Building on Carini’s idea of works bearing the imprint of their makers and using an example from my work in educator education that illustrates how Descriptive Inquiry can be a means of making and remaking a body of thought and practice, I explore the large idea of schools as made work. Through the exploration of the college faculty into race, I describe three metaphors that guided and shaped my thinking as I grew to understand what the participants in this inquiry and I had made together. Through this article, I make the political argument that values that support a humane approach to education—an approach that recognizes that how we see one another’s capacities is basic to all that we do or do not do in schools, an approach that acknowledges that the stories we tell ourselves about people and history are often incomplete and even wrong—are under duress at this time. To stay on course, we all need a place to work with others to expand and strengthen our thinking. The places that we work, particularly if they are schools, need to be places that create the kind of spaces needed for this strengthening. People in schools need to hold the shared recognition of the importance and possibility of intentionally constructing the educational space and share a trust in the tools they use for that building.
{"title":"Schools as Made Works","authors":"Cecelia E. Traugh","doi":"10.1086/722018","DOIUrl":"https://doi.org/10.1086/722018","url":null,"abstract":"Building on Carini’s idea of works bearing the imprint of their makers and using an example from my work in educator education that illustrates how Descriptive Inquiry can be a means of making and remaking a body of thought and practice, I explore the large idea of schools as made work. Through the exploration of the college faculty into race, I describe three metaphors that guided and shaped my thinking as I grew to understand what the participants in this inquiry and I had made together. Through this article, I make the political argument that values that support a humane approach to education—an approach that recognizes that how we see one another’s capacities is basic to all that we do or do not do in schools, an approach that acknowledges that the stories we tell ourselves about people and history are often incomplete and even wrong—are under duress at this time. To stay on course, we all need a place to work with others to expand and strengthen our thinking. The places that we work, particularly if they are schools, need to be places that create the kind of spaces needed for this strengthening. People in schools need to hold the shared recognition of the importance and possibility of intentionally constructing the educational space and share a trust in the tools they use for that building.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"390 - 407"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44158882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
What does Descriptive Inquiry look like in schools? In this introduction to Part 2 of “Attending with Care: Continuing Legacy of Patricia Carini,” the authors offer a public school-based vignette and then give an overview of the essays in the symposium. Carini’s theory is interwoven throughout.
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The article tells stories of how meaning can occur and be made in educational settings, using insights from the work of Patricia Carini and John Dewey to reflect. Dewey’s description of what makes an experience meaningful and Carini’s calls for an education grounded in meaning and value, along with the role of the Prospect descriptive processes as ways of exploring meaning, are used to describe how I, as a teacher, reflected on and developed meaningful social justice and science activities in schools.
{"title":"Meaning Matters","authors":"Andy Doan","doi":"10.1086/722011","DOIUrl":"https://doi.org/10.1086/722011","url":null,"abstract":"The article tells stories of how meaning can occur and be made in educational settings, using insights from the work of Patricia Carini and John Dewey to reflect. Dewey’s description of what makes an experience meaningful and Carini’s calls for an education grounded in meaning and value, along with the role of the Prospect descriptive processes as ways of exploring meaning, are used to describe how I, as a teacher, reflected on and developed meaningful social justice and science activities in schools.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"287 - 301"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44439827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Before this winter, my acquaintance with the Bauhaus was at once literal and vague: I knew a few architects by name, I associated their work with glass and steel, and I admired and had even sat in chairs designed by Marcel Breuer. “Form follows function,” Louis Sullivan’s watchword for modern architecture, appealed more for its alliteration than for its effects as informing aesthetic principle. Acquaintance led to fascination because of two courses I took this winter. In an art history class, I learned that the Bauhaus was not only about architecture, it was a school whose teachers were some of the most important artists of the twentieth century:Wassily Kandinsky, Annie and Josef Albers, Marcel Breuer, and Paul Klee were members of the faculty in the German iterations of the school. My enthusiasm for the Bauhaus then intersected with my passion for photography. I took a course called Photography in the Bauhaus taught by Iris Lutz at the Chicago Botanic Garden. Iris gave us a much more detailed and precise appreciation of the Bauhaus as a school, first in Germany from 1919–1933 and then in Chicago from 1937–2001. We learned about the rigors of the “preliminary course,” which introduced students to the materials and tools of the arts. Students learned how to design and shape materials, weaving textiles on a loom, shaping wood on a jigsaw or lathe, cutting and tinting glass, transforming sheet metal using the tools of metalsmithing. Every student learned how to manipulate materials using the latest advances in technology (fig. 1). This “curriculum wheel” was the way Walter Gropius in 1922 presented the design of the four-year program he initiated at the Bauhaus in Weimar. Gropius “hoped that various forms of artistic practice—painting, sculpture, architecture, and design chief among them—could work in harmony at the new school to produce the socially oriented and spiritually gratifying ‘building of the future’” (Casciato et al. 2019). Although the program had close ties to Gropius’s work as an architect, he committed the school to a holistic
{"title":"Designing Bauhaus Education","authors":"Andy Kaplan","doi":"10.1086/722019","DOIUrl":"https://doi.org/10.1086/722019","url":null,"abstract":"Before this winter, my acquaintance with the Bauhaus was at once literal and vague: I knew a few architects by name, I associated their work with glass and steel, and I admired and had even sat in chairs designed by Marcel Breuer. “Form follows function,” Louis Sullivan’s watchword for modern architecture, appealed more for its alliteration than for its effects as informing aesthetic principle. Acquaintance led to fascination because of two courses I took this winter. In an art history class, I learned that the Bauhaus was not only about architecture, it was a school whose teachers were some of the most important artists of the twentieth century:Wassily Kandinsky, Annie and Josef Albers, Marcel Breuer, and Paul Klee were members of the faculty in the German iterations of the school. My enthusiasm for the Bauhaus then intersected with my passion for photography. I took a course called Photography in the Bauhaus taught by Iris Lutz at the Chicago Botanic Garden. Iris gave us a much more detailed and precise appreciation of the Bauhaus as a school, first in Germany from 1919–1933 and then in Chicago from 1937–2001. We learned about the rigors of the “preliminary course,” which introduced students to the materials and tools of the arts. Students learned how to design and shape materials, weaving textiles on a loom, shaping wood on a jigsaw or lathe, cutting and tinting glass, transforming sheet metal using the tools of metalsmithing. Every student learned how to manipulate materials using the latest advances in technology (fig. 1). This “curriculum wheel” was the way Walter Gropius in 1922 presented the design of the four-year program he initiated at the Bauhaus in Weimar. Gropius “hoped that various forms of artistic practice—painting, sculpture, architecture, and design chief among them—could work in harmony at the new school to produce the socially oriented and spiritually gratifying ‘building of the future’” (Casciato et al. 2019). Although the program had close ties to Gropius’s work as an architect, he committed the school to a holistic","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"408 - 419"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47781779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I am going to open this seminar by reading to you a conversation I recently had with two boys, aged ten and eleven, in which they described to me a nearly completed block construction. As you will hear, the construction itself, and their interpretation of it, blends together a number of contemporary issues in quite fascinating ways. The narrative portrayal is moving in terms of the boys’ own efforts to cope effectively with issues that are, indeed, the shaping issues of their generation. For reasons that will soon become clear, the transcribed conversation is titled, “The Estate.”
{"title":"Reflections on Childhood in an Era of Unrest (1983)","authors":"Peter Carini","doi":"10.1086/722007","DOIUrl":"https://doi.org/10.1086/722007","url":null,"abstract":"I am going to open this seminar by reading to you a conversation I recently had with two boys, aged ten and eleven, in which they described to me a nearly completed block construction. As you will hear, the construction itself, and their interpretation of it, blends together a number of contemporary issues in quite fascinating ways. The narrative portrayal is moving in terms of the boys’ own efforts to cope effectively with issues that are, indeed, the shaping issues of their generation. For reasons that will soon become clear, the transcribed conversation is titled, “The Estate.”","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"224 - 233"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42581633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of Pat Carini’s great accomplishments is the collection of children’s visual, written and other work that became the Prospect Archive of Children’s Work, now housed at the University of Vermont. This article recounts the story of the archive—a long collaboration with Prospect colleagues, teachers, and others—from its beginnings in the 1960s through today. It suggests that the collection of children’s work and the collaborative descriptive processes developed to study it inspired and informed Pat’s thinking about children as makers not only of works, but of themselves and the world. In turn, these ideas fed into her advocacy for an education that recognized this capacity in all children and, beyond education, offered an expansive and democratic vision, much needed today, of humanness.
帕特·卡里尼(Pat Carini)的伟大成就之一是收集了儿童的视觉、文字和其他作品，这些作品后来成为儿童作品展望档案馆(Prospect Archive of children’s work)，现在位于佛蒙特大学(University of Vermont)。这篇文章讲述了这个档案的故事——从20世纪60年代开始到今天，它与Prospect的同事、老师和其他人长期合作。这表明，儿童作品的收集和为研究这些作品而开发的协作描述过程启发和告知了帕特的想法，即儿童不仅是作品的创造者，而且是他们自己和世界的创造者。反过来，这些想法促使她倡导一种教育，这种教育认识到所有儿童的这种能力，并在教育之外，提供了一种今天非常需要的广阔而民主的人性愿景。
{"title":"Pat Carini and the Prospect Archive of Children’s Work","authors":"B. Alberty","doi":"10.1086/722009","DOIUrl":"https://doi.org/10.1086/722009","url":null,"abstract":"One of Pat Carini’s great accomplishments is the collection of children’s visual, written and other work that became the Prospect Archive of Children’s Work, now housed at the University of Vermont. This article recounts the story of the archive—a long collaboration with Prospect colleagues, teachers, and others—from its beginnings in the 1960s through today. It suggests that the collection of children’s work and the collaborative descriptive processes developed to study it inspired and informed Pat’s thinking about children as makers not only of works, but of themselves and the world. In turn, these ideas fed into her advocacy for an education that recognized this capacity in all children and, beyond education, offered an expansive and democratic vision, much needed today, of humanness.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"240 - 266"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43917560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In a system that increasingly stakes all on measuring success for students, teachers, and institutions against a common testable standard, we risk losing sight of the person at the foundation of our work. Patricia Carini offered a meaningful counternarrative through systematic, evidence-based documentation from observations, interviews, conversations, and, most importantly, description of children’s work. Her dedication and respect for each person, her insights and intellect, had a profound impact on many of us who continue to carry her perspective into the wider system. In this article, I write from personal experience working with Pat at the Prospect School and subsequently finding points of entry with every educator I work with in the public school system.
{"title":"An Immeasurable Legacy","authors":"Marjorie Larner","doi":"10.1086/722012","DOIUrl":"https://doi.org/10.1086/722012","url":null,"abstract":"In a system that increasingly stakes all on measuring success for students, teachers, and institutions against a common testable standard, we risk losing sight of the person at the foundation of our work. Patricia Carini offered a meaningful counternarrative through systematic, evidence-based documentation from observations, interviews, conversations, and, most importantly, description of children’s work. Her dedication and respect for each person, her insights and intellect, had a profound impact on many of us who continue to carry her perspective into the wider system. In this article, I write from personal experience working with Pat at the Prospect School and subsequently finding points of entry with every educator I work with in the public school system.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"302 - 305"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41347262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author presents a child-centered approach to teaching, developed through longtime connections with colleagues, which concentrates on the children and provides them time to make their own connections, to learn, to think, and to develop at their own pace with the support of their classmates. Two examples of how mathematics interlaced into classroom activities illustrate how children presented with similar math problems utilize different ways to come to their own understandings. An addendum provides math strategies for reference.
{"title":"Mindful of the Aims","authors":"D. Mullins","doi":"10.1086/722010","DOIUrl":"https://doi.org/10.1086/722010","url":null,"abstract":"The author presents a child-centered approach to teaching, developed through longtime connections with colleagues, which concentrates on the children and provides them time to make their own connections, to learn, to think, and to develop at their own pace with the support of their classmates. Two examples of how mathematics interlaced into classroom activities illustrate how children presented with similar math problems utilize different ways to come to their own understandings. An addendum provides math strategies for reference.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"267 - 286"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43789845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the author’s journey into the work of Patricia Carini and the descriptive processes developed at Prospect School and Center. The author begins with her first experiences learning to observe and describe children using Descriptive Review as a new teacher and graduate teacher education student. She goes on to discuss how this work and her experience as a Prospect Archives Practitioner Fellow followed her into her teaching practice with children and later into her work as a teacher educator. She examines both the personal and political implications this way of looking holds, and how it can be used as a tool for striving toward equity in schools.
{"title":"Observation and the Art of Teaching","authors":"Jerusha Beckerman","doi":"10.1086/722014","DOIUrl":"https://doi.org/10.1086/722014","url":null,"abstract":"This article describes the author’s journey into the work of Patricia Carini and the descriptive processes developed at Prospect School and Center. The author begins with her first experiences learning to observe and describe children using Descriptive Review as a new teacher and graduate teacher education student. She goes on to discuss how this work and her experience as a Prospect Archives Practitioner Fellow followed her into her teaching practice with children and later into her work as a teacher educator. She examines both the personal and political implications this way of looking holds, and how it can be used as a tool for striving toward equity in schools.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"330 - 341"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47388242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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