VISIONING FOR

21ST-CENTURY EDUCATION
Questions and Experiments
 Three Reasons
I Said “YES” Today

Cynthia Rita Sr Marjo

Arcadio Atienza Matias, RA
 WHAT WE WILL TRY TO DO...

A SHARING OF EXPERIENCES:
Xavier School and
the Jesuit Basic Education Commission

PROFESSIONAL CONVERSATIONS:
An exchange among Colleagues in Practice
and Partners in Mission
PREFACE TO OUR CONVERSATION

A difference in The ‘WISDOM OF

CONTEXTS PRACTICE’
Conversations that began with Time

An issue of TIME
Magazine in 2002
examined the state
of Asia’s schools &
asked the question:

“What’s Wrong with

Asia’s Schools?”
 We asked ourselves
the same question.
We had a sneaking
suspicion that
we were becoming
less effective in our
work in education and
formation:
“What’s wrong
with Xavier School?”
A SEARCH FOR FRONTIERS

REFLECTIVE
PRACTICE

STRATEGIC
DREAMING

PROFESSIONAL
CONVERSATIONS
 3
THREE
CONVERSATION
PIECES

A SURVEY
A STORY
SOME SLOGANS
 1
CONVERSATION
PIECE
A SURVEY
 A LITTLE SURVEY
ABOUT YOURSELF AND YOUR STUDENTS

TV Born before 1964...

GENERATION (46 yrs old & above)

GENERATION Born between 1965 & 1976

X (34 - 45 yrs old)

NET Born between 1977 & 1997

GENERATION (13 - 33 yrs old)

NEXT Born after 1997

GENERATION (13 yrs old & below)
 How do we
EDUCATE
and RAISE
the NET
Generation
(Grade 7 & above)
and the NEXT
Generation
(Grade 7 & below)?
 TV Generation and
Generation X
G E N E R A T I O N G A P as AUDIENCE
One-way
BROADCAST Passive Viewers of Media
Media

INTERACTIVE Active Users of Media

Media

The NET & NEXT Generation as AUDIENCE

 1946
TV
1972 “Technology is
VCR technology only
1989 for those
Internet born after it
2001 was invented.”
YouTube
2004 Alan Kay
Facebook

The way we use media

tells us about
the way we learn.
 TV Generation and
Generation X
G E N E R A T I O N G A P as LEARNERS
One-Way
BROADCAST Passive Receivers
Learning of Knowledge
Teacher-Centered

Two-Way
INTERACTIVE Active Users +
Learning Creators of Content
Student-Centered

The NET & NEXT Generation as LEARNERS

 THE CONTINUUM OF TEACHING
Based on what you know, where would you locate the
teaching practice prevalent in your school in the
following continuum?

ONE-WAY TWO-WAY
BROADCAST INTERACTIVE
LEARNING LEARNING

1 2 3 4 5

What about in the Assumption system?

 JESUIT BASIC EDUCATION COMMISSION
Transmissive Teaching

Strongly Strongly
Disagree Agree
1 2 3 4 5

JBEC
 JESUIT BASIC EDUCATION COMMISSION
Constructive Teaching

Strongly Strongly
Disagree Agree
1 2 3 4 5

JBEC
 HISTORY OF EDUCATION: 3 STAGES
LIMITED Access WIDE Access
to INFORMATION to INFORMATION
1 3
Low ORAL ELECTRONIC
Quality TRADITION REVOLUTION
Control
Most
Dangerous

2
High PRINTING Most
Quality PRESS IDEAL
Control
The SAGE ON THE STAGE
vs.
the GUIDE ON THE SIDE
 “The meaning of
knowing has shifted
from being able to
remember and repeat
information to being
able to find and
use it.”
- Herbert Simon

LEARNING = CONTENT + PERFORMANCE

 COMMUNICATE
What Has Been Learned

CONTENT CREATE
Wait+Assimilate Knowledge
LEARNING
LOCATE +
INTERROGATE +

COLLABORATE
with Others

21ST-CENTURY LEARNING
21ST-CENTURY
LEARNING:
THE 5 8S (-ATE’S)
REDESIGNING LEARNING
for the 21st Century
19TH-CENTURY CLASSROOMS
CLASSROOMS TODAY
Information Technology
 “a 1 to 1 learning program is defined as an
environment where students and teachers have access to
a notebook computer as well as digital content,
educational software, and digital authoring tools”
“Research studies show that
students with higher levels of
access to technology are
more motivated in school and
develop important skills that
prepare them to succeed
in the 21st century.”
 1 TO 1 LEARNING EXPERIMENT
THE VIRTUAL LEARNING ENVIRONMENT
The Net Generation: The Next Generation:
The Internet Mobile Technologies

?
“LEARNING “LEARNING
at their in the palm
fingertips” of their hands”
 2
CONVERSATION
PIECE
A STORY
 THE
QUEEN’S
RACE
(FROM ALICE IN WONDERLAND)
"Well, in our country," said Alice, still panting a little,
"you'd generally get to somewhere else — if you run
very fast for a long time, as we've been doing."
"A slow sort of country!" said the Queen. "Now, here,
you see, it takes all the running you can do, to keep in
the same place. If you want to get somewhere else, you
must run at least twice as fast as that!"
Lewis Carroll’s Through the Looking Glass
 REINVENTING
SCHOOL
in a flattened world

“An Education
Make-Over”
2007 THREE OPPORTUNITIES AND THREATS
THREATS OPPORTUNITIES

Growing Irrelevance of the New Possibilities

School & Teacher in the New and New Venues
Virtual Environment for Learning

Dangers of Technology vis-a-vis New Challenges for

students’ values, study Our Student’s
& social skills, etc. Character Formation

Migration of Students &

Student Mobility:
Teachers. Effects on Students’
Overseas Programs
Family Life
 4 MAJOR THRUSTS: 4 I’S
INNOVATIONS
Review the curriculum & existing school structures in order to
raise standards & strengthen formation.

INFORMATION TECHNOLOGY
Build expertise & infrastructure in Information
Technology for learning.

INTERNATIONALIZATION
Strengthen the Chinese curriculum & expand the international
dimension in the Xavier education.

INGENUITY
Empower students to take responsibility for their own education and
to exercise and develop leadership and other 21st-century skills.
1
MENTORING
2 OVERSEAS PROGRAMS
4-DAY CYCLE
3
for the HIGH SCHOOL
4 STUDENT
MOVEMENT
5 PRIVILEGE
THE HAIRCUT
 INNOVATIONS
Mentoring
21st-Century Redesigned Schedule
LEARNING Student-Centered Learning

in Xavier School
INGENUITY/LEADERSHIP
The Haircut Privilege

INTERNATIONALIZATION INFORMATION
Overseas Programs TECHNOLOGY
International Benchmarking One2One
Learning
 need to engage in
experimentation

permission to
commit
mistakes
Building collaboration
among Jesuits and
Jesuit schools

Very
Tough!
 A METRIC FOR MAGIS
Based on the Ateneo College Entrance Exam (ACET) for School Year 2009-2010
WORKSHOP ON IGNATIAN
SCHOOL LEADERSHIP
(WISL)
* Intramuros Tour * Workshops
* Mass of St. Ignatius * Awards
* Keynotes * Dinner Receptions
* Major Conferences * Closing Eucharist
 3
CONVERSATION
PIECE
SOME SLOGANS
 SLOGANS & REFRAINS
Here
are
some
statements
and
beliefs
we








commonly
hear
today.

Which
of
the
following



do
you
hear
your
students
say?



If
you’ve
heard
your
students
say
something

similar,
put
an
ASTERISK
beside
the
statement.


If
you
suspect
your
students
subscribe
to
that

belief
(even
if
you
haven’t
actually
heard
them

say
it),
put
a
CHECK
beside
the
statement.


If
you
don’t
think
your
students
agree
with
the

statement,
put
an
X
beside
the
statement.
 SLOGANS & REFRAINS
A. “You have to see it—or measure it—to believe it. So,
maybe no religion is true since you can’t actually see God!
B. “Just choose to believe whatever you want! All religions
are equally true anyway.”
C. “I want to make my first million by the time I’m thirty.
That’s what’s important!”
D. “I’m so bored! I want more excitement in my life! The
greater the stimuli and activity I get, the better and more
fun!”
E. “Just do anything you want! We can have our own
personal morality. Whatever!”
F. “As long as it works and gets you ahead, it’s okay to do it.
If it serves you well, it’s good!”
 SLOGANS + REFRAINS
Using the scale below, arrange the statements
according to how widespread and popular you
think they are among your students:

“Never “Too often

heard!” Heard!”

1 2 3 4 5
 SLOGANS & REFRAINS
A. “You have to see it—or measure it—to believe it.
So, maybe no religion is true since you can’t Positivism
actually see God!
B. “Just choose to believe whatever you want! All religions are
equally true anyway.” Pluralism
C. “I want to make my first million by the time I’m thirty.
That’s what’s important!”
Materialism/Consumerism
D. “I’m so bored! I want more excitement in my life! The greater
the stimuli and activity I get, the better and more fun!” Activism
E. “Just do anything you want! We can have our own personal
morality. Whatever!” Relativism
F. “As long as it works and gets you ahead, it’s okay to do it. If it
serves you well, it’s good!” Utilitarianism
 BLOCKS TO FAITH
Positivism Pluralism
“You have to see it—or “Just choose to believe
measure it—to believe it. So, whatever you want! All
maybe no religion is true since religions are equally true
you can’t actually see God! anyway.”

Activism Materialism/
“I’m so bored! I want more Consumerism
excitement in my life! The “I want to make my first
greater the stimuli and activity I million by the time I’m thirty.
get, the better and more fun!” That’s what’s important!”

Moral Utilitarianism
Relativism “As long as it works and gets
“Just do anything you want! We
can have our own personal you ahead, it’s okay to do it. If it
morality. Whatever!” serves you well, it’s good!”

SECULARISM
 BLOCKS TO FAITH
Positivism Pluralism
All claims to truth must Acceptance of all claims
be observable and or perspectives as more
scientifically provable. or less equally true

Activism Materialism/
Need for or addiction to Consumerism
constant activity and Attachment to
excitement material possessions
and physical comfort
Moral Utilitarianism
Relativism Actions are right if they
Denial of absolute moral are useful and
laws: We are free beneficial to me and/or
to do as we wish. the majority

SECULARISM
 The Gate of
TRUTH: Creed
Beliefs + Church Teachings

The Gate of
BEAUTY: Cult
Prayer + Worship

The Gate of
GOODNESS: Code
Moral Living + Service

THE 3 GATES TO GOD

The Gate of TRUTH: Creed
Beliefs + Church Teachings

POSITIVISM
“You
have
to
see
it—or
measure
it
—to
believe
it.
So,
maybe
no

religion
is
true
since
you
can’t

actually
see
God!




PLURALISM



“Just
choose
to
believe
whatever

you
want!

All
religions
are
equally

true
anyway.”
 THE FOUR STAGES OF
SPIRITUAL DEVELOPMENT
Stage 1 - Undeveloped Spirituality:
No interest in religious matters. Defiance and
disobedience. “Me first!” attitude. Common
among very young children and criminals.
Stage 2 - Formal Spirituality: Blind faith on
authority figures. Clear-cut division between
right and wrong. Membership in organized
religion and participation in formal rituals.
Stage 3 - Skepticism/Individuation:
Critical thinking. Acceptance only after
questioning and examination of “evidence.”

Stage 4 - Mysticism: Critical thinking but

appreciation and acceptance of God as
mystery: intelligible + incomprehensible.
 THE FOUR STAGES OF
SPIRITUAL DEVELOPMENT

Stage 1 - Undeveloped Spirituality: NOT CARING

Stage 2 - Formal Spirituality: ACCEPTING

Stage 3 - Skepticism/Individuation:
QUESTIONING ?
Stage 4 - Mysticism: CHOOSING

When we were students?

What about our students?
 How do you think does the following
apply to formation & faith?
One-Way
BROADCAST Passive Receivers
Learning of Knowledge
Teacher-Centered

Two-Way Active Users +

INTERACTIVE Creators of Content
Learning
Student-Centered
 The Gate of TRUTH: Creed
Beliefs + Church Teachings

UNCRITICAL RECEPTION
OF THE TRUTH

HEALTHY CURIOSITY
& CRITICAL SEARCH
FOR TRUTHS

INDIFFERENCE TO (or
REJECTION OF) THE TRUTH
CREED: BELIEFS AND CHURCH TEACHINGS

THE CERTAINTY OF GOD

VS.
THE POSSIBILITY
AND DESIRABILITY
OF GOD

The Gate of
TRUTH
The Gate of BEAUTY: Cult
Prayer + Worship

MATERIALISM/
CONSUMERISM
“I want to make my first million by
the time I’m thirty. That’s what’s
important!”

ACTIVISM
“I’m so bored! I want more
excitement in my life! The greater
the stimuli and activity I get, the
better and more fun!”
 “THE FLATTENING OF SYMBOLS”

The traditional symbols and rituals of the Church are no

longer as meaningful or powerful as before--if at all!
“The Death of Silence”

Horror vacui
the fear of empty spaces in our lives...
 The Gate of BEAUTY: Cult
Prayer + Worship

UNQUESTIONING ACCEPTANCE OF
TRADITIONAL SYMBOLS & RITUALS

RENEWED APPRECIATION
OF TRADITION +
CREATION OF
NEW SYMBOLS & RITUALS

TOLERANCE (OR REJECTION) OF

MEANINGLESS SYMBOLS & RITUALS
 CULT: PRAYER AND WORSHIP

Resuscitating
Symbols
+
Stealing
Symbols

The Gate of
BEAUTY
The Gate of GOODNESS: Code
Moral Living + Service

RELATIVISM
“Just do anything you want! We
can have our own personal
morality. Whatever!”

UTILITARIANISM
“As long as it works and gets you
ahead, it’s okay to do it. If it serves
you well, it’s good!”
 MORAL REASONING

GOOD EVIL

PLEASURABLE EASY! Oh no!

Kayang-
PAINFUL Uh-uh!
kaya!
 IGNATIAN DISCERNMENT

GREATER
GOOD
GOOD

No Way
PLEASURABLE sweat! prublima!

Major
PAINFUL Uh-uh! Major
Problem!
 The Gate of GOODNESS: Code
Moral Living + Service

FEAR OF ‘THE FIRES OF HELL’

(PAIN & PUNISHMENT)

COMMITMENT TO
THE GOOD + DESIRE FOR
THE GREATER GOOD

ATTRACTION (OR ADDICTION)

TO PLEASURE
CODE: MORAL LIVING AND SERVICE

How do we make
good cool again?

The Gate of
GOODNESS
 Keys to the Gates of
TRUTH, BEAUTY, and GOODNESS
What kind of experiences can we design and
what meanings can students derive from those
experiences to lead our students...

• To seek truths and eventually arrive

at the Truth?
• To look for the unseen God and
encourage them to relate to Him?
• To commit to do the Good and to
seek the Greater Good?
 RECAP
THREE CHALLENGES TODAY

• Redesigning Learning for the 21st Century

• Reinventing Schooling in a Flattened World
• Resuscitating Spirituality in a Secular Age