SUNDAY, SEPTEMBER 5, 2010
Thus far the first few chapters of The Art of Possibility have been quite interesting. The authors begin with discussing a person’s perceptions. The authors mentioned that we perceive only the sensations we are programmed to receive (Zander & Zander, p. 10). The authors go on to discuss that we are restricted to recognize those for which we have mental maps or categories (p. 11). We have created a world that makes sense to us through our on perceptions. Along with cultural differences interpretations of the world vary from individual to individual or from group to group (p. 13). Our lives constructed through a series of events and memories, which ultimately shape who we are or become. This leads us into the next chapter, Stepping into the Universe of Possibility.
In the chapter Stepping into the Universe of Possibility the authors mention that we grow up in a world of measurement. This is where we get to know things by measuring them, contrasting and comparing them (p. 18). In this world you set a goal and strive for it.
Giving an A is the third chapter in The Art of Possibility. It begins by discussing that in the University of the California a leadership course was given to 50 of the most prominent students of the 27,000-student population. The professors gave a third of letters grades, a’s, b’s and c’s. It seems that we as educators tend to give students grades as a means to compare them to others in their classroom. The book quoted a saying by Michelangelo that inside every block of stone or marbles dwells a beautiful statue; one need only remove the excess material to reveal the work of art within. I agree with the writers when they said that if we were to apply Michelangelo’s visionary concept to education, it would be pointless to compare one child to another (p. 26).
It seems that we often are caught up with not only how much information a student has retained, but if are students are doing what we are telling them. Often times this leads us away from truly acknowledging the different gifts students may possess. The Art of Possibility has begun to show exactly that... what if?
Zander, R., & Zander, B. (2000). The art of possibility. Boston, MA: Harvard Business School Press
Posted by Tamara Paris Collins at 8:37 AM
loriluvboyds said...
Tamara, I so agree with you when you talked about student's potential. We look at test data and overlook what the students possibilities are. Each student brings something new to the class and can offer a different perspective as long as we realize children are more than just the grade they receive on a paper. We have worked with rubrics last year but really plan to allow them to serve a greater purpose this year by allowing for creativity.
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