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Messing About Gathering in New England-Exploring Sound and Noticing Relationships - November 5, 2016

11/29/2016

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Post by ​Yvonne Liu-Constant & Elizabeth Cavicchi,
​New England group of Hawkins Centers of Learning
Mess About with Sound was the theme for the New England group of the Hawkins Centers of Learning on the morning of Saturday, November 5, 2016.  Among the 20 participants were educators of students ranging from early childhood to graduate school, as well as graduate students in education.  Materials for exploration included: strings, wires, glasses, water, pipes, tubes, wood, sand, colored sugar, glass bottles, tin and plastic boxes, violin bows and resin, tuning forks, metal bowls, etc.  The playful gathering met in a classroom with six working tables, side benches and a sink, at the Edgerton Center at MIT, Cambridge MA.   
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The MIT Edgerton Center offers a range of experiential learning, hands-on activities and engineering challenge projects and clubs for students and participants from grade school to graduate school.   http://edgerton.mit.edu/ Through its many K12 programs, children and teachers from local schools, or coming from other communities and international settings, participate in hands-on sessions and extended workshops.  In a single session, children working in pairs design, construct and race a car made from Lego; a summer workshop has teens forming teams for developing and constructing an open-ended engineering of their own design.  In doing this work, the Edgerton Center continues the legacy of strobe pioneer “Doc” Harold Edgerton, whose boundless spirit of investigation encouraged students to follow their curiosity in experimenting and questioning.  

Discovering the Unexpected

The gathering started with self introductions on personal experiences with sound.  Sound is upcoming as a unit for two grade school teachers, who said children enjoy sound, while they wonder about getting into its “intricacies”.  A teacher of one-year-olds described the loud screaming of infants as “Just for Fun!”, showing their fascination in the sounds they make.  A preschool teacher reflected that, while “Kids love noise!”, you need both noise and silence -”music has silence too”.  An education graduate student, having read essays by David Hawkins, was intrigued to play with sound; a jazz musician and her teen daughter sought to connect their music with teaching children.
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The activity period began when Elizabeth Cavicchi, an instructor at the Edgerton Center, invited participants to:
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Explore something that makes a sound with materials on your tables.
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Materials on the six tables included:  soda straws, scissors, balloons, tape, rubber bands, string, popsicle sticks paper cups. Before long, the room was filled with sound, conversations, and laughter, as strangers quickly bonded while: blowing up balloons, stretching balloons, rubbing and drumming with filled balloons, blowing by mouth over the tops of soda straws, producing high pitched sounds from materials, and squeals of hilarity among participants. Suddenly, a balloon popped, evoking shrieks in reaction.
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Co-facilitator Yvonne Liu-Constant, early childhood professor at Lesley University, brought new materials, including glass bottles of various heights, to the tables. Both deep and high tones sounded from blowing over the bottles’ top, by mouth and soda straw. Rubber bands were stretched across bottles longitudinally, cookie tins and a dustpan. Fingers or fingernails plucked the stretched rubber bands. After 10 minutes, these activities were brought to a pause when Elizabeth made a ringing sound by hitting a brass bowl to gather people’s attention. Elizabeth then invited participants “to share discoveries, sounds, curiosities”.  Those that blew over a bottle by mouth and straw described and demonstrated their “fog horn” and their surprise at producing a “whistle; I didn’t expect a whistle!” The video below reveals  Amanda’s thrill at “discovering the unexpected!  Whee”:
This idea of “discovering the unexpected” was a thread through much of the sharing. From another table, Cindy shared about her initial exploration of rubber bands stretched on a tin box: 
I discovered that I didn’t like it. This was too safe, it was going with an idea that I already know existed. It’s more fun to afterwards say, that’s why it wasn’t working! I was trying to repeat something that existed already. I realized I needed to let go of what I already “know” (she gestured air quotes), so I could get into something that I didn’t know. It was fun watching others who were more experimental...

Several participants expressed an initial sense of relationships holding between the materials making the sounds, and the sounds produced.   Noticing that rubber bands of different tautness sounded differently, Devon, an education student wondered if the different sized bottles might sound differently.  By blowing into soda straws that she bent sharply (so as to seal off the tube), first in half, then in quarters, Kate found sounds of increasingly high pitch (An interesting extension - we don’t know if she tried it- would be to cut a soda straw to the same length as the bent sealed one, and compare the sounds of blowing into both tubes).  Another student found that the loudness of plucked rubber bands was lessened when the bands were stretched over a plastic dustpan, as compared to over  a metal cookie tin.

After ten minutes of group sharing these initial sounds and observations, Elizabeth opened the next round of experimenting, saying

"I encourage you to continue taking something further. Amplify it, extend it, change the sounds, see what you can modify, what that means. There are more materials, ask for things.  I want everyone to have an experience with a tuning fork.”

To set the tuning fork sounding, Elizabeth suggested striking it with a rubber mallet or against one’s hand; hitting it on a table or other rigid material could deform the fork.

Gallery Walks


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Reflections on 'Maureen's Family'

1/5/2016

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Happy New Year! We are jumping back into blogging with this new year!

This past summer, we received an email from Charles Rathbone. Charles had been a colleague of Marget Shewmaker, author of 'Maureen's Family' (an essay published in Outlook Magazine),  at the time she had written the essay. Charlie and Margie were both working with the New City School in urban St Louis. 

Charles  was generous to share this excerpt he had written reflecting on the days when the essay was written: 
Margie came running up to me one day with an excited account of what had happened that morning in class.  I immediately sensed that this was going to be a really good story and that it was somehow particularly important to her personally, so I abruptly cut her off, sent her home, agreed to take over her clean-up chores (It was midday, and school was out for the youngest group); and I made her promise to write down what had happened while it was still fresh in her mind.  Though my rebuff met with initial surprise, I could see in her face how she warmed to the idea (and, besides, I knew she had literary aspirations).  Even as we spoke, I could sense her mind drifting toward what detail to record and how to let her story unfold.
 
Briefly, the sequence was this.  Little Maureen, aged five, had been trying to figure out her family constellation –herself, her little brother, parents, two sets of aunts and uncles- and, psychologically, where she fit in.  Realizing what was transpiring, Margie had suggested a means by which the child might demonstrate her thinking on this matter of relationships, using chalk and erasers, and such.  They worked together on the project for a while, but then it was time to go, so they put the materials aside until the next day when Margie instead brought in a bowl of interesting stones, a few small pieces of wood and a board to glue them onto.  The girl chose carefully – a tiny stone for her brother, a larger one for herself, a very pretty one for her mother, and so forth; and when it came time to distinguish the Uncle Paul on her mother’s side from the Uncle Paul who was her father’s brother, she decided to affix some yellow yarn to one of the stones in order to designate the blond Uncle Paul.  And on it went.
 
When Margie arrived next morning, she already had a second draft, though she wouldn’t yet allow to me see it, for she felt it needed further polishing.  Meanwhile, I took two photos of Maureen with her presentation.  After two more drafts, Margie was done.  Fortunately, I knew Tony Kallett, the editor of a small but important periodical devoted to capturing what really goes on between teachers and their students, and Margie’s piece was immediately accepted.  It was her first published piece and my first (and only) published photograph.
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Click the photograph to read Margie's essay, 'Maureen's Family'. *Charlie asked us to note that the editorial at the bottom of the last page of the essay is from Outlook magazine and not a part of the essay itself.

It is striking how powerful these two simple acts of listening were. 

First, Margie's act of listening to Maureen. How easy would it have been to engage Maureen then transition to something else. Rather, Margie sat down and worked with Maureen for a long time, long enough for Maureen to find her footing in the classroom. Margie listened closely to each of Maureen's requests, for the correct length of hair, for just the right specialness of each rock. 

Second, Charles' act of listening to Margie. He heard in her voice that this was an important moment and not only suggested that she record it, he cleared the space and time for her to record. How must this act of writing supported Margie in recognizing the importance of her moment of listening to Maureen?

Neither of these moments are earth-shattering, but both could be considered life-changing. This is Hawkins' idea of eolithism - giving that weight to the moments that are already happening.

Happy New Year! May we all give space for our eoliths this year.   
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Supporting Play and Inquiry with Barry Kluger-Bell

5/7/2015

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Guest Post by Laura Friedman of Creativity in Learning, Lucinda Burk of Buckingham, Browne & Nichols and Yvonne Liu-Constant of Lesley University
This past weekend we had a wonderful workshop in Maine titled Supporting Play and Inquiry with Barry Kluger-Bell at our host site, Fiddlehead School of Arts & Sciences.  We are grateful to have connected with Barry almost a decade ago through our ongoing connections with Hawkins Centers of Learning.
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Saturday began with the exploration of foam using three different frameworks:

  • open exploration of materials

  • an open challenge without specific instructions to create a tower with the foam

  • using explicit instructions from a worksheet guide.

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We continued Saturday afternoon with a look at light and shadow.  This two-day investigation gave each of us an opportunity to delve into our understanding of the topic, and then to build on that awareness to create new understanding.  For some, the process from start to finish brought significant change in our thinking about how shadows are created.

During both of these inquiries, we had opportunities to consider our experiences and relate these to our work in the classroom.  Many of us will return to our classes with a new perception of the intersections in the learning continuum between and among unguided experience with materials and experiences that are supported by another who holds deeper understanding of a topic.

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Exhibit Closing at University of Chicago Lab School

4/23/2015

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photos and reflections courtesy of Meredith Dodd
Curiosity is its own reward, at least for teachers.  On my first afternoon at school, when the children began slowly to wake up from naps, I was watching them.  By chance I noticed Gloria and a couple of others putting on their shoes and stockings.  I joined them to help and to talk.  One child asked for a story.  'Read a story, Mrs. ‘awkins.' 


From Journey with Children
 by Frances Hawkins:
Pg 242




Stories…

There are so many stories to be told and so many more to imagine.  The Hawkins Exhibit, and its four main themes  (Eolithism, Teacher as Learner, Messing About, and I, Thou, It) tuned the U of C Lab Schools in to new ways of coming together to tell a shared story.

One of the highlights for me was thinking about how to put together the learning stories submitted by my colleagues to correspond with the Hawkins Exhibit panels.  The connections between the four main themes weave in and out of all types of learning and subject matter.  The culmination of our work produced seven panels that demonstrate progressive education from Nursery through High School and on into adulthood.


John Dewey wrote about the importance of the home - school connection.   I received an email from a Lab parent about her take-aways from the exhibit.  I will end my reflections with her words, as she so eloquently states what we all hope can happen when we take time to be curious:  develop ideas, create possibilities, and stretch our comfort zone. 

A mother’s reflection:

There is so much that is thought provoking and needs time to absorb ...

The material serves as a powerful reminder that learning is a process we ALL undertake all the time, throughout the different stages of our lives  - and in different ways depending on the context.

As a parent of three young children, it's good to be reminded, too, that as the adult we sometimes need to determine the starting place or direction for learning. It's sometimes easy to slip into behavior that 'corrects' or modifies what a child is saying in response to something in the world.

If, instead, I take a step back and appreciate that there are many places to start and that their inherent curiosity will take us to places I might never have imagined, everything seems possible! This exhibit reminds me that adults can help focus and 'clear the way' for children to develop their ideas -- but it is a relationship of learning together rather than hierarchical (that's not to say that I can't tell them when they need a bath or need to get to bed!!)

The best ideas often come when people have broken free of pre-existing ways of thinking and asked, 'what if I start here?' instead of the conventional 'there'. 



Children do this all the time -- if we listen with them, the ability to preserve it through adulthood is the challenge.
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Exploring the Hawkins Philosophy with University Lake School 

3/30/2015

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Photos and reflections courtesy of University Lake School.
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Last month, University Lake School, Hartland, WI, hosted a conference exploring intersections between the philosophy of the schools of Reggio Emilia, Italy, and the philosophy of Frances and David Hawkins. The conference was held in conjunction with University Lake School hosting the exhibit, Cultivate the Scientist in Every Child.

Keynote, Ellen Hall, Co-founder and Board Chair of Hawkins Centers of Learning, and Executive Director of Boulder Journey School, shared contemporary stories from work in early childhood classrooms at Boulder Journey School to illustrate the intersections of Hawkins and Malaguzzi, the founder of the schools in Reggio Emilia. 
Participants were then invited to join breakout groups to explore these ideas in more depth as well as diving into explorations of working with loose parts, natural materials, documentation, geometry with children and many more. One participant reflected that, "The entire concept of “messing about” is inspiring in itself, especially for future educators like myself. I can imagine how magical the environment is when an entire school is based on this concept, but simply putting yourself in this mindset as an educator can transform any classroom."
Additionally, University Lake School hosted a Messing About Workshop, facilitated by Angela Fowler, Founder and Executive Director of Cultivating the Early Years.

One participant reflected that, "The “Messing About” workshop let me take the exploratory mindset and run with it! I loved taking my “teacher hat” off and seeing very experienced educators do the same. After this workshop, I value a child’s perspective so much more. I can better support the individual child instead of making assumptions about which direction their learning must go or how they are going to use the materials in front of them. I also internalized how “messing about” with materials as a teacher allows one to realize how a child feels when their exploration is put within limits. I understand what it feels like to be rushed within a time constraint, be restricted to certain materials and how frustrating it can be to be directed down a different path than the one I wanted to explore. This workshop emphasized that when educators take the perspective of their learners, they are putting themselves in a position to be the most supportive to their learners and even become the learners themselves."
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Throwback Thursday: Cultivate the Scientist in Every Child

1/24/2015

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It is hard to believe that it has been two years since the exhibit Cultivate the Scientist in Every Child: The Philosophy of Frances and David Hawkins opened. In the interim, the exhibit has traveled from Boulder to Wyoming, Denver, New Mexico, Nebraska, and Illinois. It is scheduled to continue its journey to Wisconsin, Tennessee, Massachusetts, and a few more places we'll announce as we get the venues secured. 

For now, we wanted to share this reflection from the original opening, held at the University of Colorado Boulder.

Eddie Goldstein, friend of the Hawkins and currently the Denver Museum of Nature and Science's  (DMNS) senior space science educator, shared this reflection with DMNS Galaxy Guides after attending the opening:

Hi Museum Galaxy Guides,

This past week I went to an opening of an exhibit at the University of Colorado Natural History Museum about the work of David and Frances Hawkins.  In their day, they were quite well known and internationally respected science educators.

Although they lived in Boulder, I met them when I was working at the Capital Children's Museum in Washington, DC in the 1980s.  They had a great understanding of how to communicate, not only the facts of science, but a love for science.  So, although I didn't know them that well, I clearly remember the several times we met.

One thing that has always stuck with me is when David said, "Science is not only about making the strange familiar, but also about making the familiar strange."  The "strange familiar" part I got.  That's about explaining what black holes are.  Or how spectroscopy works.  Or the latest information from the rovers on Mars.  But, "making the familiar strange."  That was new to me.  That is about filling people with a sense of wonder about things they thought they already knew but hadn't really thought about.  Did you ever wonder why you can't tickle yourself?  Did you ever wonder why, when you're driving at night in the rain, the streets look darker than when it's dry?  Did you ever wonder how the cell phone system can find your phone no matter where in the world you are?  In addition to bringing wonder into the world, it extends "scientific thinking" from something that is just done in a lab or observatory into the tools you can use to figure out things you are curious about in everyday life.

David also had a way of making comments that would really make you think.  He told a story about when he was helping his next door neighbor girls build a doll house, which they were doing from scratch.  At one point he said to one of the little girls, "What this doll house needs is a little doll house inside of it."  The little girl thought for a minute and said, "And, that little doll house should have a teeny tiny doll house inside of it!"  In a flash, she had caught a glimpse of infinity.  That's what David's seemingly off-handed comment was really all about.

The real theme of the exhibit, and an underlying theme of much of the Hawkins' work, was how they believed that teachers and students should be shared learners.  Finding something that you and a visitor are BOTH curious about can lead to some of the most powerful learning experiences.  For both of you.  In the exhibit they ask, "In what ways do you consider yourself to be an active learner?  How are your learning pursuits inspired by the children in your life?"  

To that I'll add: When was the last time that a visitor asked you a question that piqued YOUR curiosity, so much so that you and the visitor stopped and tried to figure out the answer to that question?  Either by grabbing a computer and looking it up, or trying an experiment right then and there in Space Odyssey.

If we want to encourage a love of science, these are good ways to start.

- - Eddie


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Eddie Goldstein with Alex Cruickshank, member of the Cultivate the Scientist team, and her daughter Zen Rose.
Thank you, Eddie, for sharing this wonderful reflection with your team and with us. Thank you for sharing your memories of Frances and David. 

And thank you to everyone who has been a part of the exhibit over these two years: coordinators who have helped the exhibit to travel, participants who have brought their wisdom to the workshops, visitors who have helped the ideas of Frances and David to continue. 

Happy New Year!


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Messing About with STEAM in Chicago

12/11/2014

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The exhibit, Cultivate the Scientist in Every Child: The Philosophy of Frances and David Hawkins, is currently being hosted by Cultivating the Early Years, a Chicago-based collaborative. The exhibit is currently housed at the North Park Village Nature Center in Chicago, Illinois.
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This past weekend, Boulder educators Lauren Weatherly and Alex Cruickshank, traveled to Chicago to facilitate a workshop in conjunction with the exhibit. Eolithically, natural materials felt like the appropriate material to to explore at a workshop in a nature center. Participants in the workshop brought beautiful natural materials for us to explore:
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Following a period of open-ended circle-phasing, participants were offered the choice to continue along a thread they had already developed or choose from the following invitations:

  • compose a dream environment
  • construct a working machine
  • create a story



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One table joined together to create a group story. They reflected on the time it took for them to observe each other making, to discuss their possibilities, and to come together to mess about with collaboration. They reflected on the possibilities for children when they have access to time. 

On the iPad, this group messed about with iStopMotion to create a story about the figures they had made. They also reflected on how it feels try an experience that is completely brand new and how they were intrinsically motivated to keep playing with the app. 
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Another participant reflected on the satisfaction of being able to revisit the same materials over a long period of time. She reflected on the incorporation of photographs into the work to offer both revisiting and expansion of ideas. 

She put together the photograph, "Seeds and Links" using the app Poetics 

and a video, "Transforming", using the app Waterlogue

IMG 0995 from ULS iPads on Vimeo.

In the square phase reflecting at the end of the workshop, one participant mentioned how the tone and method the  facilitators' used to present possibilities strongly influenced the rest of her working time. It was such a powerful reminder of the strength of the teachers' relationship with children and the mutual influence each party has on the outcome. Small tonal changes can rapidly change the direction of the work. 
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Waves of light, Waves of sound

12/3/2014

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"It feels like the ocean over here."

The November workshop was designed to interact with light. 

Light tables, projectors, translucent and transparent materials, and reflective materials, were available for messing about. 

During the square phase (discussion phase) of the workshop we discovered we were talking about sound: 

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We wondered why a workshop about light would lead us to a conversation about sound. One participant offered: 
"It felt so quiet this time."


"I noticed that when I started to do something a little louder, I felt almost bad that I would disturb people."

"In my classroom I notice that I am so careful to honor the children who need quiet."


"Can we think about shaping the environment to honor the children who need loud as well?"

"As I was driving over, I was pondering light and that it is made of waves. 
Sound is waves as well - different lengths of waves."

"A wave can be described as a disturbance that travels through a medium from one location to another location. 
A Wave Transports Energy and Not Matter" - the Physics Classroom

How can we explore this connection between waves of light and waves and sound as teachers? In the classroom? What other types of waves can we explore? How can we use light waves and sound waves to transport energy in the classroom?

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Revisiting Messing About with Cardboard

10/16/2014

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A selection of photos from our workshop: 
This month's Messing About workshop also featured cardboard. Many of the teachers present had been participating in the #cardboardchallenge with the children in their classes and brought that excitement. 

We also had three children attend the teacher workshop with us. 

We noticed a series of 3d compositions were created - most of them were representational (ships, robots, pigs). 

Where last month had produced such a wide variety of  strategies for messing about, we wondered about the parallel work this month. Was this a product of the teachers' time messing about with the cardboard over the past month? Was this because it was the second workshop and some level of comfort had been established? Was this because the children present were so comfortable taking inspiration from the work around the room (where adults might feel uncomfortable "copying")?
A huge thank you to Ryan from ABC Imaging for the great donation of cardboard tubes
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Reflection from Yia-Yia

10/10/2014

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During last week's Grandparent Luncheon at Boulder Journey School, one guest shared with her granddaughter's classroom teacher that she had been a colleague of David Hawkins. We were put in touch, and Marion (Yia-Yia) Emmanuelle shared the following reflection: 
“There is a time, much greater in amount than commonly allowed, which should be devoted to free and unguided exploratory work.” - David Hawkins

A personal reflection from Marion Emmanuel who, after several years of research at NCAR, and because of a sincere interest in how children learn, became part of a CU college level program influenced by the teachings of David Hawkins and the Socratic approach to education.

The interview for this position consisted of one question.  "What caused the fall of the Roman Empire?"  I was dumbstruck.  What did this have to do with teaching science I wondered.  When I acknowledged that I had no idea because I had never thought of it, the interviewer looked at me and said I was hired.  This is the part that struck me. I had been asked to teach an undergrad astronomy class to non-science majors who needed to fulfill a science requirement for graduation. I had never studied nor taught astronomy. What would I do in a class where there were few or no instructions?  What would I do if the students, and their parents who footed the bill for education, realized I did not have the experience that was deemed necessary to hold this position?  Would this create chaos?  Or is the only reason we do not know about something because we have not given the subject matter any thought or experienced it.  This must be where the real learning takes place.  

How does one encourage young minds to think about something?  Place them in an environment where young people can investigate and think about things without outside interference.  The environment is created and then the exploration of what is there is left to the students.  It was this unguided part that really struck me.  The self assurance that comes from personal investigation and time to think about things.

I had taught Physics at Boston University and at Wheaton College.   Some of these older students would say, “Well, I am not certain what this lab and equipment is about.  Just tell me what to do, and I’ll do it.” I realized that the effort to free up thinking had to be made at younger and younger ages.  Teaching in high school, I found the same attitudes.  

As a volunteer, I continued progressing backwards until I realized success was easiest during the pre-school and elementary ages when children were so inquisitive on their own.  They would benefit from this time, this unguided time.  It was and is during their free time that their powers of observation and creativity in thinking really come out. 

As for the CU students, the environment was created for them.  The first class session looked like lab tables with "a pile of junk" on them.  But this pile of junk had been carefully selected to help them learn about some basic concepts  in Astronomy as they worked together in finding out what to do with light sources, various objects which blocked or transmitted light, etc.  "Did you see the colors in that shadow?  How is that possible?"  As time in this course progressed, the questions became more and more complex.  The realization that non-science majors in business, and liberal arts classes could "do" science gave them a feeling of accomplishment.  In fact, I was not allowed to tell them that I had no clue about astronomy until the end of the course.  During the course, I didn't answer their questions directly, because I didn’t know either. We had to explore and learn together.  At the end of the class, when I told them of my lack of experience, they refused to believe that this was my first attempt at astronomy too.  Teachers, parents, students...we are all learning together and from one another.

You know,  at the end of all the exploration, I had learned so much and they had as well.  I felt my initial concerns about this class had been eradicated.  The process had been justified, really justified.  Prior to the August Commencement, sitting in the audience at the Shakespeare Festival, one of the students came up to me to  inform me that he would graduate in August and said, “Thank you. In four years, this was the only class that asked me to think critically.  To think for myself.”

Isn't this really what true education is about?  Isn't this what we really want for our children?  For all children?

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    Hawkins Centers of Learning (HCoL), a 501C3 chartered in 2005, serves the educational community by preserving, articulating, and translating into practice the ideas of Frances and David Hawkins.

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