Grammar Gazette- Issue 2, 2014

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SLOW LEARNING AND CRITICAL CURIOSITY: II\FLTJE I\CING TFIE I\TFLIJE NTC E

WE VIEW THE WORLD. BY PUTTING ON NEW LENSES, WE CAN (PALMER, 2007, P.27).

EVERYTHING DEPENDS ON THE LENSES THROUGH WHICH SEE TH INGS THAT OTH ERWISE WOU LD REMAIN INVISIBLE.

model curiosity and wonder. Role modelling inquisitive curiosity is only as far away as an j.ntelligent search and robust discussion resulting from such a search. 'What if' and 'maybe' questions are ways in which to pivot this readily accessible information with agility and purpose. In doing this, the home becomes a natural extension of the school or, more importantly, the school becomes a natural extension of the home. The challenge for teachers in such an environment is to role model wonder and the skillsets associated with reflective slow learning. This requires much skill and careful planning to ensure that 'information', in its many guises, is processed, questioned and assimilated. For deep understanding to emerge, linkages must be made and nuances challenged We must be prepared to view rnformation through such lenses if we are to gift effective meaning making to our students. Educators must utilise nimbly the various digital portals available so both students and parents can access remotely the curriculum, in a content and skills sense. Distractions, both digital and mind-based, are the antiheroes of slow learning As Daniel Goleman in his new book Focus: The Hidden Driver of Excellence notes, 'deep thinking demands sustaining a focused mind. The more distracted we are, the more shallow our reflections' (201,3, p 18) It may very well be that we have to teach our young people how to mine the deep fissures of productivity between distractions I This may well be the essence of an emerging twenty-first century pedagogy in which pedagogues acknowledge reality rather than constantly battle against it. In a contemporary world as shallow as the next media grab, pondering, wondering and slow iearning assumes an even greater importance. Role modelling criticality of thought is a skillset that must be at the fore of twenty- flrst century teaching and parenting - this will become even more crucial as information continues to balloon exponentially. Our pedagogy must continue to develop so that our students learn and embrace criticality purposefully and unashamedly. Noled pedagogue Max van Manen mused some time ago that 'pedagogy is concerned with rnfluencing the influence' (199L , p.17). Pedagogues (teachers and parents) must not be afraid of the relational role modeiling that is demanded of them and, in turn, influence the learning of our most precious resourc our children.

AUTHOR Dr Bruce Addison, Dean of Curriculum a nd Schola rsh ip

It is difficult to talk about education without talking about change; such is the nature of the revolution currently occurring in our classrooms We are seemingly more connected yet at the same time we experience layers of distraction hitherto unknown. This reality requires refreshed skillsets from all of those committed to the educational compact: teachers, students and parents Curiosity must be the currency of the digital economy. Ali those involved i.n education must become unashamed curators of curiosity Deep thinking, slow thinking and critical thinking must be the bedrock upon which genuine curiosity rests. So often this is dented by the ease of a screen flick or the next mouse click Digital connectivity has prvoted our concept of meaning making, in the process blurring many boundaries. None have blurred more in recent years than that between the home and the school. Role modelling curiosity and wonder are the ways in whrch parents can deepen learning on the home front and neutralise, in part, the challenges assocj.ated with information overload, digital invasiveness and distraction Instead of bemoaning computer use or abuse, a more proactive strategy would be to role

REFERENCES

Goleman , D. (201.3). Focus: The Hidden Driver of Excellence. New York: Flarper Colhns. Palmer, P. (2007). The Courage to Teach; Explorrng the Inner Landscape of a Teachers Life. New Jersey: John Wrley and Sons. van lManen, M. (1991). The Tact of Teachlng. The Meaning of Pedagogical Thoughtfulness. Ontarlo: The Althouse Press.