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@SarahAMcManus | |||||
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Going to pull a side branch back into this main thread -- a lot of ideas here around "what is self-trust?" and different levels of working with that:
twitter.com/visakanv/statu…
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Sarah McManus
@SarahAMcManus
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25. sij |
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Generative mode of teaching:
i.e. Zak Stein's "teacherly authority" -- teacher creates a space that is safe for not-knowing (this is unsafe in default mode)
Students build self-trust, build capacity for self-direction, sensemaking, Jordan Hall "sovereignty"
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Sarah McManus
@SarahAMcManus
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25. sij |
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Much, much more on "teacherly authority" in this @dthorson Emerge podcast with Zak Stein - annotated transcript & links in this Google doc:
docs.google.com/document/d/1-1…
I'll probably return to this later in the thread, after putting out a 3rd mode of teaching...
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Sarah McManus
@SarahAMcManus
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25. sij |
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"Dark wizard" mode of teaching
(Term from @meditationstuff 's model: rothos.github.io/protocol_1/#IV… )
Sooo... this is where Mason's tweet comes in again:
twitter.com/webdevMason/st…
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Sarah McManus
@SarahAMcManus
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25. sij |
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So, I summarized this "dark wizard" mode of teaching as: Build capacity, undermine self-trust, transgress norms
Someone in a teaching role can make a student both "stronger" & "weaker" at the same time, in different dimensions/areas
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Sarah McManus
@SarahAMcManus
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25. sij |
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This 3rd mode is:
- "Dark" bc of undermining students' self-trust in ways intended to benefit teacher at their expense, or which lead to other cascading harms
- "Wizard" bc breaking norms -- the "normal" protections of the default (albeit crappy) systems are not in play
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Sarah McManus
@SarahAMcManus
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25. sij |
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By showing someone that our default systems have significant crappy elements, and introducing the move of transcending systems as a path to agency / strength / capacity... the blinders & chains are coming off, but so are the guardrails.
oh no pic.twitter.com/a9nQk5K70E
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Sarah McManus
@SarahAMcManus
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25. sij |
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I have more thoughts, & I'll go ahead and tweet all these here so I don't lose the drafts
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Sarah McManus
@SarahAMcManus
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25. sij |
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Oh man, there's at least a 4th mode (& probably more).
I dub it: "Fumblewizard"
Unskillful attempts at leveling up students, resulting in some combination of chaos / tragedy / slapstick comedy / narrowly skirting the brink of doom / falling in and clawing one's way out / etc
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Sarah McManus
@SarahAMcManus
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25. sij |
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To the extent that I'm quoting R.D. Laing at people I don't know, I may be engaging in attempted wizardry at this very moment, that could well lead to fumblewizard blunders!
The risk of fumblewizardry may be unavoidable, for anyone trying to navigate a cultural meaning crisis
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Sarah McManus
@SarahAMcManus
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25. sij |
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Fumblewizard blunders can be co-created between teachers and students
(see: The Sorcerer's Apprentice)
(One lens: there's always some element of co-creation, implying some leverage points of co-response-ability) pic.twitter.com/KLzpEIH5Qw
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Sarah McManus
@SarahAMcManus
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26. sij |
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Also, more on Zak Stein's "teacherly authority" and how that relates to blind spots, trust, and space for not-knowing:
twitter.com/SarahAMcManus/…
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Sarah McManus
@SarahAMcManus
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26. sij |
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For good measure, thread of threads re: models of trust:
twitter.com/SarahAMcManus/…
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Sarah McManus
@SarahAMcManus
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26. sij |
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And a bit more on why people undermine their own self-trust, or other people's self-trust:
twitter.com/SarahAMcManus/…
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Sarah McManus
@SarahAMcManus
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26. sij |
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Back to wizardry -- both the unpredictable risks of fumblewizardry, and predictable risks like "your motivation system will go offline while rebooting" discussed in the side branch
How to relate to “Better not to start. If you start, better to finish"?
twitter.com/SarahAMcManus/…
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Sarah McManus
@SarahAMcManus
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26. sij |
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More from that thread:
twitter.com/SarahAMcManus/…
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Sarah McManus
@SarahAMcManus
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26. sij |
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