LA KAM III

Purpose

      Objective:

      This Breadth section will research, analyze and define the

relationships that have informed the development of both

educational matrices and systems theories in the 20th and 21st

centuries. Employing ecological systems theories, advances in

brain-based research, and quantum physics, design of 21st Century

matrices utilizing whole systems and technology to implement the

increase of student engagement will be synthesized and

integrated.

Bertalanffy, L. (1968, 1972). General systems theory: Foundations, development, applications.
     London: Allen Lane.

Bertalanffy, L. (1975). Perspectives on general system theory: Scientific-philosophical studies.
     New York: G. Braziller.

Bransford, J.D., & Stein, B.S. (1993). The ideal problem solver (2nd ed.).
     New York: W.H.Freeman.

Bronfenbrenner, U. (1996). The state of Americans: This generation and the next.
     New York: Free Press.

Fromm, E. (1956). The art of loving. New York:Harper & Row.

Fromm, E. (1961). May man prevail? An inquiry into the facts and fictions
      of foreign policy.
     Garden City, New York:Anchor Books Doubleday and Co.

Laszlo, E. (1972). The systems view of the world: A holistic vision for our time.
     Cresskill, New Jersey: Hampton Press.

Maltz, M. (1960). Psycho-cybernetics. New York: Simon & Schuster.

Piaget, J. (1952). The origins of intelligence in children. New York: Basic Books.

Taylor, R. (abridged) (1974). The empiricists: locke, berkeley, hume.
     New York: Anchor Press/Doubleday.

Thomas, L. (1974). The lives of a cell: Notes of a biology watcher. New York: Viking Penguin.

Vygotsky, L. S. (1978). Mind in society:The Development of higher psychological processes.
      Cambridge, Massachusetts:Harvard University Press.

Demonstration

      A scholarly treatise of 30 pages, comparing, synthesizing, and

integrating systems theories with organizational and social

aspects of the developing educational matrix in the 21st Century

will be completed by the beginning of Winter Quarter, 2005.

These areas are important to look at because advances in

integrative medicine and research on what works best for the

development of both human cognition and human creativity will be

necessary to incorporate whole children as

full partners in their own lifetime search for learning and

meaning.

Purpose:

      The Depth will synthesize current research in brain-based

functions and integrative medicine with the

evolution of the present educational matrix as a whole system.

     Objective:

      Integrating and evolving the educational matrix into a

living and viable system will improve educational excellence and

produce needed reforms. American schools and students require

feedback to maintain viability and growth. Student choice and

students’ mental and physical health are major factors affecting

critical thinking and meta-cognition, especially in the early

years. The growing need to include both technological and

psychological variables in this “recipe for wholeness” is

illustrated by the alarming increase in the first five years of

the new millennium in the use of Ritalin

for the Pre-K population. Additionally, the existence of

increasing levels of violence and depression in American schools may be

analyzed to improve feedback loops and critical thinking

skills, especially in the area of very early childhood

education.

Ansary, T. Many kinds of smart. Retrieved May 22, 2004:

http://encarta.msn.com/encnet/features/columns/?Article=multipleintelligences.

Bales, R. F. (1999). Social interaction systems: Theory and measurement.
     New Brunswick, New Jersey :Transaction Publishers.

Barabasi, A.L. (2002). Linked: The new science of networks. Cambridge, Massachusetts: Perseus Publishing.

Bates, F. L. (1997). Sociopolitical ecology: Human systems and ecological fields. New York: Plenum Press.

Das, J.P. (1995). Some thoughts on two aspects of Vygotsky's work.
     Educational Psychologist, 30(2), 993-997.

Ellis, A.K. (Ed.) (2001). Research on educational innovations. Larchmont, New York: Eye on Education.

Erikson, E.H. (1980). Identity and the life cycle (2nd ed.) New York: Norton.

Friedrich, M.J. (1999, April 7). Passion for poetry: Compassion for others. JAMA, 281(13), 1159-50.

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

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

Goldstein, H. (2002, December 1). Validity and reliability of the communication of the symbolic
      behavior scales developmental profile with very young children.
     Journal of Speech, Language & Hearing Research, 45(6), 1092-4388.

Gorski, P. (2001, September). Multicultural philosophy series, Part 4: Multicultural education
     and the digital divide. Retrieved 6/2/2004:
      http://www.mhhe.com/socscience/education/multi/philosophy/4divide.html

Green, D., & O’Brien, T. (2002, June). The internet’s impact on teacher practice and classroom culture.
      T.H.E. Journal Online, Feature. Retrieved August 12, 2002 from:
      http://www.ascd.org/readingroom/edlead/9404/dwyer.html

Gupta, U. (2000). Information systems: Success in the 21st century. Upper Saddle River,
     New Jersey: Prentice Hall.

Henderson, H. (1996). Building a win-win world: Life beyond global economic warfare.
     San Francisco: Berrett-Koehler Pub.

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.

Hockfield,S. (2005, July) An uncommon celebration. Technology Review:
     MIT’s Magazine of Innovation. Retrieved, October, 2005:
      http://web.mit.edu/inauguration/webcast.html

Johnson, D.W., & Johnson, R.T. (1999). Learning together and alone: Cooperative, competitive and
     individualistic learning. (4th ed.). Boston: Allyn & Bacon.

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

Karpov, Y. V., & Bransford, J.D. (1995). L.S. Vygotsky and the doctrine of
     empirical and theoretical learning. Educational Psychologist, 30, 61-66.

Karpov, Y. V., & Bransford, J.D. (1998). Two ways to elaborate
     Vygotsky's concept of mediation.
      American Psychologist, 53(1), 27-36.

Kennedy, D. (2002, May/June). Are there things we’d rather not know? Brainwork.

Kim, M.K., & Sharp, J. (2000).Investigating and measuring preservice elementary mathematics teachers’
     decisions about lesson planning after experiencing technologically-enhanced methods instruction.
      The Journal of Computers in Mathematics and Science Teaching, 19, 317-338.

Knouse, S.B. (2001). Virtual mentors: Mentoring on the internet. Journal of Employment Counseling,
     38(4), 162-169.

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

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

Noll, J.W. (2005). Taking sides: Clashing views on controversial educational issues.
     Dubuque, IA: McGraw- Hill/Dushkin.

Ornstein, R. (1997). The right mind: Making sense of the hemispheres.
     New York: Harcourt, Brace and Co.

Oshry, B. (1996). Seeing systems: Unlocking the mysteries of organizational life.
      San Francisco: Barrett- Koehler Publishers.

Peat, F. D. (1997). Infinite potential: The life and times of David Bohm.
     Menlo Park, CA: Addison-Wesley.

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

Rowe, A.A. (1995). Where have all the smart women gone? Seattle WA: Hara Publishing.

Scott, J.D., & Pawson, T. (2000). Cell communication: the inside story.
     Scientific American, 282(6), 54-61.

Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization.
     New York: Doubleday Publishers.

Sharpe, K. J. (1993). David Bohm’s world: New physics and new religion.
     Cranbury, New Jersey: Associated University Presses.

Strogatz, S. H., & Steward, I. (1993, December). Coupled oscillators and biological synchronization.
      Scientific American, 269(6).

Strogatz, S. (2003). SYNC: The emerging science of spontaneous order. New York: Hyperion.

Varela, F. J. (1999). Ethical know-how: Action, wisdom, and cognition. Stanford: University Press.

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

Wetherby, A.M., et al. (2002, December 1). Validity and reliability of the communication of the
     symbolic behavior scales developmental profile with very young children.
     Journal of Speech, Language & Hearing Research, 45(6), 1092-4388.

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

Demonstration:

      A thirty-page paper with an annotated bibliography of at least

15 articles and an integrated synthesis of the research linking

whole systems to education will be completed by the beginning of

Spring Quarter, 2007.

Purpose

      The advances in brain-based research and their application to

21st Century education will be compared and synthesized for the

purpose of improving and restoring the higher psychological

processes to the learning forum.

      Objective:

Integration and synthesis will demonstrate that the health

of the human cell, the whole child, and the world community as a

global “body” are inter-related variables.

Barcelo, A. T. (1993). An evaluation of culture change: An organization development and
     action research approach. pp. 504 Unpublished dissertation,
     Retrieved 10/05/05: WaldenU.edu, AAT 9504344

Batmanghelidj, F. (1995). Your body's many cries for water. Vienna VA:
     Global Health Solutions

Berends, P. B. (1975, 1983). Whole child/Whole parent:A spiritual & practical guide to
     parenthood. (Revised Edition). NY: Harper & Row. ISBN :0-06-090949-8

Chen, M. (Executive Ed.). (2002). Edutopia: Success stories for learning in the digital age.
      http://www.glef.org San Francisco:Jossey-Bass.com

Engel, C. (2002). Wild health: how animals keep themselves well
     and what we can learn from them.
     New York: Houghton Mifflin.

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

Ferguson, S.L. (1994). Self-directed teams application to public school education.
      Retrieved 10/10/05:WALDEN UNIVERSITY, pp.214. AAT 9536790

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.

Gay, L. R., & Airasian, P. (2003). Educational research: Competencies for analysis and
     applications (7th Edition). Upper Saddle River, New Jersey: Merrill Prentice Hall.

Gleick, J. (1987). Chaos: Making a new science. New York: Penguin Books.

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

Ingram, J. (2000). Brains can “know” before people do. The Brain in the News, 7(17), 2.

Jordan, L. E. (1994). Job satisfaction among middle school social studies teachers who practice
     traditional modes of instruction and those who organized into interdisciplinary teams. pp. 202.
     Unpublished dissertation @waldenu.edu. Walden University AAT 9504326

Kraft, R. W. (1983). A reason to hope: A synthesis of Teilhard de Chardin’s vision and systems
      thinking. Seaside, CA: Intersystems Publications.

Laszlo, Ervin, Grof, Stanislav, and Russell. (1999). A transatlantic dialogue.
     Boston, Mass.: Element.

LaViolette, P. A. (1994). Subquantum kinetics: The alchemy of creation.
     Schenectady, New York: Park Street Press.

LaViolette, P. A. (1995). Beyond the big bang. Vermont: Park Street Press.

Leokum, A. (1976). The curious book: Fascinating facts about people, places,
      and things! New York: Sterling Publishing Co., Inc.

Manning, J. (1996). The coming energy revolution: The search for free energy.
     Garden City Park, New York: Avery Publishing Group.

Martin, G.E., Wright, W.F., & Danzig, A.B. (2003). School leader internship:
     Developing, monitoring and evaluating your leadership experience.
     Larchmont, New York: Eye On Education.

McGuire, T. (2001). Earth science: Reviewing the essentials.
     New York: Amsco School Publications, Inc.

Offut,G.(1999). Using scaffolding to help students use the web for research.
      http://wwwsil.bham.wednet.edu/Curriculum/homeport.htm
      Jamie Mckenzie's Research Cycle/ @ fromnowon.org

Payne, R. K. (2003). A framework for understanding poverty (3rd rev. ed.).
     Highlands, TX: aha! Process, Inc. www.ahaprocess.com

Pipher, M. (1994). Reviving Ophelia: Saving the selves of adolescent girls.
     New York: Ballantine Books.

Pond, D. & Keely, J., & Tesla, N. et al. (1990, 1996). Universal laws never before revealed:
     Keeley’s secrets: Understanding and using the science of
     sympathetic vibration. Santa Fe,New Mexico:The Message Co.

Quigg, C. (1983,1997). Gauge theories of the strong, weak, and electromagnetic
     interactions. Reading, Mass: Adison Wesley Longman, Inc. ISBN 0-201-32832-1.

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

Rose, N. (2005). The raw food detox diet: The five- step plan for vibrant health
     and maximum weight loss. New York: HarperCollins Publishers.

Rubin, J. S. (2003). Patient heal thyself: A remarkable program combining ancient wisdom
      with groundbreaking new research. Topanga, CA: Freedom Press.

Salu, P.G. (1994). An analysis of the effectiveness of peer collaboration as a means of
      behavior improvement in large group instruction. pp. 116.
     Unpublished dissertation @ waldenu.edu WALDEN UNIVERSITY. AAT 9517424

Schneider, M. S. (1994). A beginner’s guide to constructing the universe:
     The mathematical archetypes of nature, art and science. New York: HarperPerennial.

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

Simonson, M. et al. (2003). Teaching and learning at a distance: Foundations of
     distance education, (2nd Ed.) Columbus, Ohio:
     Merrill Prentice Hall http://www.prenhall.com/simonson

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

Tompkins, P. & Bird, C. (1989). Secrets of the soils: New age solutions for restoring
     our planet. New York: Harper and Row.

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

Wood, F. B. (1998). The n-dimensional knowledge proximity approach to
     technology assessment: The case of electromagnetic systems. ISSS Proceedings.

Demonstration:

      By the beginning of Summer Quarter, 2007, tracing the

evolution of critical thinking skills and meta-cognition in the

very early childhood years, a scholarly treatise of thirty pages

will integrate the knowledge obtained in the Breadth and

synthesized in the Depth component into an action research

proposal of thirty pages in length. The ability of the

educational system to change and evolve is dependent on the

viability of feedback loops and student interests in addition to

technological competence on the part of staff and teachers.

      Questions researched in the Breadth,

analyzed in detail in the Depth, and integrated and synthesized

in the Application, will ask for educational reforms based on

advances in quantum physics and brain-based research. Awareness

of variables contributing to the fullest functioning for the

cerebral hemispheres will increase meta-cognition in America’s

organizational structures in public and private schools.