrinsic rewards of knowledge and understanding i.e. 'intrinsic motivation'. Intrinsic motivation involves unconscious motives for personal behaviour... self-directed learning and involves the positive use of error and the psychological value of productiveness or 'work'.
The brain’s capacity for holistic perception actively engages the person as a whole as they strive instinctively to grow and develop in a process of realsation of potential i.e. 'self-actualisation'. Self-actualisation depends on natural education which engages the individual's sense of responsibility for their own growth i.e. 'intrinsic motivation'. Intrinsically motivated learning depends on the provision of conditions which integrate learning with life and allow for development of human potential and human empowerment as self-determination or 'freedom'. This is freedom in education. learner empowerment as 'self-empowerment. Effective learning is a function of active engagement in a process of adapting to the environment... Experiential learning is active learning which involves motivation for the intrinsic rewards of knowledge and understanding.
... the source of learner empowerment or 'self-empowerment'.
Brain research provides the evidence for a rational basis… scientific rationale for so-called ‘brain-based learning’. Brain-based learning is fostered by a quality of teaching which accomodates individual needs for complete intellectual and emotional development … teaching which accomodates ‘freedom in education’.
"Recent findings in brain research suggest that it is possible to understand the functioning of the brain once there is sufficient explanation for the specific functions of individual nerve cells and their connections. The resulting patterns of nerve impulses, neural circuits and networks form the basis of the brain's functions. The knowledge gained from findings in brain research forms the basis for theories of brain-based learning and can be applied to educational philosophies and pedagogies. The findings confirm the antagonism between 'traditional' teaching methods and the natural learning function of the brain". (Conner, James Cutting Edge: Mind & Molecules, Journal of Developmental Education vol 16, number 3, 1993: 34)
Effective teaching emphasizes the responsibility of freedom or 'responsible freedom'... emphasizes the process of learning as an active process… natural learning, holistic learning or ‘experiential learning’. Teaching becomes the 'facilitation of learning'.
Role of the teacher as ‘facilitator of learning’… The teacher role as facilitator of learning… The function of the teacher is defined in terms of the 'facilitation of learning'. The effective teacher is a 'facilitator of learning’. As facilitator of learning the teacher's function is to understand the psychological value of creativity and productiveness or 'work'... to facilitate the construction of conscience through development of human potential. he facilitative teacher designs learning environments which are compatible with respect for the instinctive motives for human learning behaviour i.e human needs’ The function of the teacher is to enhance the learner's intrinsic motivation.. Effective teaching methods place the emphasis on the facilitation of self-directed learning.
Emphasis on the learner's intrinsic motivation is key to the new paradigm for teaching in which the teacher's function is to facilitate the learning process
In the new teaching paradigm described as integrative, configurative or 'holistic', the teacher's function is to empower the learner and facilitate natural learning… emphasizes function of learning as a natural process …
The so-called 'cognitive paradigm' is based on new information resulting from recent findings in brain research or 'neuroscience'. New theories about the learning process are based on the natural functioning of the 'brain' as a natural meaning maker. The function of the brain is to search for... to make or create meaning from experience i.e. 'learn'. teaching for natural learning, for learner empowerment and responsible freedom.
In the new teaching paradigm described as integrative, configurative or 'holistic', the teacher's function is to empower the learner and facilitate natural learning.
Facilitative teaching methods are effective because they comply with the natural holistic functioning of the human brain. Teaching for effective learning is teaching to the brain's natural functioning while engaging the learner's personal development.
Theme: Freedom in education (or ‘natural education’) involves the individual’s instinctive responsibility for their own growth… the development of the inherent spirituality and morality of their human personality (their ‘humaness’) or ‘human nature’. The paradigm of ‘freedom in education’ is based on the principle of individual freedom as the ‘moral freedom’ of social responsibility which is foundational to a culture of true democracy, peace, sustainability and ecological literacy.
Conclusion of argument which follows:
The generic competences set out in the European Framework of Key Competences include the traditional competences such as mother tongue, foreign languages, basic competences in math and science, digital competences and in addition more transversal competences such as learning to learn, social and civic competences, initiative taking and entrepreneurship, cultural awareness and expression.
It is possible to set educational aims and formulate educational policy which provides each individual with the opportunity to develop the transversal as well as the traditional competences if this is done within the paradigm of ‘freedom in education’.
(Freedom in education implies the freedom to choose the conditions in which to engage in meaningful learning or ‘work’. This includes the freedom to choose between traditional education as ‘schooling’ and non-traditional education as non-schooling or ‘homeschooling’.)
The following text is taken from website of European Commission: Education and Training
Public consultation Schools for the 21st century
"This public consultation addresses all those interested in the development of school education in Europe. The Commission's consultation document raises a series of issues that are deemed to be crucial for schools in Europe (such as schools and key competences, schools and social inclusion and the role of teachers, among others) on which contributions are sought. Member States are responsible for the organisation and content of education and training systems, and the role of the European Union is to support them, for example through the new Lifelong Learning Programme or the 'Education and Training 2010 Work Programme', which facilitates the exchange of information, data and best practice through mutual learning. Education lies at the centre of efforts to improve the Union's competitiveness and social cohesion. Some of the most important questions and challenges which have the greatest significance for the well-being of individuals and the good of society relate to the quality of initial education and training. It is against this background that the European Commission has decided to launch this public consultation to identify those aspects of school education on which joint action at European Unionlevel could be effective in supporting Member States in the modernisation of their systems.
If you wish to make a contribution to this consultation please: 1. read our Consultation Document; 2. create a MS Word (or compatible) document; 3. write in any official language;
4. state clearly at the start of your contribution your name, the name of the organisation you represent (if any), and the reason for your interest in the school (e.g. parent, pupil, teacher …)
5. decide which of the questions in the document you wish to respond to; 6. set out your opinions in no more than 4 pages of A4 (12 pt); send your completed text by e-mail only to the following address: eac-schools-consult@ec.europa.eu, no later than 15 October
We will acknowledge receipt of your contribution.
Consultation document (pdf format)
Respondents are invited to respond to some or all of the eight questions outlined in the consultation document. They are asked first to identify what actions they would favour within their national contexts to ensure that schools deliver the quality of education in the 21st century and second, to suggest how European cooperation could be effective in supporting member states in the modernisation of their systems......................................................"
"Summary of questions: 1. How can schools be organized in such a way as to provide all students with the full range of competences? 2. How can schools equip young people with the competences and motivation to make learning a lifelong activity? 3. How can school systems contribute to supporting longterm sustainable economic economic growth in Europe? 4. How can school systems best respond to the need to promote equity to respond cultural diversity and to reduce early school leaving? 5. If schools are to respond to each pupil’s individual learning needs, what can be done regarding curricula, school organisation, and the role of teachers? 6. How can school communities help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity? 7. How can school staff be trained and supported to meet the challenges they face? 8. How can school communities best receive the leadership and motivation they need to succeed? How can they be empowered to develop in response to changing needs and demands of the 21st century? "
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RESPONSE
Now is the time to consider the theoretical aspects of education i.e. ‘educational theory’. Moral educational theory results in moral practice or ‘praxis’. Educational praxis is based on the natural laws of human growth and development i.e ‘freedom in education’. The paradigm of ‘freedom in education’ is concerned with individual freedom as the basis for social responsibility which is foundational to true democracy.
Opinion Paper: A Rational Argument for Freedom in Education
Introduction
The natural function of education is to provide the right conditions required to free the human spirit in order to cultivate natural creative intelligence required for adaptability to a changing environment.
I am not affiliated with any school at the present time though I continue to reflect on important issues of education. My experiences with schools in the past – as student, teacher or parent - have all contributed to the opinion which I have about the problems faced by schools in general. I believe that it is a mistake to equate education as ‘schooling’ with education in the broad sense. Before attempting to solve the various problems faced by society and by governments, there must be a change in the philosophical framework or ‘paradigm’ in which educational policy is formulated. Problems can be answered more effectively if they are addressed in terms of a paradigm characterised by respect for personality development and respect for human rights and human freedoms.
I believe that all children have the right to educational experiences through which they can recognise the psychological value of meaningful learning experiences or ‘work’. Meaningful work - a function of curiosity, cognition and the wisdom of compassion - builds self-confidence and self-respect, cultivates intuition in the development of creative intelligence and engages development of moral consciousness or 'conscience'. Developed conscience is the source of the intuition and the moral courage which is required to master one's own life and to respect the lives of others. All children have the right to an education for a life of social responsibility and social cooperation or 'peace'. They all have the right to an education which is based on appreciation for human social values and which allows for the creation of humane societies. All children have the right to freedom in education. This paradigm is in line with article 26 paragraph 2 of the Universal Declaration of Human Rights. «Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and human freedoms (i.e. ‘moral social order’…)»
A moral social order is based on freedom in education. A moral social order is made up of individuals who are inwardly free with moral ideas as part of their nature. In such a society educational policy is formulated on the basis of the respect for the right of each child to engage freely in the inner struggle for personality development and intellectual growth i.e. freedom in education
Freedom in education involves the formulation of educational policy in terms of moral theory in practice or ‘praxis’. Educational praxis as the moral practice of educational theory is informed and effective because it is guided by the moral sense of conscience constructed on the basis of natural laws of human development. The morality of developed conscience is the source of self-empowerment required for human adaptation to changing environmental conditions. Human adaptability depends on development of human conscience as a function of natural human intelligence or 'creative intelligence'. The cultivation of creative intelligence is a function of integrated growth and development and depends on freedom to engage in meaningful active experiential learning, creativity and productiveness or ‘work’. Freedom to engage in meaningful work is responsible freedom or ‘moral freedom’ and depends on freedom in education.
Freedom in education is effective because it involves the individual’s instinctive responsibility for their own growth and development.
The opinion paper is confined to a discussion of the need for a shift from the traditional paradigm of education to the paradigm of freedom in education. The validity of the discussion depends on the understanding of the true meaning of key words which represent sophisticated concepts which often require clarification.
Part I
New Paradigm* for 21st Century Schools: Freedom in Education as Natural Education
*What is a paradigm? The word ‘paradigm’ derives from the Latin ‘paradigma’ for ‘model’. In science, a paradigm is a theoretical framework or worldview based on certain given assumptions. The paradigm provides a working model or ‘theory’ for the direction of scientific activity. Experiments are designed and experimental data is analysed within the framework of the given paradigm. Data which cannot be explained in the context of the paradigm initiate a ‘paradigm crisis’ followed by a ‘paradigm debate’ which eventually leads to a ‘paradigm shift’ during which the old paradigm is replaced by a new one. Examples of paradigm shifts in science include the replacement of Newtonian mechanics by quantum mechanics and the replacement of creationism by evolutionary theory. Just as in the history of science, there are paradigm crises, paradigm debates and paradigm shifts in the history of education as well.
"The organization of human communities and the establishment of freedom and peace are not only intellectual achievements but spiritual and moral achievements as well, demanding a cherishing of the wholeness of the human personality." (Ivan Ilich Deschooling Society)
The consultation document describes a number of anomalous situations found in the educational scene in Europe at the present time. The document contains a summary of significant problems expressed in the form of eight questions to be discussed in opinion papers submitted by members of the public. These problems are in fact ‘pseudoproblems’ which are interrelated and cannot be resolved in the old paradigm of traditional education adapted for industrial society of the 20th century. The problems cannot be resolved unless one changes the context in which they are asked. Consequently it is not possible to formulate educational policy which is appropriate to the information age of the 21st century unless there is a shift in the philosophical framework or ‘paradigm’.
Take the eight questions outlined in the consultation document. 1. How can schools be organized in such a way as to provide all students with the full range of competences? 2. How can schools equip young people with the competences and motivation to make learning a lifelong activity? 3. How can school systems contribute to supporting longterm sustainable economic economic growth in Europe? 4. How can school systems best respond to the need to promote equity to respond cultural diversity and to reduce early school leaving? 5. If schools are to respond to each pupil’s individual learning needs, what can be done about curricula, school organisation, and the role of teachers? 6. How can school communities help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity? 7. How can school staff be trained and supported to meet the challenges they face? 8. How can school communities best receive the leadership and motivation they need to succeed? How can they be empowered to develop in response to changing needs and demands of the 21st century?
In whatever way one attempts to answer any of the questions, one is in fact approaching them from the point of view of given concepts constituting the foundational assumptions of a given philosophical framework which results in a particular worldview or ‘paradigm’. It is necessary first to clarify the nature of the paradigm within which decisions for action are made before identifying what actions should be taken by governments “to ensure that schools deliver the quality of education which is appropriate to the needs and demands of the 21st century”. Agreement on actions to be taken depends on prior agreement on the educational paradigm within which decisions for those actions are made. This necessitates European cooperation in the organization of general discussion of educational theory or ‘philosophy’. Such discussion should have priority in the determination of what constitutes ‘modernisation’ of school systems in the member states.
In the discussion of social needs and demands of the 21st century, it is important to clarify the meaning of the word ‘modernisation’.
If modernisation implies resolution of the problems suggested by the eight questions in the consultation document, then it is necessary to rethink the way in which to approach them. When the problems are approached in the context of the old paradigm of traditional education as ‘schooling’ they become unresolvable ‘pseudoproblems’. If however they are approached within the context of the paradigm of ‘freedom in education’ in the profound sense of the words ‘freedom’ and ‘education’, then they can be approached rationally and resolved effectively. Furthermore the interrelationships between them will become evident thus making it possible to resolve them all at the same time.
In the 21st century world of mass communications of the global village, people are required to adapt to rapid social change. Effective adaptability depends not only on the ability to learn but on the ability to learn how to learn. Learning how to learn necessarily becomes a priority in the design of educational policy. Schools should no longer consider their students as passive recipients of instruction. They must accept responsibility for each of their students as individual active learners and respond to each student’s individual learning needs. Consequently they must define the function of teachers in terms of the facilitation of learning i.e. ‘facilitators of learning’. Administrators as well as teaching staff must be trained and supported to meet the challenges they face and receive the leadership and motivation they need to succeed. Training programs for professional development must address the need for intrinsically motivated personal development. Effective design of school organisation is based on a fact which is not only overlooked but ignored altogether in the traditional paradigm… children have an instinctive sense of responsibility for their own growth and development into mature and responsible adults living by universal human values. They are natural learners who can participate in the planning of learning environments which will foster their natural growth. On this basis school curricula can be designed effectively to provide all students with the full range of competences, equip young people with the competences and motivation to make learning a lifelong activity and help to prepare young people to be responsible citizens, in line with fundamental values such as peace and tolerance of diversity. In doing this they are responding effectively to the need to promote equity to respond to cultural diversity and to reduce early school leaving. With such educational systems in place, citizens will be not only intelligent and responsible but they will have the initiative needed to provide them with lifelong learning skills which will enable them to continue contributing to the support of longterm sustainable economic growth in Europe. This is how schools and school communities can be empowered to develop in response to changing needs and demands of the 21st century.
In order to meet the criteria required for effective adaptation to the complexities of 21st century society school communities and schools must make changes to the philosophical framework or ‘paradigm’ within which they formulate educational policies.
In addition, the European Framework of Key Competences for Lifelong Learning (December 2006) includes generic competences for effective adaptation to change required by all people for personal fulfillment, social inclusion, active citizenship and employability. According to the Framework statement, with these competences (knowledge, skills and attitudes) the indivdual can expect to have a successful life in the knowledge society of the 21st century. The generic competences include the traditional ones such as mother tongue, foreign languages, basic competences in math and science, digital competences and in addition more transversal competences such as learning to learn, social and civic competences, initiative taking and entrepreneurship, cultural awareness and expression. Educational theory formulated within the paradigm of freedom of education and implemented with the appropriate educational aims and policies will ensure that each individual is provided with the right conditions to enable them to develop the transversal competences (learning to learn, social and civic competences, initiative taking and entrepreneurship, cultural awareness and expression) as well as the traditional ones (mother tongue, foreign languages, basic competences in math and science, digital competences). Within the paradigm of freedom in education, it is possible to set educational aims and formulate educational policy which provides each individual with the opportunity to develop the transversal competences as well as the traditional competences set out by the European Framework of Key Competences.
The following conclusion can be drawn: It is possible to set educational aims and formulate educational policy which provides each individual with the opportunity to develop the transversal as well as the traditional competences if this is done within the paradigm of ‘freedom in education’.
The aim of education in the paradigm ‘freedom in education’ is the cultivation of human intelligence as ‘creative intelligence’ as the basis for life long learning required for effective adaptation to rapidly changing social conditions.
The real problem is to clarify the features of the new paradigm of ‘freedom in education’.
Part 2
Freedom in Education: Education for Responsible Freedom or 'Self-Empowerment'
All children have the right to educational experiences through which they can recognise the psychological value of meaningful learning experiences or ‘work’. Meaningful work - a function of curiosity, cognition and the wisdom of compassion - builds self-confidence and self-respect, cultivates intuition in the development of creative intelligence and engages development of moral consciousness or 'conscience'. Developed conscience is the source of the intuition and the moral courage which is required to master one's own life and to respect the lives of others. All children have the right to an education for a life of social responsibility and social cooperation or 'peace'. They all have the right to an educatipn which is based on appreciation for human social values and allows for the creation of humane societies. All children have the right to freedom in education as ‘natural education’.
Abstract: Educational goals are set and educational policies are formulated within the framework of a prevailing philosophical framework or ‘paradigm’. The traditional paradigm of 20th century industrial society is inappropriate for 21st century post-industrial society because it is not based on natural principles and results in perception of false dichotomies and unresolvable 'pseudoproblems'. There is a need for change and a new paradigm based on natural principles of human development. The new paradigm of ‘freedom in education’ is based on the assumption that what is good for society is a function of the self-empowerment or ‘freedom’ of the individuals who make it up. The new paradigm of ‘freedom in education’ is based on the assumption that what is good for society is a function of the self-empowerment or ‘freedom’ of the individuals who make it up. Each individual must assume responsibilty for their freedom to learn and to relearn in a process of complete growth and personality development incorporating spiritual growth involving the person's evolution from the egocentric perspective of emotional immaturity to the transpersonal perspective of emotional maturity which represents the human personality or 'human nature'. As a result they are empowered to make intelligent decisions for effective adaptation to rapidly changing environmental conditions. Freedom in education is the paradigm for lifelong learning and effective adaptability to the needs and demands of the 21st century.
Theme: The natural function of education is to provide the right conditions required to free the human spirit in order to cultivate natural creative intelligence required for effective adaptation to changing conditions of life. Human adaptability depends on freedom as responsible freedom or ‘self-empowerment’… the freedom to understand the realities of human nature while attaining the highest levels of awareness or 'self-knowledge', the freedom to interact with the environment and make personal meaning of experience or 'learn', the freedom to inquire, to discover, to think and thereby engage in meaningful creativity and productiveness or 'work', the freedom to cultivate moral conscousness or ‘conscience’required for self-empowerment. The aim of education as is to cultivate intelligence while fostering the individual’s complete growth and development. Development of creative intelligence for self-empowerment and effective adaptability depends on freedom in education. Freedom of education allows for the provision of appropriate conditions in which to foster the completion of human developmental stages and therefore to cultivate human intelligence and self-empowerment requred for effective adaptability. According to the great philosopher and educator Jiddu Krishnamurti, "The highest function of education is to bring about an integrated individual who is capable of dealing with life as a whole." (Education and the Significance of Life 1953)
Critical to educational policy is the following question: “Which paradigm is shaping the goals of education?”
The so-called ‘traditional paradigm’ of education is based on the assumption that educational policy should be formulated in terms of what 'society' needs most. Since the end of the 19th century the paradigm traditional education evolved to provide an efficient work force for the economic infrastructure of industrial society. School education with its hierarchical and mechanical school environment was structured and organized in response to the rise of industrialism. The aim of education was to pre-adapt children for requirements collective discipline and authoritarianism required by business and industry. The formulation of educational policies was based on the assumption that effective learning and the learning process itself was a function of conditioned response or 'conditioning’ motivated by desire for external rewards and avoidance of punishment i.e. 'extrinsic motivation'. Policies were implemented to promote learning requirements of a non-individualised curriculum concerned with the mechanical intelligence of conditioned learning.
In the traditional paradigm of education as school education or ‘schooling’, the learner is considered as a passive recipient motivated by external factors provided by the teacher as instructor. This kind of thinking is misleading in the present context of the rapid political, economic and social changes of today. Educational policy must ultimately fail if it is formulated for the ‘good of society’ without consideration for the learning needs of those individuals who make it up. In dealing with problems of education in terms what is good for society the tendency is to deal with outer structures and forms without regard to the levels of consciousness of those individuals who create and implement them.
The traditional paradigm (education for the ‘good of society’) is inappropriate as an approach for solving current problems of education. There is a need for a shift to a new paradigm of larger scope appropriate for the complexities of the 21st century information age... education for the good of society based on education for the good of the individual.
A more intelligent approach to the problems of education is to deal with them through implementation of policies which enable individuals to improve themselves through their own inner development as the basis for their success and well being or ‘happiness’. Happiness is a function of the recognition of the human potential for self-actualisation…. recognition of the nature of the human personality or ‘human nature’.
What is human nature? (Consider the evolutionary significance of 'creative intelligence')…The understanding of human nature depends on understanding of the human species (homo sapiens) as a social species whose evolutionary development can be understood in terms of the survival value of creative intelligence' a function of both creative thought and moral reasoning or 'morality' (social intelligence) required for effective adaptability.
Human nature is a social nature which can be characterised in terms of human motives for learning or 'human needs'.
Human needs are the biologically based needs for growth as a function of socialisation and therefore a function of the development of moral consciousness or 'conscience'. As well as the obvious physiological needs, human needs include so-called 'lower' psychological needs for security and self-esteem - the 'ego needs' and the so-called 'higher' psychological needs for development of the transpersonal or ‘spiritual’ dimension of human nature beyond the 'ego' level of consciousness i.e. the spiritual needs or 'metaneeds' for ego-transcendance or 'self-transcendance'. The metaneeds are the subconscious needs for spiritual growth and awareness of human values for living i.e. 'human social values'. Human values are the universal spiritual values or ‘moral values’ required for survival of the species as a social species… moral justice, compassionate wisdom, universal love, knowledge as understanding, ‘peace as social responsibility or and so on. Human values are experienced as the moral freedom or 'true freedom' of 'self-transcendance'. True freedom as 'responsible freedom' is fundamental to the integration of learning with life. Awareness of human values results in heightened intuition and increased awareness of social intelligence required for effective adaptation to changing social conditions or ‘adaptability’. Motivation by the metaneeds ('metamotivation') engages growth through learning and integrated personal development of the interrelated dimensions of the complete human personality - physical, emotional, intellectual, psychological, social, political, creative, artistic, philosophical and spiritual i.e. 'holistic growth' .
The human brain is a social brain and the human organism is a social organism which depends on the development of human potential for creative intelligence in order to adapt effectively to changing environmental and social conditions. Human 'adaptability' depends on spiritual growth which results in knowledge of one’s human nature or ‘self-knowledge’ which overcomes the division between the subjective self and the objective world - a division which results in the person’s sense of alienation from their social and natural environment. Self-knowledge results from complete human development as a function of the integrated functioning of the brain specialised for understanding of the significance of experience... 'experiential learning', ‘holistic learning’or 'natural learning'. Natural learning is active creative learning and results in meaningful 'knowing' or 'knowledge' as 'real knowledge' or 'truth'. As a truth finding process natural learning is motivated from within. So-called ‘intrinsic motivation’ engages the individual as an integrated whole in their personal development and self-actualisation required for self empowerment or ‘freedom’.
The word ‘freedom’ tends to be used without much thought to its real meaning.
What is ‘freedom’? There are two kinds of freedom: one is freedom of the outer aspect of life such as freedom of choice and freedom of action i.e. political freedom… social freedom… or ‘outer freedom’; the other is freedom of the inner aspect of life such as freedom of thought and freedom of decision-making i.e. freedom of conscience or ‘inner freedom’. The word 'freedom' implies an inner state of awareness or consciousness state. Inner freedom can be likened to the German 'freiheit' which refers to the mental condition of acting from inner harmony and conviction of moral consciousness or ‘morality’ of developed ‘conscience’. Freedom derived from developed conscience… ‘moral freedom’… is a result of translation of moral ideas of inner freedom into moral actions of outer freedom. Moral freedom is the responsible freedom or ‘true freedom’ which is foundational to democratic thinking, understanding and peace of true democracy… freedom from fear and conflict, freedom from dogma, freedom for personal development, freedom for a life which is guided by universal human values i.e. 'spiritual freedom' or 'moral freedom'. Moral freedom is 'true freedom' or 'responsible freedom'... freedom of developed conscience i.e. 'inner freedom' or mature freedom. Individual freedom as moral freedom is the basis for social responsibility and the foundation of democracy.
True democracy is the aim of freedom in education.
And what is ‘freedom in education’? The understanding of the concept of freedom in education depends on understanding of ‘freedom’ in the context of the understanding of the word ‘education’ in the broad sense. The root of the word 'education' is 'e-ducare' meaning literally ‘to lead forth’ or ‘bring out’ something which is potentially present. To educate is to lead out or bring forth the child’s innate potential, to help them cultivate their own ‘intelligence’as they grow and develop in the realisation of their potentialities. Freedom in education is freedom for growth through learning... freedom for self-empowerment and self-determination... freedom to think, freedom to learn, freedom to develop one's potential through creativity and productiveness or meaningful 'work’. Freedom in education is mature freedom, responsible freedom, moral reedom, spiritual freedom, freedom for self-empowerment, freedom for self-dtermination, freedom to think, freedom to learn, freedom to create and produce or ‘work’, freedom to engage in work which is meaningful… the psychological value of work is crucial to development of moral consciousness or 'morality' of social conscience.... and therefore to the development of the individual as a self-empowered socialised being), freedom to develop one’s personality in the construction of one’s human conscience, freedom to complete human growth and development, and in so doing to cultivate one’s intelligence in the true sense as ‘creative intelligence’involving not only problem solving skills or ‘intelligent quotient' (IQ) but also emotional intelligence or ‘intuition’, spiritual intelligence or ‘spirituality’, moral intelligence or ‘morality’… all required for social intelligence or ‘adaptability’. Freedom in education is education with conscience... freedom for self-empowerment, freedom in education is the pre-condition required for creative and effective adaptation to changes in the social environment i.e. 'adaptability'. Human adaptability depends on intelligence which is creative or ‘adaptive’ i.e. ‘creative intelligence’. Cultivation of creative intelligence depends on education which provides the optimum conditions for the individual’s complete growth and development. The definition of optimum conditions for human growth depends on understanding of the human personality or ‘psyche’ i.e. ‘human nature’.
Self-actualisation depends on education which provides conditions for self-empowerment or 'freedom' as 'freedom of thought' or 'inner freedom'. Natural education of observation and contemplation or ‘freedom in education’ allows for the outward manifestation of one’s own possibilities, qualities and well being. Freedom in education fosters growth by focusing on the complete emotional and intellectual developmental needs of each individual… expands the person’s horizons beyond narrow parochialism and self-interest… appreciates the 'value-life' and furthers wisdom and vision in the function of professionalism… evolves a sense of unity beyond all differences and promotes cultural diversity… promotes understanding of inner unity and wholeness… cultivates intuition and moral courage… emphasizes the individual’s human capacity for adaptability through the process of natural learning which is meaningful because it engages their instinctive sense of responsibility to their own growth and development… engages construction of moral consciousness or ‘conscience’ which is the basis for freedom as moral freedom for ‘self empowerment’.
Features of the paradigm ‘freedom in education’… (in progress)
The paradigm of freedom in education has larger scope than the traditional paradigm because it accommodates to the learning needs of the individuals who make up the society thereby accomodating to the needs of the society itself.
Freedom in education is humanistic because it is true to the social nature of the human personality i.e. ‘human nature'. Trust in human nature is the basic premise upon which successful education depends.
Key to the new paradigm is emphasis on intrinsic motivation for holistic learning... Holistic learning is active learning of responsibile freedom as inner freedom or 'self-empowerment'... In the new holistic paradigm for teaching the teacher's function is described in terms of the facilitation of learning. The function of the teacher is to enhance the learner's intrinsic motivation. The effective teacher is a facilitator of learning. Effective teaching methods place the emphasis on the facilitation of self-directed learning. Facilitative teaching methods are effective because they comply with the natural holistic functioning of the brain. Teaching for effective learning is teaching to the brain's natural functioning while engaging the learner's personal development. Inthe paradigm of 'holistic education' the function of the effective teacher or 'soul educator' is defined in terms of the 'facilitation of learning'. Facilitative teaching is effective because it coincides with the natural holistic functioning of the brain. Brain development is functional in the development of natural intelligence or 'creative intelligence'. Teaching to the brain's natural intelligence functioning engages the learner in their personal development and their capacity for adaptation to changing social conditions... ‘adaptability’.
Human adaptability depends on intrinsic motivation
Motivation from within… ‘intrinsic motivation’ for natural learning which engages personal development…
Human adaptability is a function of the capacity to create meaning from experience or 'learn'. Natural 'experiential learning' is a natural function of the human brain.
The brain has a natural capacity to perceive the connections between systems of wholes and the parts which make them up. On the basis of recent findings in brain research, the natural function of the brain as a maker of meaning of experience …learning is most effective when it involves the brain's natural function of creating meaning from experience… experiential learning… meaningful learning based on the brain's natural function based on the optimal functioning of the brain as a whole. …. Effective learning is active and involves motivation for the intrinsic rewards of knowledge and understanding… involves both conscious and unconscious brain processes involving the intrinsic motives for learning or 'intrinsic motivation'..
Learning is an active process... cognitive process… ‘cognition’… natural process which evolved through natural selection during the course of human evolution. Natural learning is meaningful because it takes place in the context of experience i.e. 'experiential learning'. Experiential learning is a function of the brain's natural capacity for learning i.e. 'brain-based learning'. Brain-based learning involves the optimal functioning of the brain as a whole i.e. 'holistic learning' or 'optimalearning'. Optimalearning is active learning which involves the unconscious motivation for the intrinsic rewards of knowledge and understanding i.e. 'intrinsic motivation'. Intrinsic motivation involves unconscious motives for personal behaviour... self-directed learning and involves the positive use of error and the psychological value of productiveness or 'work'.
The brain’s capacity for holistic perception actively engages the person as a whole as they strive instinctively to grow and develop in a process of realsation of potential i.e. 'self-actualisation'. Self-actualisation depends on natural education which engages the individual's sense of responsibility for their own growth i.e. 'intrinsic motivation'. Intrinsically motivated learning depends on the provision of conditions which integrate learning with life and allow for development of human potential and human empowerment as self-determination or 'freedom'. This is freedom in education. learner empowerment as 'self-empowerment. Effective learning is a function of active engagement in a process of adapting to the environment... Experiential learning is active learning which involves motivation for the intrinsic rewards of knowledge and understanding.
... the source of learner empowerment or 'self-empowerment'.
Brain research provides the evidence for a rational basis… scientific rationale for so-called ‘brain-based learning’. Brain-based learning is fostered by a quality of teaching which accomodates individual needs for complete intellectual and emotional development … teaching which accomodates ‘freedom in education’.
"Recent findings in brain research suggest that it is possible to understand the functioning of the brain once there is sufficient explanation for the specific functions of individual nerve cells and their connections. The resulting patterns of nerve impulses, neural circuits and networks form the basis of the brain's functions. The knowledge gained from findings in brain research forms the basis for theories of brain-based learning and can be applied to educational philosophies and pedagogies. The findings confirm the antagonism between 'traditional' teaching methods and the natural learning function of the brain". (Conner, James Cutting Edge: Mind & Molecules, Journal of Developmental Education vol 16, number 3, 1993: 34)
Effective teaching emphasizes the responsibility of freedom or 'responsible freedom'... emphasizes the process of learning as an active process… natural learning, holistic learning or ‘experiential learning’. Teaching becomes the 'facilitation of learning'.
Role of the teacher as ‘facilitator of learning’… The teacher role as facilitator of learning… The function of the teacher is defined in terms of the 'facilitation of learning'. The effective teacher is a 'facilitator of learning’. As facilitator of learning the teacher's function is to understand the psychological value of creativity and productiveness or 'work'... to facilitate the construction of conscience through development of human potential. he facilitative teacher designs learning environments which are compatible with respect for the instinctive motives for human learning behaviour i.e human needs’ The function of the teacher is to enhance the learner's intrinsic motivation.. Effective teaching methods place the emphasis on the facilitation of self-directed learning.
Emphasis on the learner's intrinsic motivation is key to the new paradigm for teaching in which the teacher's function is to facilitate the learning process
In the new teaching paradigm described as integrative, configurative or 'holistic', the teacher's function is to empower the learner and facilitate natural learning… emphasizes function of learning as a natural process …
The so-called 'cognitive paradigm' is based on new information resulting from recent findings in brain research or 'neuroscience'. New theories about the learning process are based on the natural functioning of the 'brain' as a natural meaning maker. The function of the brain is to search for... to make or create meaning from experience i.e. 'learn'. teaching for natural learning, for learner empowerment and responsible freedom.
In the new teaching paradigm described as integrative, configurative or 'holistic', the teacher's function is to empower the learner and facilitate natural learning.
Facilitative teaching methods are effective because they comply with the natural holistic functioning of the human brain. Teaching for effective learning is teaching to the brain's natural functioning while engaging the learner's personal development.
