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<DIV><FONT size=2 face=Arial></FONT> </DIV>
<DIV><FONT size=2 face=Arial>Colleagues--</FONT></DIV>
<DIV><FONT size=2 face=Arial> I'm with Randy at this
point. In utilizing the tools of Imaginal Education, there is a shift
from teacher to student; transformational learning is the contextual shift.
Last December I wrote a paper for the
Central Kansas Cooperative In Education.This is the organization that
hires Para-Educators for 17 school districts in Kansas. The paper was titled,
"Wounded Birds" as a metaphor addressing the needs of Special Education
students. This year is a follow up paper on identifying the behavior of students
for what their behavior tell us about their needs.</FONT></DIV>
<DIV><FONT size=2 face=Arial> In Salina (Kansas), we have a
special school for mentally challenged grade school youth titled "Opportunity
Now." The director is Jeff Hays. In brooding about the context of this paper, I
asked Jeff about the direction it needs to take. He replied, "Tell them, 'How to
make horses thirsty.'" </FONT></DIV>
<DIV><FONT size=2 face=Arial> On clarification, he observed
the axiom, "You can lead a horse to water, but you can't make it drink."
What do you do to make it drink what you have to offer. </FONT></DIV>
<DIV><FONT size=2 face=Arial> On conversation when on to
identify the difference between "compliant" students and "engaged
students." My high school classes in woods, metals, art and drafting are
<EM>engaged</EM> in their assignments because in their experience they
see the relevance of what they are doing. </FONT></DIV>
<DIV><FONT size=2 face=Arial> <EM>Compliant</EM> students are
nice to have in class, but they see only what is necessary--their lives are not
changed. <EM>Engaged</EM> students catch the vision of how this course can be
useful to them; i.e., the course changes them. </FONT></DIV>
<DIV><FONT size=2 face=Arial> The focus of my paper is to
inspire in the teachers of Math and the Social and Physical Sciences to
deliver their curriculum so that their students are inspired to "drink what they
have to offer."</FONT></DIV>
<DIV><FONT size=2 face=Arial> </FONT><FONT size=2
face=Arial> An illustration--Last year,
Scottie transferred in mid-first semester and assigned to a metals class
with me as his para-educator. He was extremely self-depreciating
and unable to look anyone in the eye. In desperation, the teacher
asked me to do anything with him. </FONT></DIV>
<DIV><FONT size=2 face=Arial> I picked up large piece of
scrap metal and put it on the table used by the oxy-fuel cutting torch
that slices through metal plates like it was butter. I assigned
Scottie to simply play with the cutter making circles or
whatever. S</FONT><FONT size=2 face=Arial>cottie used this equipment
for 45 minutes. </FONT></DIV>
<DIV><FONT size=2 face=Arial> I went to the store
and bought large stencils. For the next class, I copied the letters
A to Z and numbers 1 - 0. Scottie was assigned to cut them out. Each
numeral was cut better than the previous. </FONT><FONT size=2
face=Arial>Next, I went home and copied comic strips characters and transferred
them with caulk to the metal for Scottie to work on and paint.
</FONT></DIV>
<DIV><FONT size=2 face=Arial> A teacher noted, "Today, I saw
Scottie smile for the first time." </FONT></DIV>
<DIV><FONT size=2 face=Arial> At the end of school, I
enlarged his school picture and transferred it to a steel plate. Scottie
worked on in for a couple of weeks, while I built a metal stand for it. After it
was done, </FONT><FONT size=2 face=Arial>Scottie noted, "How am I going to get
these things home?" After school was out, Beverly and I
volunteered. </FONT><FONT size=2 face=Arial>His mother could not say enough
about how Scottie had changed. </FONT></DIV>
<DIV><FONT size=2 face=Arial> As Imaginal Educators, we spent
a lot of the time in the 1960s and 1970s learning to use this tool. Perhaps, the
emphasis always was on the recipient; it certainly was in 5th City. However, I
honed my skills as a First Teacher on many RS-Is, a couple of PLCs,
and courses in the Brussel's Academy. </FONT></DIV>
<DIV><FONT size=2 face=Arial> I can witness that IM changed me
as an educator. Now, I know that IM changes the recipient as well. </FONT></DIV>
<DIV><FONT size=2 face=Arial> There are many stories to
share. Sometime, I'd like to tell the story of the Juju Do high school students
who spent a long winter vacation with me in a cold grade building learning to
improve their American English. How exciting. </FONT></DIV>
<DIV><FONT size=2 face=Arial> Inner Peace, </FONT></DIV>
<DIV><FONT size=2 face=Arial> Bill Salmon</FONT></DIV>
<DIV><FONT size=2 face=Arial>PS: This year, when I first saw Scottie in the
hallway, I asked him if he was enjoying his Art class? He replied, "I'd rather
be in metals!"</FONT></DIV>
<DIV><FONT size=2 face=Arial> wes</FONT></DIV>
<DIV><FONT size=2 face=Arial> </FONT></DIV>
<BLOCKQUOTE
style="BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px"
dir=ltr>
<DIV style="FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV
style="FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: black"><B>From:</B>
<A title=oe@lists.wedgeblade.net href="mailto:oe@lists.wedgeblade.net">Randy
Williams via OE</A> </DIV>
<DIV style="FONT: 10pt arial"><B>To:</B> <A title=jackcgilles@gmail.com
href="mailto:jackcgilles@gmail.com">Jack Gilles</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Cc:</B> <A title=Dialogue@wedgeblade.net
href="mailto:Dialogue@wedgeblade.net">Dialogue@wedgeblade.net</A> ; <A
title=DovePHX@gmail.com href="mailto:DovePHX@gmail.com">Tim Dove</A> ; <A
title=OE@wedgeblade.net href="mailto:OE@wedgeblade.net">OE@wedgeblade.net</A>
; <A title=bldunn1@gmail.com href="mailto:bldunn1@gmail.com">Burna Dunn</A> ;
<A title=oslotta@earthlink.com
href="mailto:oslotta@earthlink.com">oslotta@earthlink.com</A> </DIV>
<DIV style="FONT: 10pt arial"><B>Sent:</B> Sunday, December 07, 2014 11:26
AM</DIV>
<DIV style="FONT: 10pt arial"><B>Subject:</B> Re: [Oe List ...] [Dialogue]
Fwd: Question about Imaginal Education these days</DIV>
<DIV><FONT size=2 face=Arial></FONT><FONT size=2 face=Arial></FONT><FONT
size=2 face=Arial></FONT><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV dir=ltr>
<DIV>I sense that the focus in structured institutional education is
shifting from the teacher/educator to the student/learner. In that
context I like the term "transformational learning" more than "imaginal
education." Would love to see what Tim Dove has said.</DIV>
<DIV>Randy</DIV></DIV>
<DIV class=gmail_extra><FONT size=2 face=Arial></FONT><FONT size=2
face=Arial></FONT><BR>
<DIV class=gmail_quote>On Sun, Dec 7, 2014 at 11:10 AM, Jack Gilles <SPAN
dir=ltr><<A href="mailto:jackcgilles@gmail.com"
target=_blank>jackcgilles@gmail.com</A>></SPAN> wrote:<BR>
<BLOCKQUOTE
style="BORDER-LEFT: #ccc 1px solid; MARGIN: 0px 0px 0px 0.8ex; PADDING-LEFT: 1ex"
class=gmail_quote>
<DIV>Dear All,
<DIV><FONT size=2 face=Arial></FONT><FONT size=2
face=Arial></FONT><BR></DIV>
<DIV>I think Jeanette has done the best job of answering the question of a
definition. But we have to understand that “we” have a long history of this
definition and tend to assume that others grasp the profound depth behind
it, and I don’t think they do. For instance, although the term ORID is based
on a natural flow of consciousness, to utilize it effectively requires a
depth understanding of I.E. and that in and by itself is not Imaginal
Education (as we define the term). The same for Project Work, Strategic
Planning and other methods we have honed and championed. </DIV>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>It could be said that all “education” is “Imaginal”, that is, it is
based on a set of images and assumptions that are then communicated in a
method called Education. And it is more than just being “conscious” about
the process. Those who want to teach about American Exceptional-ism are very
clear that they want certain “images” to be communicated and to take root.
Thus you have a spectrum of Imaginal Education from outright designed
propaganda to unconscious and unquestioned “Images” that are the basis of
what is being communicated. </DIV>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>So the issue of I.E. is the life stance and understanding that is
underneath the process. To use our language, the “Word” is absolutely
essential for the process. That reality is worthy of a long” discourse, but
to be an effective Imaginal Educator it needs to be understood at the heart
of the creative effort. For people’s information, Mark Dove’s son, Tim, has
done a fantastic job of just that, without ever mentioning any of our
historic language. So, having a profound and self-conscious understanding of
humanness is essential for effective Imaginal Education as we have framed
it. </DIV>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>Good discussion (dialogue)!</DIV>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>Jack</DIV>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>P.S. I’ve added Tim Dove’s name to the list so that he can see how this
discussion is going and can respond if he so desires. He is the best example
of anyone I know who has built a whole-system understanding of education
based on Imaginal Education.</DIV>
<DIV><FONT size=2 face=Arial></FONT><BR>
<DIV>
<BLOCKQUOTE type="cite">
<DIV>On Dec 7, 2014, at 10:23 AM, Jeanette Stanfield via OE <<A
href="mailto:oe@lists.wedgeblade.net"
target=_blank>oe@lists.wedgeblade.net</A>> wrote:</DIV><BR>
<DIV>
<DIV
style="TEXT-TRANSFORM: none; TEXT-INDENT: 0px; FONT: 14px Helvetica; WHITE-SPACE: normal; LETTER-SPACING: normal; WORD-SPACING: 0px"
dir=ltr>For me, imaginal education is an art. It is the discernment
of images that are blocking a person, a group, a community, or society
from moving positively into the future. Once discerned, messages are
powerfully and creatively put into the learning environment through
questions, stories, art forms, projects, activities,models etc to release
the negative images and allow new images to emerge and thus new decisions
and behaviours.
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>Thank you Steve and Loren for inviting this conversation. </DIV>
<DIV><FONT size=2 face=Arial></FONT><BR></DIV>
<DIV>Jeanette </DIV></DIV>
<DIV
style="TEXT-TRANSFORM: none; TEXT-INDENT: 0px; FONT: 14px Helvetica; WHITE-SPACE: normal; LETTER-SPACING: normal; WORD-SPACING: 0px"
class=gmail_extra><FONT size=2 face=Arial></FONT><BR>
<DIV class=gmail_quote>On Sun, Dec 7, 2014 at 10:22 AM, Randy Williams via
Dialogue<SPAN> </SPAN><SPAN dir=ltr><<A
href="mailto:dialogue@lists.wedgeblade.net"
target=_blank>dialogue@lists.wedgeblade.net</A>></SPAN><SPAN> </SPAN>wrote:<BR>
<BLOCKQUOTE
style="BORDER-LEFT: rgb(204,204,204) 1px solid; MARGIN: 0px 0px 0px 0.8ex; PADDING-LEFT: 1ex"
class=gmail_quote>
<DIV dir=auto>
<DIV>I would say that the goal of imaginal education is to change
behavior. Our outmoded, out of date stories of reality (images)
are at the root of all our problems. Example of an outmoded story--we
can have unlimited economic growth on a finite planet--the story
underlying climate change, global warming, and all the associated
symptoms. </DIV>
<DIV>Randy <BR><BR>Sent from my iPad</DIV>
<DIV>
<DIV>
<DIV><FONT size=2 face=Arial></FONT><BR>On Dec 7, 2014, at 9:09 AM,
Karenbueno via OE <<A href="mailto:oe@lists.wedgeblade.net"
target=_blank>oe@lists.wedgeblade.net</A>> wrote:<BR><BR></DIV>
<BLOCKQUOTE type="cite">
<DIV><FONT face=arial>
<DIV><FONT style="BACKGROUND-COLOR: transparent">Imaginal Education
acknowledges that images affect behavior and that images can
change. The goal of the Imaginal Educator is to change images by
using a variety of teaching methods, one of which is the
structured conversation model, called ORID. The goal of Imaginal
Educators trained by the ICA has been to change a victim image to an
image of one's individual power to affect one's life and the
world.</FONT></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV>from Karen Bueno<SPAN> </SPAN></DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV><FONT size=2></FONT> </DIV>
<DIV
style="FONT-FAMILY: arial,helvetica; FONT-SIZE: 10pt">-----Original
Message-----<BR>From: steve har via Dialogue <<A
href="mailto:dialogue@lists.wedgeblade.net"
target=_blank>dialogue@lists.wedgeblade.net</A>><BR>To: Order
Ecumenical ICA-USA <<A href="mailto:dialogue@lists.wedgeblade.net"
target=_blank>dialogue@lists.wedgeblade.net</A>>; oe <<A
href="mailto:oe@lists.wedgeblade.net"
target=_blank>oe@lists.wedgeblade.net</A>>; Tatwa P. Timsina <<A
href="mailto:tatwa@ica-nepal.org"
target=_blank>tatwa@ica-nepal.org</A>><BR>Sent: Sun, Dec 7, 2014
7:32 am<BR>Subject: [Dialogue] Question about Imaginal Education
9these days<BR><BR>
<DIV
style="BACKGROUND-COLOR: rgb(255,255,255); MARGIN: 0px; FONT-FAMILY: Tahoma,Verdana,Arial,sans-serif; FONT-SIZE: 12px"><PRE style="FONT-SIZE: 9pt"><TT>In Nepal and India
Nelson Stover and Loren Weybright are collaborating on two schools one
in Nepal and one in Chikhale school in Maharastra.
Loren is onsite in Nepal for 3 months doing Action Plan projects with
the staff & teachers and curriculum design and coaching with
individual teachers.
In January they both will be in Maharastra at the Chickhale school for
a 2 day professional development.
Here is a question that needs an answer:
Just what is Imaginal Education, Now and how do you practice it?
Nelson asked this question and they are looking for a variety of
(simple) responses.
Can you share a sentence on Imaginal Education rom your experience,
short, simple?
--
Steve Harrington
PS if you want you can track developments in Nepal and Chikhale by
signing up at the Imaginal Education Collection upper right hand
corner here: <A href="https://wedgeblade.net/wordpress/imaginaleducation/blog/" target=_blank>https://wedgeblade.net/wordpress/imaginaleducation/blog/</A>
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