Instructions for Instructing

Abstract

This chapter continues to explore the holistic pedagogical approach of quality willed learning. A brief background of schooling disaster can broaden the context for appropriate action and a more comprehensive solution. Making the rules as we go fits with ancient Eastern thinking as well as more modern existential thinking. Implied in newer rule-making is that humans have no one essence that prevents change for all times and all places. Rather our existence precedes our essence and based on our choices, we create who we are as individuals and as groups. The present school culture at most levels of schooling, including university training, holds that a human being needs carrots or sticks, grades or degrees in order to learn. This is something that quality willed learning and a self-determined approach challenges.

Analysis kills spontaneity. The grain once ground into flour springs and germinates no more

—Henri Frédéric Amiel