My Educational Philosophy/ my own personal philosophy the thing that drives my own learning and my long term vision for my work and for my personal learning.
I am a painter. My self identity was always as an Painter, surfer- a human, who happened to teach. (MM)(G2-2, G1-11) It has been this way for 20 years with never a falter. The last few years has seen a shift towards the sense that I am a Teacher who happens to be a Painter. The two have become line explicitly inked. This is not to imply or diminish the Artist aspect of my life, quite the contrary. My professional art career has in some respects never been better. (PM)
Perhaps it was the fact I now live in the general community in which I teach, and we, the community and I, are also often inexplicitly tied. The subcultures within the community have bonds and history(SV). A personal history that goes back 30 years. There are generational community shared visions that I often find a true attachments with.(MM) (ST)The surfing community that arrived in the 70's, the artist, the figurative artist I knew in NYC, the surfing artists... all have web like links (ST) that make up the fabric of my mental model - my understanding . What this translates to is my job and life have become tied to each other for better or worse they link into the web of the community. (ST)
-
Walk the walk and talk the talk-
-
Be Honest and careing ( ...and you must) (G1-3)
-
Work hard play hard and blur the differences
-
Lose yourself in the process of learning
Discovering the honest vision and seeing the validity in ones own marks is the hard part. Nothing is a mere exercise - and everything is an exercise. This is a philosophical work method. It is all important and fun. It is the act of play - both fragile and imperative. (HM5)
What the Metaphysics of Quality would do is take this separate category, Quality, and show how it contains within itself both subjects and objects. The Metaphysics of Quality would show how things become enormously more coherent--fabulously more coherent--when you start with an assumption that Quality is the primary empirical reality of the world.... ...but showing that, of course, is a very big job....  |
|---|
When the students and I develop a shared vocabulary (SV) they begin to expand their visual vocabulary to find their own voice.( G1-7)The experience of the Art room before a Real World experience on a implicitly high level. I strive to make the experience memorable and exciting with the walls and clock of the traditional classroom dissolving.( HM10) The High School art class becomes less and more Art schooly and even more Art worldy. (HM6)The bar is raised ( Students will rise to the level of expectations and I have found that my involvement as a teacher , emotionally, time wise, intellectual has dramatically increased. TEAM has also contributed to this by fostering and exposing stimulating and demanding. I found new ways to think about thinking -meta cognition and relate it back to my students.(HM9) Since artists are selfish, by definition, I want only to make my days fun and exciting. The by product of this self-gratification, is the elevation of my charges to the highest level that they can obtain. My mantra is- avoid easy solutions, experiment, expand, find enjoyment in work and trust "the force" - know success will come as you attempt to express (HM1,HM11,PM) yourself visually free of self consciousness, honest and with a personal validity of expression.
*Costa & Kallick's 16 Habits of Mind - (TEAM)
The adopting of the Artist life . Is in many respects the adopting of the following as gospel. The incorporation of attempt to incorporate these items are in some respects the true nature of the path of an artist or being.
1. Persisting (HM1)
2. Thinking and communicating with clarity and precision (HM2)
3. Managing impulsivity (HM3)-Harnessing and using, and embracing in ones work...
4. Gathering data through all senses (HM4)
5. Listening with understanding and empathy (HM5)
6. Creating, imagining, innovating (HM6)
7. Thinking flexibly (HM7)
8. Responding with wonderment and awe (HM8)
9. Thinking about thinking (metacognition) (HM9) *Required of all*
10. Taking responsible risks (HM10)
11. Striving for accuracy (HM11)
12. Finding humor (HM12)
13. Questioning and posing problems (HM13)
14. Thinking interdependently (HM14)
15. Applying past knowledge to new situations (HM15)
16. Remaining open to continuous learning (HM16)
******The above I believe to be implicite in the nature of ART and being an Artist.
A distraction:
Reality and fashion Reality is Relative-
- The Nature of Reality-*Herrigel, Eugen. Zen in the Art of Archery ISBN 0679722971.
Pantheon Books/Random House, New York (1953, 1981)
* Yamada Shôji, "The Myth of Zen in the Art of Archery." Japanese Journal of religious studies, Spring 2001, 28/1–2. (Number 586). Alternate point of view. full-text PDF 265K
* "Zen in the Art of Archery - A practitioner's View", Liam O'Brien, Kyoshi 7 dan full-text PDF