Application KAM III

Introduction 1

Application: SBSF 8330

Professional Practice and Organizational and Social Systems 3

Conclusion 11

References 12

      This study of whole children

and open systems analyzed qualities of

motivation and simplicity and how these factors affected the health and

welfare of the whole child. The truly wild and free child, informed with

intuitive belief and trust, will enter society only when new paradigms

allow a return to the mythical and magical in the human experience. In

the Breadth section, theories of open systems were compared and

synthesized. The conclusions arrived at point to a simple solution. Just

as the organism called a slime mold is able to find its way through a

maze, the cosmic and intuitive human might visualize a way out of the

maze of illusion and 20th Century preoccupation with materialistic

experience. How will this become possible? The use of a new paradigm in

learning is one path, as Thomas Kuhn suggested in

the 20th Century, that can be followed to attain knowledge

and to promote emergence (Kuhn, 1962). This is a systems science

approach that also emphasizes a Problem-Based Learning system.

      The author has created three Power Point Presentations

that are capable of being redesigned to fit

the interests of each participant audience,

with music and narration adaptable to whatever cultural background best

suits the population. Each of these Power Point

Presentations has been prepared to discuss the best ways to introduce

the methodology called Design by TEAMS.

Based on principles of dynamic and open systems, capable,

as analyzed in the Breadth and Depth sections,

of growth and change both within and without,

each power point shows how to arrive at the most

efficient design for any Project or Model Design, using

the TEAMS layout. There are roles within the teams and steps in the

design process that show, with simple and entertaining graphics, how to

create a team process that can accomplish any

design, big or small. The team design is

illustrated for all the stakeholders in a school population in

the TEAMSareSMART! Workshop.

The ages from 2+ to Pre-K through 12 and

beyond can enjoy and benefit from this simple methodology. Action

research using anonymous feedback online will attempt to answer the

questions of whether these workshops will increase self-esteem and

critical thinking skills, as well as establish long-term lines of

communication. The development and piloting of these demonstration

workshops will also be discussed.

      How will the techniques of teamwork

analyzed in the Depth section, in combination with

principles and perspectives from quantum physics and

open systems theories, be adapted by teachers to expand and define

a changing curriculum? Differentiated learning is not only a possibility,

but a necessity, if the young brain is to achieve its full potential

(Targ & Katra, 1998), (Wiggens & McTighe, 1999), (Tomlinson, 1999).

This treatise will analyze three Powerpoint presentations created by the

author to model the TEAMS methodology.

Each PowerPoint can stand alone, with narration provided by the workshop Mentor,

or they can be used together. Each Presentation offers a Workshop format

that uses learning by doing to create TEAMS, teaching feedback and

choice to replace stress and bias in any system or design chosen by the

participants and/or the presenters. In simple and interesting graphics

and utilizing digital effects, the author illustrates the basic concepts

of the methodology called Dynamic Systems Design.

Teachers or presenters will narrate these

workshops themselves using the notes provided or may

use their own comments. A CD of music that the workshop presenter

chooses to match the participant population can be used. If time allows,

a short survey indicating the participants' interests, both musical and

hands-on project suggestions, may guide the mentor in choosing the music

and project models. Only one experience of the

TEAMS Methodology can provide enough of a design

framework for anyone who can read to mentor the next

Workshop. These workshops will also be made available for free online

and in a movie format and are applicable to audiences of any age or

status level who wish to participate. Will only one Workshop benefit

participants in the areas of self-esteem, communication, and

team-building skills, and metacognitive abilites? This will be the

subject of further research.

      In the second presentation, TEAMSareSMART!, each

role in the team and each step in the process is described on slides

with original digital photography depicting scenes from nature and

artistic vision. The word TEAMS describes each role that will be

fulfilled within the project module. Each person chooses their own

PROJECT and forms a team with others of similar interests. Each person

is also responsible for choosing their own role(s) in a team. Using

constructivist principles of PBL or Problem-Based learning by doing,

each participant will learn at least one role within the team matrix as

they design a project as a team member.

      Assessment by rubrics and

Portfolios of Projects completed or in process, will bypass the need for

grades, as everyone judges their own progress and that of their team on

a scale of one to ten or poor to rich in the last five minutes of every

team meeting. Scores of five or under indicate a need for intervention

by the team or workshop leader and may also indicate the need for a

reshuffling of team members or assignment to new roles within the

already established team.

      The third presentation is a Powerpoint offering a Staff Development

Workshop. This can be used effectively in the interim between school

sessions to unite all stakeholders in a shared vision. Including teachers,

administrators, students, siblings, and parents in a short

one-half hour Design by TEAMS session will become a truly

cost-effective management and motivational tool that can be used in

schools that learn (Senge et. al, 2000). If the

workshop is included in a half-day picnic in the park or gym or

community center, then learning by doing will become fun and rewarding,

and learning in the metaphor of taking a voyage on a Ship of Discovery

will replace outer motivation with inner curiosity and joy.

      These three presentations describe and delineate a new methodology

that is also capable of generating increase in not only self-esteem,

but also communication and metacognitive, critical thinking

skills in the participants of any age or status level who choose

workshops that embody their own interests. Teachers, as well as those

they teach, can benefit from the use of these POWERPOINT

Presentations. The participants, be they young or old, teacher or

student, pick their own Project and TEAMS. They might include digital

photography, videography, digital editing and computer skills like

graphic design to document the Process. This means research can also be

considered as historical in the video diaries of children's "Projects"

over many years. Each Project teaches something that applies to systems

sciences by designing a Project that meets the minimum requirements for

the grade level in a hands-on (PBL or Problem-Based learning) model of

TEAMS Design. (Berends, 1986).

      The Design by TEAMS Methodology created

as three Power Point Presentations

will create instant mentors and creative visualizers

by utilizing the attraction and internal motivation of the

student's own talents and interests to guide their voyages in the Ship

of Discovery that any educator can initiate with simple methods of

positive and unconditional support and feedback. Only the ability to

become members of a viable team and to have a positive and long-lasting

effect on their own environment will be needed to create the correct

habitat for lifelong learning centers to function, freeing the teacher

to become the illuminary, instead of the authority figure so difficult

for most children to relate to in a "traditional" classroom environment.

      When open systems comprising both effective and ongoing feedback

loops, as well as truly free and creative individuals, re-enter the

stage of lifetime learning, then the chaos of synchronicity will again

become a possibility. Variables affecting sources of hunches and

reflection can produce neuromusical links to phenomena not accessible via

the previously-accepted evidence of only five senses.

      A unique but potentially harmonious whole

that nature offers free and only man denies to himself,

greater than the sum of its parts, is indicative on the microcosmic

scale of certain innate and periodic natures of chaos in motion

(Swan, 1992), (Gleick, 1987). The dynamic systems

beginning to be studied in the 21st century will transform previous

educational and organizational structures in society, using feedback to

effect educational excellence (Simonson, et al., 2003). Bound by the

owl-like shape of a transform on an oscilloscope, theories of chaos

offer periodicity and emergence (Johnson, 2001), (Strogatz, 2003),

(Barabasi, 2002). These qualities and variables must be made available

to both the students and the educators in a new paradigm of discovery

initiated by the stakeholders themselves (Johnson, 2006). Freeing the

21st Century brain to explore new and previously unknown ways of

relating to a reality in constant flux will create these new paradigms

for learning (Pikovsky, Rosenblaum & Kurtis, 2002).

      All natural phenomena include innate patterns. Listen to a whale's

song (Morgane, 1979), (Forkan, 1979). Listen to the feedback that is all

around in nature and pure thought. What is listening to music if not the

search for patterns (Johnson, 2001)? Feedback is the most basic function

of an open system. It is the likelihood of a feedback loop that

correlates directly to the general interconnectedness of the systems.

This interconnectedness is the most important function and the most

basic tenet of systems theories. Putterman (1995)

demonstrated that the universe was a function of music,

not merely mathematics. Will this observation point

the way to a new perspective on education?

      Lack of awareness of others in our immediate environment is true

for other levels of reality as well (Marcus, 2001b), (Marcus, 2001b).

Both physics and thought are de Broglie wave forms capable, like the

butterfly in the Lorenz equation, who flaps its wings and creates chaos,

of an unknown and perhaps unknowable pattern (Humphrey, 1973). Only

through direct experience and memory can the human brain learn. Only

through practice can the little cognitive constructivist grow a healthy

brain. Only with adequate stimulation in the immediate environment will

the whole child reach the potential available to all.

      Creative visualization may be one new perspective or paradigm that

embodies the neuroplasiticity of the human brain and the science of

psychocybernetics and cosmic ciphers and the ability to effect change

through thought and belief. How does the Design by TEAMS

methodology use the principles defined in the Breadth and Depth

sections? Using the principles of inner motivation and the innate

sources of creativity within each individual, each TEAM Process

stimulates and catalyzes every participant. How is this made possible?

The six characteristics indicative of creative people that were

hypothesized by Perkins have been stifled in inner cities and concrete

jungles. However, these six creative urges are all

present in a Design by TEAMS Process.

      How can 21st Century education be simplified, using the idea of

dynamic systems that, linked and in sync, become more than the sum of

their parts (Walker, 2000), (Vertosick, 2002)? How can the processes and

growth potential of every child be aided, rather than stifled?

All children need close, connected interaction and handling to

learn how to react in interpersonal relationships,

and this needs to occur within the first year.

     Exposure to languages and stimulation, and

all of the early sounds shaping the growing brain, especially music and

rhythm, create, in the first year of life, a perceptual map of neurons

in the auditory cortex (Habermeyer, 1999), (Fuster, 2003). Once this

original map has been created, all further knowledge attained can fit

within it. What is the source of this creative flow that maintains the human

brain at optimum potential for growth and learning?

This will be the domain of the teachers and leaders of

the future. Will cooperation move once again to the

forefront of human endeavor, as in the days of

the original Olympics, or will competitive and

outmoded principles continue to inform education as it

was designed in the mechanistic and static realm

of the 20th Century schoolroom? Will leaders emerge

who can overcome the fear of the unknown to enter once

again the miraculous realm of the musical and magical

never-ending story of the lotus of pure starlight emerging

as a new and shining star called Earth or Home?

      Without a way to create viable teams to work together

to effect widespread reform, will educational systems

be able to address the needs of all stakeholders and allow and encourage

out of the box solutions (Brandenburg & Paxson, 1999), (Felix, 1997)

(Begich & Roderick, 2000), (Le Doux, 2002)? Becoming bio-synchronous

through music and rhythm, dance and creative play, even the youngest

child may produce a Portfolio of creative interaction (Wood, 1987),

(Faiver, Eisengart & Colonna, 2004). Like dolphins, who, pod conscious,

perhaps share the benefits of not only telepathy, but also precognition,

an advanced human molecule might coalesce a higher order of vibration of

love and compassion (Giroux, 1965), (Gleuck, 1979), (Lilly, 1979a),

(Lilly, 1979b), (Herman, Kucsaj & Holder, 1993), (McNally, 1979),

(Payne, 1979), (Reiss, & Marino, 2001), (Frohof & Peterson, 2003).

Centers of Learning that are capable of becoming open and viable systems

might evolve new paradigms on an inner voyage of the 21st Century

generation toward truth, grace, beauty and peaceful eco-existence and

co-maintenance of a precious biosphere (Tame, 1984), (Ridley, 1996),

(Hock, 1999), (Gordon, 1999).

      The subject of this treatise was the comparison and integration

of 20th Century philosophers and scientists in the diverse fields of

psychology, human interaction within social and cultural systems, and

theories of general systems, chaos, emergence, and synchronicity, with

21st Century understandings of education that embrace the concepts of

wholeness within the individual. Schools may one day offer more programs

producing natural and creative visualizations and

imaginariums, instead of teaching music "appreciation" (Trefil, 1997),

(Gamon & Bragdon, 2001). Perhaps, as Thomas Kuhn pointed out in

examining the history and nature of scientific

progress into the 20th Century, we have ignored and lost

previously accepted knowledge and wisdom in the race for

"progress" and industrialization (Kuhn, 1962),

(Narby, 2005), (Trudeau, 2004),

(Gage, 2003). Is it possible to repair ourselves, individuals,

as well as organizations and society?

Only the future will tell.

Begich, N. & Roderick, J. (2000). Earth rising: The revolution toward a
     thousand years of peace. Anchorage, AK: Earthpulse Press.

Brandenburg, J.E., & Paxson, M.R. (1999). Dead Mars, dying Earth.
      Freedom, CA: The Crossing Press.

Faiver, C. Eisengart, S., & Colonna, R. (2004). The counselor intern's
      handbook. Belmont CA: Thompson Brook/Cole.

Felix, R.W. (1997). Not by fire but by ice. Bellevue, WA:
      Sugarhouse Publishing.

Forkan, P. (1979). A world order for whales.
      In T. Wilkes (Ed.), Project Interspeak.
     USA: Project Interspeak, 77-83.

Frohof, T., & Peterson, B. (Eds.) (2003). Between species:Celebrating
     the dolphin-human bond. San Francisco: Sierra Club Books.

Fuster, J.M. (2003). Cortex and mind: Unifying cognition.
      Oxford: University Press.

Gage, F.H. (2003). Repair yourself. Scientific American,289(3), 29-35.

Gamon, D. & Bragdon, A.D. (2001). Learn faster and
      remember more: Tap the full powers of the
     most sophisticated learning
     machine in the world! New York: Barnes & Noble.

Giroux. (1965). A selection from deities and dolphins.
      In T. Wilkes (Ed.). (1979).
      Project Interspeak. USA:Project Interspeak.

Gleuck, N. (1979). The dolphin goddess.
     In T. Wilkes (Ed.).
     Project Interspeak. USA: Project Interspeak. 70.

Gordon, R. (1999). Quantum touch: The power to heal. Berkeley,
     CA: North Atlantic Books.

Habermeyer, S. (1999). Good music brighter children: Simple and
      practical ideas to help transform your
     child's life through the power of music. Rocklin, CA:Prima Publishing.

Herman, L.M., Kucsaj, S.A., III, & Holder, M.D. (1993). Responses to
     anomalous gestural sequences by a
     language-trained dolphin: evidence for processing
     of semantic relations and syntactic information.
     Journal of Experimental Psychology:General, 122, 184-194.

Hock, D. (1999). Birth of the chaordic age.
     San Francisco:Berrett-Koehler Pub.

Johnson, S. (March 27, 2006). Don't fear the digital. In
     Times Magazine, 167(13), 56.

Johnson, S. (2001). Emergence: The connected lives of ants,
      brains, cities, and software. New York: Scribner.

Kuhn, T.S. (1962). The structure of scientific revolutions.
     Chicago, Ill.: University of Chicago Press.

Le Doux, J. (2002). Synaptic self: How our brains become who we are.
      New York: Penguin.

Lilly, J.C. (1979a). Communication between man and dolphin.
     In T. Wilkes (Ed.), Project Interspeak.
     USA:Project Interspeak p. 7-12.
      Malibu CA: Human/Dolphin Foundation.

Lilly, J.C. (1979b). The rights of cetaceans under human laws.
     In T. Wilkes (Ed.), Project Interspeak.USA:
      Project Interspeak p. 99-103

Marcus, G.F. (2001a). The algebraic mind:
      Reflections on connectionism
     and cognitive science. Cambridge, MA: MIT Press.

Marcus, G.F. (2001b). Plasticity and nativism: Towards a resolution
      of an apparent paradox.
     In S. Wermter, J. Austin, & D. Willshaw (Eds.).
      Emergent neural computational architectures based
     on neuroscience. New York: Springer-Verlag.

McNally, R. (1979). Echolocation/Cetaceans sixth sense.
     In T. Wilkes (Ed.), Project Interspeak.
      USA: Project Interspeak, 57-64.

Morgane, P. (1979). The whale brain:
      The anatomical basis for intelligence. In T. Wilkes (Ed.).
      Project Interspeak. USA: Project Interspeak, p. 21-26.

Narby, J. (2005). Intelligence in nature:
     An inquiry into knowledge. New York: Penguin.

Payne, R.S. (1979).The songs of the whales. In: T. Wilkes (Ed.).
      Project Interspeak. USA: Project Interspeak, 65-69. Adapted from
     Errington Lecture, New York: New York Zoological Society.

Pikovsky, A., Rosenblaum, M., & Kurtis.(2002).
      Synchronization: A universal concept in non-linear science.
     Cambridge, England: Cambridge University Press.

Putterman, S.J. (Feb. 1995). Sonoluminescence:Sound into
      light. Scientific American,272(2), 6.

Reiss, D., & Marino, L. (2001). Mirror self-recognition in the bottlenose
      dolphin: A case of cognitive convergence.
     Washington DC: The Dana Press.

Ridley, M. (1996). The origins of virtue:
     Human instincts and the evolution of cooperation. London: Penguin.

Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J.,
     & Kleiner, A. (2000). Schools that learn. New York: Doubleday

Tame, D. (1984). The secret
     power of music. Rochester, VT: Destiny Books.

Targ, R. & Katra, J. (1998). Miracles of mind:
     Exploring nonlocal consciousness
     and spiritual healing. Novato, CA: New World Library.

Tomlinson, C.A. (1999). The differentiated classroom:
     Responding to the needs of all learners. Alexandria,VA: ASCD.

Trefil, J. (1997). Are we unique?
     New York: John Wiley & Sons, Inc.

Trudeau, K. (2004). Natural cures "they" don't want
     you to know about. Elk Grove Village,
      Illinois: Alliance Publishing Group.

Vertosick, F.T. (2002). The genius within:
     Discovering the intelligence of every living thing.
     New York: Harcourt.

Walker, E.H. (2000).The physics of conciousness.
      Cambridge, Massachusetts: Perseus Books.

Weil, A. (2000). Eating well for optimal health:
      The essential guide to food, diet, and nutrition.
     New York: Albert A. Knopf.

Wiggens, G., & McTighe, J. (1999). Understanding by design.
      Alexandria, Virginia: ASCD

Wood, M. (1987). Seven herbs: Plants as teachers.
     Berkeley, CA: North Atlantic Books