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Why Should We Teach? How Should We Give? How Are We All Connected?
ID # 3794
Education is not filling a bucket, but lighting a fire. ~William Butler Yeats
Coming into this class, I was unsure what to expect- I knew teaching would be a component, volunteering in classrooms, discussing study abroad experiences. But beyond that, I did not anticipate all of the reading about service work, the insight into the Carolina Navigators Program, and the hands-on workshops on lesson planning. The articles about service and learning styles/models are what stand out the most as I reflect on the past few weeks. Service: What is it, to help another country or community? So often I find myself wondering about the motive behind service- to whose benefit is it to volunteer? Indisputably, there is tangible growth in the community where the service is being conducted- buildings rise from dirt, latrines permeate ground, informed learning ignites the students in the classrooms, necessary supplies are donated. Hartmans article, Balancing Risk and Reward in Service Abroad, did a terrific job of pointing out the flaws that can occur through excessive service- without a tailored focus, without direct communication with a member of the community (not necessarily a political representative) and without a disassembling, or at least acknowledgment, of individual perspective and bias, there can be only minimal long-term effects. Service abroad is about creating relationships abroad and sustaining that respect, that companionship. This open minded thought process does not have to occur in a foreign country; as recent as this morning, I was at Carrboro High with Mark Cohns international book group and the most fascinating discussion captivated the determined, hopeful minds of the 15 students. One major issue, in reference to Paul Colliers The Bottom Billion, was the role of aid which is given from developed countries to the 65, mostly Sub-Saharan African, countries who comprise the bottom billion. Collier did not argue that aid is bad, but also did not encourage excessive gifting. This issue of service is continually in transition; what Ive taken away for now is to do my research before gifting or giving and to find concrete solutions and connections within cultures in need.
Another important topic that weve covered so far is the scientific process behind learning and teaching. I think back to my own classroom experiences and the discussions and lessons that I was most drawn to- as an accommodating learner, I can trace my preferences both within my classes and outside of the confines of the endless desks that separate the timeline of my adolescence. Learning styles do not simply apply to how a student perceives information; in fact, an NPR broadcast we listened to proves that there are not simply visual and auditory learners. There is an entire span of learning options available, and that notion is so beautifully brilliant because it shows the capacity of the human brain. We can learn in various styles, through infinite modes, and our academic experiences reflect, or should at least try to reflect, that diversity. Applying this knowledge to my lesson plan has been particularly emphatic; I am starting to learn how to take note of different perceptions of materials and to incorporate the twists and turns of activities into an hour long lesson. Of course, as we grapple our way through these concepts, new questions form as previous confusions are clarified. My questions that remain are the most poignant and require the most contribution from teachers, education systems and students alike. Concerning the role of intercultural education in school systems in North Carolina: What are the most effective ways of promoting a global outlook? How do we most efficiently encourage students to explore the world beyond this state and make a difference? How do we define, or measure, the difference made? Ultimately, I want to learn the best ways to learn, and then, the best ways to teach that learning. Beyond that, I want to focus on the blurry edged, wide expanse of the world and teach students that these linkages and connections are easier to find than they would expect. Opening ones eyes and mind is the first step and beyond that, genuine curiosity carries the eager learner, and the compassion of humankind will add to the web of similarities and differences in which we all reside.