Beatitudes of Learning: Eight Principles for Optimizing All Learning Situations

Contents

INTRODUCTION

CHAPTER 1

SAFETY

CHAPTER 2

INTUITION

CHAPTER 3

FLEXIBILITY

CHAPTER 4

EMOTIONAL HEALTH

CHAPTER 5

COURAGE

CHAPTER 6

INDIVIDUALITY

CHAPTER 7

LOVE AND RESPECT

CHAPTER 8

APPLICATION

CHAPTER 9

PRACTICAL CONSIDERATIONS FOR LOOKING AHEAD

APPENDIX

SOME COMMENTS ABOUT BEATITUDES OF LEARNING

"Beatitudes of Learning affirms what a lot of parents and educators know but are unwilling for various reasons to admit. It was a relief to read it and see confirmation that what I felt wasn’t just me being an over-protective parent."

I bump-up everyday against an inflexible educational system that is focused on the lock-step force-feeding of information down the throats of the kids no matter where the children are in their emotional, intellectual or social development.

Lynne Carruth, Grant Writer & Parent of a Profoundly Gifted Child

Persons who have been damaged by the education system need to read this book. It needs to be required reading for new teachers.

Suzanne Watson, Business Owner and Developer

"More and more kids have emotional problems. We don’t have the money to take care of all the problems. Beatitudes of Learning gives another view for educators and offers ways to make learning less stressful for kids and teachers."

Lucille Stubbs, Licensed Professional Counselor,

Art Psychotherapist, Licensed Marriage and Family Therapist

"Beatitudes of Learning is a wonderful resource that heightens our awareness of how to bring greater freedom and flexibility into the learning environment. Since the school system is a miniature system of society, it is here that an individual first learns to be in the world. If that system focuses on rigidity, authoritarian rules and limitations, then that is how the student learns to be in the world. Pat Davis teaches us how to honor the uniqueness of the total child, and ultimately the total adult. Thank you, Pat!"

Cynthia Bischoff, Speaker, Coach, Author

As a math teacher, I found Pat’s book to be full of excellent ideas–both practical and innovative approaches. This book could help parents, teachers, and administrators to bring balance into the school system.

Daunice Sargent, High School Math Teacher

"Beatitudes of Learning is definitely overdue. These principles and holistic approach are essential for motivating and preparing students. The earlier each child is exposed to such an educational environment, the greater the rewards for individual growth in society. My three sons, all sensitive and creative, would have flourished if they had been exposed to these principles during their student experiences. This book is truly a valuable tool, not only for our educational system, but more importantly for our youth."

Pauline Russell, Parent and Interior Decorator

ACKNOWLEDGEMENTS

I’d like to thank my husband, Bill Davis for the support he has given me, especially with insights and views to make me think and technical assistance with the use of the computer. Actually, it was his idea to name the book Beatitudes of Learning.

I’d like to thank Cynthia Bischoff for playing a major part in helping me to write Beatitudes of Learning. This book is a result of my first project in Cynthia’s Leading From the Heart Class. Without Cynthia’s assistance and guidance, I wouldn’t have had the courage and confidence to have expressed what I was feeling so deeply. I’m forever grateful and honored to have had such a highly regarded teacher who made such a major impact on my growth.

I’d like to thank Jon Robertson, my editor, who gave me encouragement and was a tremendous help in putting the book together. His professional talents and abilities as an editor added so much. Thanks also to Robin Robertson for her support and assistance.

I would like to thank Lynn Carruth, Suzanne Watson, and Pauline Russell for their interest in Beatitudes of Learning and their very helpful suggestions.

Some of the other people who played a part in this book being written.

Judy Clark Mary Diehl

Allison Consoli Lisa Dorsey

Sheri Dorsey Daunice Sargent

Courtney Frazer Audrey Skutnik

Sarah Jane Gorham John Smith

Henry Moore Hester Lucille Stubbs

Doris Higgins Brett Vass

Dr. Pam Ives Lynn Vass

Dr. Harold Kornylak Barbara Walton

Marilyn McCraney Ting Yip

Brittney Neilson Leading from the Heart friends

Clara Neuman

Cecil Nichols

Martha Parrish

Lauren Pigford

Thomas Richards

Beatitudes of Learning

1. Safety: Blessed is the child who has a safe, non-judgmental learning environment, for this child can express his or her true inner being, and not be limited by others’ negative projections.

2. Intuition: Blessed is the child whose intuition is nurtured as well as his or her intellect, for this child shall become balanced and whole.

3. Flexibility: Blessed is the child who has a flexible learning environment, for this child’s body, mind, and spirit will be nurtured.

4. Emotional Health: Blessed is the child whose emotional health is considered, for this child will be able to express himself or herself fully.

5. Courage: Blessed is the child who is encouraged to take risks, for this child shall overcome fears.

6. Individuality: Blessed is the child who is recognized as a unique individual, for this child will be able to achieve his or her potential.

7. Love and Respect: Blessed is the child who is shown love and respect, for this child will be more likely to succeed in life, and in turn, show love and respect for others.

8. Application: Blessed is the child who can apply what is learned to real life, for this child will be successful in the larger world.

INTRODUCTION

Over a lifetime, most individuals gain wisdom and insights that could assist others on their path in life. The more experiences we have, the more opportunity we have for understanding the situations we’ve encountered along the way. I believe we should share what we have learned because, if just one person benefits from the wisdom we’ve gained, it makes our life worthwhile.

For over thirty years, I have worked in many public and private institutions as a teacher. I have taught diverse groups of students of all ages in a variety of environments. These include public and private institutional schools as well as psychiatric hospital schools in acute care and residential settings. I have taught both special education and general education classes, and learned that applying a certain set of principles ensures that a child is a successful learner. I call these principles the beatitudes of learning, and I truly believe that any child whose learning is guided by these principles will become not only a successful learner, but a better and more responsible person.

The Beatitudes of Learning is based on the meaning of the word beatitudes as defined in Webster’s New Collegiate Dictionary: perfect blessedness or happiness. Many will look at my title and immediately think of the beatitudes that Jesus gave us. While these principles are not based on the beatitudes in Matthew 5:3-12, I have been inspired by the many scriptural references that emphasize the importance of love and respect for the child and the need to nurture their God-given talents. I designed my beatitudes of learning after the Biblical style because I have seen children blessed with any one or all of these principles become more open to learning. Just like Jesus’s beatitudes guide us to success in God’s way, my beatitudes show the right ways to enhance learning for individuals in structured learning environments and daily living.

Traditional education presents knowledge as facts to be memorized within prescribed standards. Beatitudes of Learning, shows that concern about the physical, mental, emotional, and spiritual well-being is equally essential to learning. These elements are all important to motivate and prepare learners for vocational and personal goals so they can experience success in real life. Some innovative educators today are involved in a new movement called Holistic Education. Holistic is a concept that emerged from literature in science, philosophy, and cultural history during the 1970’s. This way of thinking about education, which we call holistic education, is concerned with wholeness in body, mind, emotions, and spirit and considers individual learning styles, individual passions for learning and the individual needs of evolving human beings. The holistic emphasis has become more widespread among educators and more attention has been given to teaching the whole person.

Few public schools today are entirely committed to the principles of thinking holistically, and teachers find it difficult to practice these ideas in an environment geared toward measurable achievement. Most teachers innately understand the importance of thinking holistically, but old patterns and ways of doing things which stress uniformity are not easily changed. Parents who home-school or educators in alternative, private, or hospital schools are often inspired to use these ideas because they have more flexibility in their teaching environment. Teachers can foster individual success and meaningfulness in their instruction by using real-life experiences, reflection, questioning, and accommodating differences to bring out unique gifts in children. Spending even five minutes of individual time periodically with a student with assistance and encouragement can make a tremendous impact on a child’s life.

I was one of the teachers who was inspired by holistic principles even before the concept of holistic education began to spread. This was because due to my training as a special educator, general education teacher, and teacher in more flexible hospital teaching environments. Today, I consider myself a holistic educator who is concerned with the development of the whole learner’s body, mind, emotions, and spirit, not just the intellect.

By using these beatitudes in and out of the classroom, I have improved my relationships and had more positive success in helping others whether they were children or adults. Initially, as a teacher, I used a more controlling technique with my students because it was what was expected of me. I did not focus on bringing out the child’s inner being, but more on outer goals and expectations established by the school system and by others who were over me. Later in my teaching career, I came to realize that much damage was being done to children by autocratically burdening them with impossible expectations. I began to focus more on utilizing the principles of learning described in this book. Of course this was possible since I was working in an environment which allowed me the freedom to follow my own intuition. In public school, there were so many expectations for conformity placed on me as a teacher that it was not easy to focus on empowering the individual student. In the hospital school where I later worked, I had more freedom to use my intuition and be creative. I saw that by practicing these principles of learning, my students were happier and more productive. This was rewarding to me and certainly caused me to grow in understanding myself so that I could be a more positive influence on others.

My entire philosophy about life changed as a result of implementing these principles. I became more of an individual myself and found my right path in life. I wasn’t always in environments that practiced these principles, but I was certainly blessed many times in my life with help from various people and had opportunities that led to my success. I am thankful for this and would wish all children could have blessed learning environments so that they could more easily find their right path in life. It is difficult to do this if you are not treated with respect and understanding as an individual.

This book also comes from my heart because I sincerely want all children to fulfill their potential and become well-adjusted adults. As a teacher who works from the heart, I believe that caring is the way to make healthy connections with the child’s soul and open the way for learning. I have tried and tested these beatitudes of learning among the children with whom I have worked. When these principles have been applied, I have seen children blossom and their desire for learning ignited.

My intention in writing this book is to make a contribution to all who are involved in the learning process. The examples and discussions in the book generally pertain to children as my experience as a teacher has shown me that using them in the formative years can form a basis for success in learning for