A Jeanne Site
and Team Teaching Cross- Country
Am. Soc. Assoc. Meetings . . .
California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: June 11, 2000
Faculty on the Site.
Part of Teaching Series
Copyright: Jeanne Curran and Susan R. Takata, June 2000. "Fair Use" encouraged.
Habermas hopes at least that discourse will let us make the change from an adversarial approach to limited resources to cooperative distribution of limited resources. Since we have only one world to share that seems reasonable. The hard part is our seeming inability to learn to live with mutuality, with cooperative sharing. (Gordon Fellman, Rambo and the Dalai Lama)
To the extent that we can get each other to try mutuality, as we have done in cross-country classes based on the Dear Habermas site, we have found that we take to mutuality quite happily. Students, once recognizing that their A is not meant to be at the expense of another's C, stop competing and begin to share in each others' success. Students do cooperate, do share skills. Nicolette pronounced openly that her skills on the Internet were limited. She had never tried to e-mail me. Instead she followed other pursuits and relied on her team mates for sending the e-mail. She realized rather consciously that this cooperative endeavor enabled her team to do more. And Martins and Jesse agreed with her.
In partnership, participatory education is working. Artists, teachers, parks and recreation, ecologists, are learning to share their work and their curriculum. As we build more such work, and make it accessible on the Internet, participatory curriculum becomes ever more possible.
Need to add section on cross-country teaching and how it has worked for us. Susan, I have in mind here how we discovered that we didn't need to teach the same courses each semester, and how Dear Habermas became a kind of reference library for us and for the students. I also want to deal with Shana' latest paper on her experience as an adult learner with Dear Habermas, and with our gradual development of alternative non-violent measurement for learning. We divulged considerably in the last half of the Spring semester in 2000, and I'd like to look at that divergence in the project as outlining alternative means of institutionalizing the program in different teaching settings. More later . . .
Need to add section on project teaching, as opposed to discipline-based teaching.
Need to add section on the relation of this work to Habermasian discourse as we are practicing it.
Added June 15. Need section on what we mean by team-teaching. Wheel communication or network communication. Open or closed system. Means established for feedback. Freedom to create (example of Spring 2000 semester when Susan and I went different paths. Repair work in summer, and how we feel about it: each discovering advantages to the other's path. Requires openness and willingness to relinquish control. But great model for our students in creative problem solution. Recognizes both individual and community needs and responses.
These will all be in the ASA paper for August 2000 presentation. Not up yet. Coming soon.