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🗣The Dialogic Learning Weekly #207

The Dialogic Learning Weekly
🗣The Dialogic Learning Weekly #207
By Tom Barrett • Issue #207 • View online
Welcome to your Friday dose of curated thoughts. In the 207th issue, some reader responses about careers and creative endeavours. We also take a look at a short imagined monologue.

What our afternoon walk thinks of us
Last week we explored how to shift perspective. We had a look at some practical methods to switch up how your team might see, observe and notice meaning or insight.
It can be fun and imaginative work. Our playful exploration of alternative perspectives can stretch and morph into lots of different shapes and sizes. A sophisticated mixture of critical and creative thinking. By casting our net widely, we might surface an undiscovered insight.
Anthropomorphic perspectives (non-human stuff like budgets and benches), when articulated thoughtfully, can offer something different.
The playful example of this from Emily Delaney is from a bigger collection called Short Imagined Monologues.
Hey, it’s me: Short Afternoon Walk. As you may have noticed, you’re all turning to me an awful lot these days. Don’t get me wrong, I love what we have together, but I think we need to face the truth: I can never be everything you want me to be. When this little routine first started, I thought it was the greatest thing in the world. I was an escape. I was an adventure. I was beloved. But somewhere along the way, I became your everything.
A great example of seeing something new by shifting perspectives.
I’m a Short Afternoon Walk and You’re Putting Way Too Much Pressure on Me - McSweeney’s Internet Tendency
I am grateful to Jocelyn K. Glei for the link from her own newsletter - ideas for finding more creativity and meaning in our daily lives. Take a look.
You Are Memorable
My recent critique of careers advice via the proxy of software struck a chord with many of you. (Issue 205) I was grateful for all the responses and thoughts.
Rebecca Jeffery-Jones is an English Teacher from Ashburton College, Mid Canterbury, which is in the heart of New Zealand’s beautiful South Island. Rebecca got in touch and helped me see the connection to values.
Instead of asking what my students want to do (as part of future careers unit in Senior English, or as their Ako or home room tutor) I ask, “What do want to be remembered for in terms of what you gave to society? How do you want to contribute or give to our society?” This shifts the focus from capabilities (not yet fully developed, some not even in existence yet) to values. They seem to find it easier to fit values to potential pathways and then have the liberty to change their direction if/when an option does not fit their values, or their values change.
It got me thinking about the assumption that students have these frameworks to rely upon. ❤️What are you passionate about? It can often be a dead-end of a query. Some might say we need a lifetime to discover a true passion.
I wondered if an inquiry into values might also suffer a similar fate.
passions require a balanced life, but we can adopt others’ values until we work out what our own are. We all ascribe to values, and we try to teach our students worthwhile values, in the hope that they will adopt them as their own. In the meantime they can find something in line with ours. The question could then be, “What lines up with important social values?”
Thanks to Rebecca for helping me to understand this subject better.
🗣Talking Points
  1. How do you engage young people in dialogue about what they value?
  2. Are your school values enacted or brochure-ware?
  3. How do we help young adults discover, define and enact what they value?
Your Future Creative Self
Thanks to Nigel Coutts, a loyal newsletter reader for many years, for adding some ponderings to a recent tweet I shared.
Tom Barrett
⚡️ In the future, the version of you, trying to be creative and developing original ideas, is shouting at you in the present to stay curious for longer. Yes, do it, jump down that rabbit hole!
Nigel Coutts
Great advice, and for teachers, how will we allocate more time for the curiosity of our students? How do we shift our interactions to foster and permit curiosity? How do we change the relationships to "knowledge" so that curiosity thrives?
Thanks for taking some time to join me this week. I hope you found something that you connect with and enjoy. Get in touch and share your reflections. Let me know what resonates.
In dialogue, we trust.
Did you enjoy this issue?
Tom Barrett

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