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Head Hand Heart: The Struggle for Dignity and Status in the 21st Century

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Keywords: Sustainability values, transformational learning, nature-connectedness, ecoliteracy, head, heart and hand model, place-based learning Production Part Approval Process (PPAP) – Streamline the approval of production parts through a standardized and efficient process. Merriam, S. B. (2004). The role of cognitive development in Mezirow’s transformative learning theory. Adult Learning Quaterly, 55, 60-68.

Advanced Product Quality Planning (APQP) – Elevate product quality and project management using our APQP software for a competitive edge. FMEA – Anticipate and mitigate potential failure points with this Failure Modes and Effects Analysis tool for robust risk management. Riley-Taylor, E. (2002). Ecology, spirituality, and education: Curriculum for relational knowing. New York, NY: Peter Lang Publishing, Inc.

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Cajete, G. (1993). An enchanted land: Spiritual ecology and theology of place. Winds of Change, 8(2), 50-53. Tooth, R., & Renshaw, P. (2009). Reflections on pedagogy and place: A journey into learning for sustainability through environmental narrative and deep attentive reflection. Australian Journal of Environmental Education, 24, 95-104. Places are invested with meaning and shape our consciousness, social identities, attitudes and behavior (Hutchison, 2004). Place provides a context, an internal and external landscape, that frames, organizes and anchors experience which is needed to extract meaning and construct knowledge. Love of place inspires caring for place and connection to nature is associated with proactive environmental behaviors (Chawla, 2006; Meyer & Frantz, 2004). Education for sustainability, indigenous education and the planetary perspective of transformative education are related by a fundamental view of an intimate knowing of and belonging to place. Unfortunately, the majority of individuals in our society are urban dwellers who are alienated from the natural world, and therefore, have little direct connection to nature (Children and Nature Network, 2008; Louve, 2005; Orr, 1992; Pergams & Zaradic, 2008). Wong, D. (2007). Beyond control and rationality: Dewey, aesthetics, motivation, and educative experiences. Teachers College Record, 109, 192-220.

We have researched two adaptations to this model, and recommend getting to know both. These have been developed from two different contexts, so one solution might be more applicable for your school than the other. ‘Head, Heart, Hands’ (1-9 Grade Model) In this timely and original analysis, David Goodhart divides human aptitudes into three: Head (cognitive), Hand (manual and craft) and Heart (caring, emotional). It's common sense that a good society needs to recognise the value of all three, but in recent decades they have got badly out of kilter. Cognitive ability has become the gold standard of human esteem. The cognitive class now shapes society largely in its own interests, by prioritizing the knowledge economy, ever-expanding higher education and shaping the very idea of a successful life. To put it bluntly: smart people have become too powerful. Tom fully recognises that he has taken inspiration from Andrew's concept to develop the 'Me in PE' model. He has worked directly in collaboration with Andrew and the PE community to develop this model, adapting and sharpening it for successful sustained delivery in his own school. He's now looking to share this model with the wider community. Statistical Process Control (SPC) – Monitor process variation in real-time using statistical methods, ensuring consistent quality.

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In a skills-based model, the focus is to teach skills that pupils successfully apply in a competitive scenario for a sport or activity. This generally sees a new skill taught every week, for example ‘the overhead clear’ or ‘chest pass.’ These skills can be taught in competitive situations from the start of the lesson, or taught in isolated drills and then applied. Our department tried to get pupils into competitive situations as often as possible. We felt pupils were more active, and their heart rate higher throughout the lesson in these types of scenarios and activities.

Ecology is a multi-disciplinary study that includes all branches of science: biology, geology, chemistry, meteorology, hydrology, forestry, agriculture, soil science, etc. The interaction of people with ecology adds subjects such as psychology, anthropology, philosophy, economics, politics, etc. Blending it all together is a daunting task especially in the environment of specialization that permeates academia. A holistic framework from the personal perspective of head, heart and hands is a starting point to model changes in the approach to ecological sustainability and educational reform that offers meaning and purpose to the learner. Sustainability requires localizing by learning about the places in which we live. Because we are so far removed from life-sustaining systems, we give them little thought. If people were, not just aware, but experienced in their local bioregion, they could directly learn how ecosystems support life (Pyle, 2008). Caring attitudes expand values and the willingness to make lifestyle changes that contribute to sustainable communities. Love of place underlies the motivation to change behaviors. Local environments can serve as a resource or laboratory to investigate water issues, food production, energy, nutrient cycles, and waste flows, which will lead to eco-literate citizens who reflect upon their impact on their environment and value the reduction of their ecological footprint (Orr, 1992; Theobald, 2000). Taylor, E. W. (2007). An update of transformational learning theory: A critical review of the empirical research (1999-2009). International Journal of Lifelong Education, 26(2), 173-191. Gage Repeatability & Reproducibility (GR&R) – Assess measurement system accuracy and reliability using GR&R analysis for precise data collection. Learning for children is not solely developmental in nature. There are transformational qualities involved in the maturation process that can be fostered and enhanced to make successful life transitions. Adult education is most often voluntary and tends to be authentic, more problem or project-based which gives the learning meaning and purpose. Children also need a spark of authenticity; for this engagement will lead to greater depth and meaning. The same factors that motivate adult learner engagement also motivate younger learners. Meaningful education focuses on transforming individuals regardless of age (Bracey, 2007). So it appears that transformational learning is a human process, not just an adult learning process. Looking toward the future of building just and sustainable societies, we need to include the next generation.Love of place and a sense of connection or belonging are foundational toward development of sustainability values. Critical ecological educators have claimed that love of place is the key to fostering sustainable behaviors (Meyers & Frantz, 2004). Leopold discusses love and respect when he describes his land ethic and land as a community to which we belong (Leopold, 1949). People care about and tend to who or what they love. Affect or emotions determine what we pay attention to, what we value, and how we make judgments and decisions. Emotions are the reasons for action and change because emotions are the context for interpreting and responding to experience. Research shows that active environmentalists attribute their commitment to the environment to love of a special place in nature as a child or adolescent, and sharing nature experiences with a beloved adult mentor (Carson, 1965; Chawla, 2006). This love of nature may need to be triggered by experience or will otherwise remain dormant. To inspire children to consider environmental behaviors and develop into adults that make ecologically sustainable decisions, it is important to provide opportunities for children to have prolonged experience in natural settings and to bond with a place rather than gloom and doom curricula about faraway places (Athman & Stanek, 2006: Semken & Freeman, 2008; Sobel, 1996). Love of nature or a special place could be critical in fueling the passion that motivates transformation of ecological paradigms. Reflection often occurs through interaction with others; learners process experience with place through expression to others with shared experience (Dewey, 1944; Roberts, 2002). The places we encounter and the people we share experience and thoughts with are mirrors and sounding boards for our own reflection. Re-evaluating our beliefs and values stems from critical reflections which are constructed by our place in the world and the relationships we build with others. Parrish, P. E. (2009). Aesthetic principles for instructional design. Educational Technology Research Development, 57, 511-528. doi 10.1007/s11423-007-9060-7 Riley-Taylor, E. (2004). Culture and ecology: Toward living a more balanced commitment. The International Journal of Humanities and Peace, 20, 59-62.

Leopold, A. (1949). A sand county almanac and sketches here and there. New York: Oxford University Press. In addition to serving as an authentic context for transformative experiences that offers personally meaningful learning, there are many benefits to spending time in nature (Louv, 2005; Sobel, 1996). There is a large amount of evidence from studies in the area of biophilia supporting the notion that humans have a natural affinity to engage with nature and living organisms (Kahn, 1999; Kellert, 1997; 2002; Shepard, 1998). Literally, the term biophilia means love of life or living process. Nature experiences have been associated with cognitive, emotional, social and psycho-motor development as well as mental and physical health (Burdette & Whitaker, 2005; Frumkin, 2001; Kellert, 2002; Louv, 2005). Natural environments are an authentic context that many people find engaging and aesthetically inspiring (Braund & Reiss, 2006; Kellert, 1997; 2002). Learning in authentic or natural settings is a multi-sensory immersion, an immediate experience, that is compelling and often a novel experience. Natural environments not only draw students into deep and sustained engagement, nature also offers an enriching complex experience that benefits the well-being of people and even the well-being of the environment. As mentioned previously, Tom’s model uses level descriptors which could be interpreted as numbers if needed. For example, you could take a score for each activity, record the average scores for each strand, then report the highest scores for each strand. If the school report using 1-9 outcomes, you could even apply bands: 1-3 for Foundation, 4-6 for Developing, 7-8 for Secure, and 9 for Excellence. This represents a year group specific grading system. It’s a highly adaptive model, or it’s pretty much ready to go off the shelf! Cascading Strategies, Objectives, Key Results (OKRs) – Create cascading strategies & rollups in simple dashboards Braund, M., & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1327-1388.This then gave PE Leaders the almost impossible job of delivering a meaningful curriculum: one with an ethos and a purpose; one that’s engaging and enjoyable as well as providing a way to measure progress; and, let’s be blunt about it, one that produced some data to keep senior members of staff happy.

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