William

Presentation by Craig Dwyer

Doll
jr

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

jr
in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced

jr
in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced

Teaching is for me

jr
in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play

jr
in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr
in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

First taste of graduate work

in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s

Wandering through the halls of Cornell

my rst day at Cornell I fell asleep in the front row as the Dean was lecturing on the challenges we freshmen faced I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

jr

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

jr

Teaching is for me
on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

jr

Teaching is for me

My dissertation at Hopkins was on John Deweys Concept of Change

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist.

jr

The New Sciences

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

My dissertation at Hopkins was on John Deweys Concept of Change

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist.

jr

The New Sciences

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

I became serious about studying the emerging new sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

Teaching is for me

My dissertation at Hopkins was on John Deweys Concept of Change

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

The Curriculum Theorist

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

The Curriculum Theorist

the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but to act as a guide for each curricularist (teacher, supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had suggested such throughout the text.

The Curriculum Theorist

the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but to act as a guide for each curricularist (teacher, supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

in his own words

The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had The 4 Rs, suggested such throughout the text. most popular The Curriculum Theorist in China, have kept the the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but book alive for 15 years to act as a guide for each curricularist (teacher, now supervisor, developer) to use in his or her own idiosyncratic and situational way

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

I had expanded the 4 Rs to include the 5 Cs of curriculum as: currere, complexity, cosmology, conversation, and community. [Obviously one can think of curriculum in a number of ways, I chose 5 to produce a 3:4:5 right triangle, most Euclidean and modernist, hence reminding me of the arbitrariness of my own work]. The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had The 4 Rs, suggested such throughout the text. most popular The Curriculum Theorist in China, have kept the the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but book alive for 15 years to act as a guide for each curricularist (teacher, now supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

Science, Spirit, Story

I had expanded the 4 Rs to include the 5 Cs of curriculum as: currere, complexity, cosmology, conversation, and community. [Obviously one can think of curriculum in a number of ways, I chose 5 to produce a 3:4:5 right triangle, most Euclidean and modernist, hence reminding me of the arbitrariness of my own work]. The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had The 4 Rs, suggested such throughout the text. most popular The Curriculum Theorist in China, have kept the the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but book alive for 15 years to act as a guide for each curricularist (teacher, now supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

Science, Spirit, Story

My work now is focused on developing an epistemology that integrates Science, especially the new sciences of chaos and complexity, with Story, especially narrative inquiry, and with Spirit, that ineffable quality which gives vitality to any situation.

I had expanded the 4 Rs to include the 5 Cs of curriculum as: currere, complexity, cosmology, conversation, and community. [Obviously one can think of curriculum in a number of ways, I chose 5 to produce a 3:4:5 right triangle, most Euclidean and modernist, hence reminding me of the arbitrariness of my own work]. The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had The 4 Rs, suggested such throughout the text. most popular The Curriculum Theorist in China, have kept the the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but book alive for 15 years to act as a guide for each curricularist (teacher, now supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

Science, Spirit, Story

My work now is focused on developing an epistemology that integrates Science, especially the new sciences of chaos and complexity, with Story, especially narrative inquiry, and with Spirit, that ineffable quality which gives vitality to any situation. Story, with its origins deep inside a culture, represents that culture in a way science with its more formal, rational, and logical way of seeing never can attain. Story has a personal truth to it, it strikes one not as provable but as veriable in ones own experience

I had expanded the 4 Rs to include the 5 Cs of curriculum as: currere, complexity, cosmology, conversation, and community. [Obviously one can think of curriculum in a number of ways, I chose 5 to produce a 3:4:5 right triangle, most Euclidean and modernist, hence reminding me of the arbitrariness of my own work]. The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had The 4 Rs, suggested such throughout the text. most popular The Curriculum Theorist in China, have kept the the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but book alive for 15 years to act as a guide for each curricularist (teacher, now supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play In Bruners terms he was working at a symbolic level, I at an iconic one. I began to rethink my methods of teaching, which at that time revolved around what might well be called teaching as telling.

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

At school, working with students from kindergarten to ninth grade in both mathematics and literature was a continual joy and full of surprises. By now the notion of a learning community (one which created and explored) was ingrained in my psyche

Science, Spirit, Story

My work now is focused on developing an epistemology that integrates Science, especially the new sciences of chaos and complexity, with Story, especially narrative inquiry, and with Spirit, that ineffable quality which gives vitality to any situation. Story, with its origins deep inside a culture, represents that culture in a way science with its more formal, rational, and logical way of seeing never can attain. Story has a personal truth to it, it strikes one not as provable but as veriable in ones own experience The new sciences of chaos and complexity show us a different world, indeed a different universe, from that seen by these past thinkers. Order is no longer seen as set, simple, imposed; rather order is seen as being entwined with a bit of chaos and emerging from the interactions of elements present in any situation, especially a dynamic, ongoing, changing one.

I had expanded the 4 Rs to include the 5 Cs of curriculum as: currere, complexity, cosmology, conversation, and community. [Obviously one can think of curriculum in a number of ways, I chose 5 to produce a 3:4:5 right triangle, most Euclidean and modernist, hence reminding me of the arbitrariness of my own work]. The 4 Rs, like much in my career, came from a union of necessity and playfulness. The editors wanted practicality. I thought I had The 4 Rs, suggested such throughout the text. most popular The Curriculum Theorist in China, have kept the the 4 Rs of Richness, Recursion, Relations, and Rigor designed not to produce a model for others to follow but book alive for 15 years to act as a guide for each curricularist (teacher, now supervisor, developer) to use in his or her own idiosyncratic and situational way

in his own words

Doll

William

the path stumbled upon

Hopkins in the 1960s
The Hopkins experience of immersing oneself in the study of a subject and also roaming throughout the university (with its scholars and multiple disciplines) had a denite effect upon my subsequent career as a teacher and curricularist. I nally found a frame for bringing The New Sciences forth my ideas on curriculum, I became serious about which up to this time had been studying the emerging new fermenting, but not coalescing sciences, particularly as represented in the works of Ilya Prigogine I found the courses narrow, based on research that seemed articial and stilted, and quite removed from the work the teachers, I, and the students were doing in school.

To receive government monies, yearly I swore an oath that I was not a my rst day at Cornell I fell asleep in Communist (I was not) and regularly I protested the the front row as the Dean was governments actions in lecturing on the challenges we Vietnam freshmen faced

Wandering through the halls of Cornell

Teaching is for me

Spirit is the hardest to frame, At school, working with students At a somewhat supercial and from kindergarten to ninth grade in elemental level, one can both mathematics and literature was a associate science with the continual joy and full of surprises. By quantitative in education and now the notion of a learning story with the qualitative. This community (one which created and In Bruners terms he was working at a symbolic explored) was ingrained in my psyche level, I at an iconic one. I began to rethink my methods dichotomous split, lacks a sense of spirit. It is Spirit as the breath of teaching, which at that time revolved around what of life, that gives force, passion, might well be called teaching as telling. and commitment to an event. It is something one feels, not something one denes or I had expanded the 4 Rs to include the 5 Cs of curriculum as: currere, complexity, frames. cosmology, conversation, and community. [Obviously one can think of curriculum in a Science, Spirit, Story number of ways, I chose 5 to produce a 3:4:5 right triangle, most Euclidean and My work now is focused on developing an The new sciences of chaos and modernist, hence reminding me of the arbitrariness of my own work]. epistemology that integrates Science, complexity show us a different world, especially the new sciences of chaos and indeed a different universe, from that The 4 Rs, like much in my career, came from a union of necessity complexity, with Story, especially narrative seen by these past thinkers. Order is no and playfulness. The editors wanted practicality. I thought I had inquiry, and with Spirit, that ineffable quality longer seen as set, simple, imposed; The 4 Rs, suggested such throughout the text. which gives vitality to any situation. rather order is seen as being entwined most popular The Curriculum Theorist with a bit of chaos and emerging from in China, have Story, with its origins deep inside a the interactions of elements present in kept the the 4 Rs of Richness, Recursion, Relations, and Rigor culture, represents that culture in a way any situation, especially a dynamic, ondesigned not to produce a model for others to follow but book alive science with its more formal, rational, going, changing one. for 15 years to act as a guide for each curricularist (teacher, and logical way of seeing never can now supervisor, developer) to use in his or her own attain. Story has a personal truth to it, it idiosyncratic and situational way strikes one not as provable but as veriable in ones own experience

on Friday afternoons when we played with mathematical relationships, often using Cuisenaire Rods, with middle school youth. These were glorious communal sessions, all of us working together, infused with the spirit of serious play

jr

My dissertation at Hopkins was on John Deweys Concept of Change

First taste of graduate work

in his own words

Doll

William

"I am an aging post-modernist with an interest in complexity, Dewey, and spirituality"

jr