By using an active pose as a touchstone, you’ve maintained your agency as a “deliberative intellectual” (Cochran-Smith & Lytle, 2009) capable of posing yourself rather than being posed in the expected ways implicit in a particular constraint within your teaching context.
Too many constraints may lead to a lack of understanding and learning, as the previous "Crucible" example illustrates.
Ultimately, “this is the way the self grows” (p. 42) because individuals become more capable
and skilled as a result of the flow experience" It does indeed promote a sense of mastery.
The poses you take up in your career will have profound implications for the kind of teacher you intend to be and the impact you and your students will make on the world. The commitment it will take to sustain them will often lead you to wobble.
It is similar to learning a new language, or learning to ride a bike. I do find this reference to teaching interesting.
Although the word pose often has a pejorative connotation (i.e., one poses in an attempt to trick, dissemble, or cloak true intentions),
...or a "poseur" someone who pretends to be something that they are not...
Like yoga practitioners, teachers who are committed to professional growth also take up stances (or poses) toward their practice, and reflect on areas in which they wobble with the intent of attaining flow—those provisional moments that mark progress in their teaching.
We pose and wobble in most areas of human activity, if we want to be successful.
These three terms function in a metaphorical sense that reflects the practice of yoga.
Yoga is a perfect analogy
It is our present education which is highly specialized, one-sided and narrow.
aha! connected learning is needed.
Plato somewhere speaks of the slave as one who in his actions does not express his own ideas, but those of some other man
so true
The world without its relationship to human activity is less than a world.
don't mention this to a geologist.
The unity of all the sciences is found in geography
Indeed!
It is this liberation from narrow utilities, this openness to the possibilities of the human spirit that makes these practical activities in the school allies of art and centers of science and history.
and funding for the arts seems to be on the back-burner in many districts...
It gets a chance to be a miniature community, an embryonic society.
succinct and to the point.
The mere absorption of facts and truths is so exclusively individual an affair that it tends very naturally to pass into selfishness. There is no obvious social motive for the acquirement of mere learning, there is no clear social gain in success thereat.
absorbing facts and truths is indeed individual ..why is this bad?
Upon the playground, in game and sport, social organization takes place spontaneously and inevitably. There is something to do, some activity to be carried on, requiring natural divisions of labor, selection of leaders and followers, mutual coöperation and emulation. In the schoolroom the motive and the cement of social organization are alike wanting.
wanting? in what sense?
How many of the employed are today mere appendages to the machines which they operate! This may be due in part to the machine itself, or to the régime which lays so much stress upon the products of the machine; but it is certainly due in large part to the fact that the worker has had no opportunity to develop his imagination and his sympathetic insight as to the social and scientific values found in his work.
I believe this was written before mass-production in factories began, and Dewey would have never thought of robots.