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Becoming a Brilliant Star: Developing Capacities, Acquiring Virtues, Providing Service William Huitt.

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Presentation on theme: "Becoming a Brilliant Star: Developing Capacities, Acquiring Virtues, Providing Service William Huitt."— Presentation transcript:

1 Becoming a Brilliant Star: Developing Capacities, Acquiring Virtues, Providing Service William Huitt

2 Topic Outline Necessity for holistic development framework Overview of Brilliant Star framework Applications – Curriculum mapping – Lesson units – Lesson plans Next steps

3 Desired Ends At the outset of every endeavour, it is incumbent to look to the end of it. Of all the arts and sciences, set the children to studying those which will result in advantage to man, will ensure his progress and elevate his rank. Bahá’u’lláh: Tablets of Bahá’u’lláh, pp

4 Purpose of Human Life Man has two powers; and his development, two aspects. One power is connected with the material world…The other power is spiritual…These powers are like two wings. Both must be developed, for flight is impossible with one wing. ‘Abdu’l-Bahá: Promulgation of Universal Peace, p. 60

5 Purpose of Human Life The purpose of the one true God in manifesting Himself is to…array every man with the mantle of a saintly character, and to adorn him with the ornament of holy and goodly deeds. Bahá'u'lláh, Gleanings from the Writings of Bahá'u’lláh, p. 299

6 Purpose of Human Life All men have been created to carry forward an ever-advancing civilization. Bahá’u’lláh, Gleanings, p. 215

7 Education is Important Man is the supreme Talisman. Lack of a proper education hath, however, deprived him of that which he doth inherently possess. Bahá’u’lláh: Gleanings, p. 259; Tablets of Bahá’u’lláh, p. 161

8 Education is Important The requirements are that – your minds must be illumined, – your souls must be rejoiced with the glad tidings of God, – you must become imbued with spiritual moralities, – your daily life must evidence faith and assurance, – your hearts must be sanctified and pure, reflecting a high degree of love and attraction toward the Kingdom of Abhá. ‘Abdu’l-Bahá: Promulgation of Universal Peace, pp

9 Individual Responsibility Strain every nerve to acquire both inner and outer perfections, for the fruit of the human tree hath ever been and will ever be perfections both within and without. It is not desirable that a man be left without knowledge or skills, for he is then but a barren tree. Bahá’u’lláh: Compilation of Compilations, Vol I (Bahá’í Education), p. 247; (Excellence in All Things), p. 368

10 Religion & Science The purpose of God in creating man hath been, and will ever be, to enable him to know his Creator and to attain His Presence. Bahá’u’lláh: Gleanings, p. 70

11 Religion & Science There is no contradiction between true religion and science. When a religion is opposed to science it becomes mere superstition: that which is contrary to knowledge is ignorance. ‘Abdu’l-Bahá: Paris Talks, p. 141

12 Framework Needed To assist in curriculum articulation and analysis Two primary alternatives – Traditional Specific academic knowledge Critical thinking – Holistic Conceptual, integrated academic knowledge Processes of thinking Emotional and Social Development Moral Character

13 Becoming a Brilliant Star Defined domains of capacities and virtues/strengths Started with Gardner’s work on Multiple Intelligences Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. New York: Basic Books. Huitt, W. (2010). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Paper presented at the 12th Annual International Conference sponsored by the Athens Institute for Education and Research (ATINER), May 24-27, Athens, Greece. Available at schooling.pdfhttp://www.edpsycinteractive.org/papers/holistic-view-of- schooling.pdf

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15 The Eight Domains Self and Conscious Construction of Self-Views – Self Temperament – biological foundation Personality – patterns of thinking, feeling, intending, and acting – Introversion vs Extroversion – Open/Options/Perceiving vs Closed/Structured/Judging – Self-views Self-concept Self-esteem Self-efficacy

16 The Eight Domains Cognitive/Thinking Intelligence – Often equated to IQ and academic achievement – Multiple researchers identified components Feurerstein – Instrumental Enrichment Sternberg – Analytical, Creative, Practical Wegner – 22 specific processes Costa & Kallick – 7 of 16 identified habits – Think like a(n) Artist Historian Scientist Mathematician Philosopher Writer/Story Teller

17 The Eight Domains Cognitive/Thinking Intelligence – Often equated to IQ and academic achievement – Multiple researchers identified components Feurerstein – Instrumental Enrichment Sternberg – Analytical, Creative, Practical Wegner – 22 specific processes Costa & Kallick – 7 of 16 identified habits – Cognitive Processes Association Conservation Analysis Implication Correlation & Causation Synthesis Evaluation Closure

18 The Eight Domains Emotional/Affective Intelligence – Capacity to deal with one’s feelings and emotions – Major researchers Mayer and Salovey Goleman Denham Saarni – Capacities/Competencies Awareness – of one’s own emotions and emotions of others Connecting –empathically with others Expression – Differentiate subjective feelings and external expressional expression Self-management and self-regulation – Hype up or dampen down

19 The Eight Domains Conative/Volitional Intelligence – Addresses issue of personal agency – Researchers Rogers Bandura – Capacities/Competencies Intentionality—the ability to originate a purposeful action Forethought—the ability to think about the future and to make plans Self-reactiveness—the ability to monitor one’s actions and make corrections to achieve one’s goals Self-reflection—the ability to evaluate one’s purpose, values, and goals with respect to one’s plans and actions

20 The Eight Domains Physical/Kinesthetic Intelligence – Ability to be aware of one’s body in space and motion – Dimensions Gross vs fine motor Basic vs advanced – Basic physical competence Cardiovascular endurance Muscular strength Muscular endurance Flexibility

21 The Eight Domains Social/Interpersonal Intelligence – Ability to deal with other people and relationships – Goleman Social Awareness – Primal empathy – Attunement – Empathetic accuracy – Social cognition Social Facility – Synchrony – Self-preservation – Influence – Concern

22 The Eight Domains Spiritual/Transpersonal Intelligence – the ability to generate meaning and purpose for one’s life – ability to create deep, personal relationships with one’s self, with others, with nature, and universal unknowns – Kessler Yearning for Deep Connection Longing for Silence & Solitude Search for Meaning & Purpose Hunger for Joy & Delight Creative Drive Urge of Transcendence Need for Initiation

23 The Eight Domains Moral/Character Intelligence – Ability to develop habits and patterns of thought, emotions, intentions, and behavior associated with issues of right and wrong, especially in a social context – Narvaez and associates Ethical sensitivity Ethical judgment Ethical motivation Ethical action

24 Virtues, Strengths, Habits Patterns of actualized capacities – Caring Demonstrate empathy – Ability to recognize and label own emotions – Ability to recognize and label other’s emotions – Ability to connect the two Volitionally choosing to act on empathetic emotion Self-regulation and/or social awareness and skill to do so habitually

25 Virtues, Strengths, Habits Patterns of actualized capacities – Thinkers and/or Thoughtfulness Cognitive processing skills – Making associations » Seriation » Identity » Equivalence » Analogy – Analysis and classification Critical and creative thinking Problem solving

26 Virtues, Strengths, Habits Patterns of actualized capacities – Thinkers and/or Thoughtfulness Habits of Mind – Gather data through the senses – Think and communicate with clarity and precision – Strive for accuracy – Thinking flexibly – Create, imagine, innovate – Question and pose problems Costa, A., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, VA: Association for Supervision and Curriculum Development.

27 Curriculum Mapping I.Self/Self-views II.Cognition/Thinking III.Emotion/Affect IV.Conation/Volition V.Physical/ Kinesthetic VI.Spirituality/Purpose VII.Social/Interpersonal VIII.Moral Character IX.Citizenship

28 Curriculum Mapping I.Self/Self-views 1.BALANCED 2.REFLECTIVE II.Cognition/Thinking 3.KNOWLEDGABLE 4.THINKERS III.Emotion/Affect 5.CARING IV.Conation/Volition 6.INQUIRERS 7.RISK-TAKERS V.Physical/ Kinesthetic VI.Spirituality/Purpose VII.Social/Interpersonal 8.COMMUNICATORS 9.OPEN-MINDED VIII.Moral Character 10.PRINCIPLED IX.Citizenship IB LEARNER PROFILE

29 Curriculum Mapping I.Self/Self-views 1.BALANCED 2.REFLECTIVE II.Cognition/Thinking 3.KNOWLEDGABLE 4.THINKERS III.Emotion/Affect 5.CARING – Happy IV.Conation/Volition 6.INQUIRERS 7.RISK-TAKERS –Self-Regulated V.Physical/ Kinesthetic – Healthy lifestyle – Kinesthetic competence VI.Spirituality/Purpose – Self – Others – Nature – Unknowns VII.Social/Interpersonal 8.COMMUNICATORS 9.OPEN-MINDED –Socially competent VIII.Moral Character 10.PRINCIPLED IX.Citizenship –Value social structures –Actively involved –Sociocultural awareness IB LEARNER PROFILE

30 Curriculum Mapping I.Self/Self-views II.Cognition/Thinking 1.Gather data through the senses 2.Think & communicate with clarity & precision 3.Strive for accuracy 4.Think flexibly 5.Create, imagine, innovate 6.Apply past knowledge to new situations 7.Question & pose problems 8.Metacognition III.Emotion/Affect 9.Find humor 10.Respond with wonderment & awe 11.Manage impulsivity IV.Conation/Volition 12.Open to continuous learning 13.Take responsible risks V.Physical/ Kinesthetic V.Spirituality/Purpose VII.Social/Interpersonal 14.Listen with understanding & empathy 15.Monitor communication 16.Think interdependently VIII.Moral Character IX.Citizenship HABITS OF MIND

31 Curriculum Mapping I.Self/Self-views – Temperament/Personality – Self-views – Learning style – Strengths – Interests II.Cognition/Thinking 1.Gather data through the senses 2.Think & communicate with clarity & precision 3.Strive for accuracy 4.Think flexibly 5.Create, imagine, innovate 6.Apply past knowledge to new situations 7.Question & pose problems 8.Metacognition III.Emotion/Affect 9.Find humor 10.Respond with wonderment & awe 11.Manage impulsivity IV.Conation/Volition 12.Open to continuous learning 13.Take responsible risks V.Physical/ Kinesthetic – Healthy lifestyle – Kinesthetic competence VI.Spirituality/Purpose – Self – Others – Nature – Unknowns VII.Social/Interpersonal 14.Listen with understanding & empathy 15.Monitor communication 16.Think interdependently VIII.Moral Character –Ethical sensitivity –Ethical judgment –Ethical motivation –Ethical action IX.Citizenship –Value social structures –Actively involved –Sociocultural awareness HABITS OF MIND

32 Lesson Plans and Units Lower Elementary – – Upper Elementary and Middle School – Middle & Upper School –http://www.edpsycinteractive.org/brilstar/units/index.htmlhttp://www.edpsycinteractive.org/brilstar/units/index.html Whole School –

33 Becoming a Brilliant Star Need to – Specifically place holistic objectives in curriculum mapping and assessment activities – Develop and implement units and lesson plans that integrate academic and holistic objectives – Collect data on focus within specific lessons – Analyze classroom lessons – Make adjustments

34 Huitt, W. (2010). A holistic view of education and schooling: Guiding students to develop capacities, acquire virtues, and provide service. Paper presented at the 12th Annual International Conference sponsored by the Athens Institute for Education and Research (ATINER), May 24-27, Athens, Greece. Available at


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