An invitation to join me in a series of projects

The SunWALK model applied to all Professional Studies

within the evolution of human-centred studies


Dr Roger Prentice – onesummit AT gmail DOT com

My PhD and subsequent work such as the One Garden groups is about deepening our understanding of what it is to be human.

The PhD applied my SunWALK model to education – particularly from the teacher’s-eye view. I am inviting you to do an applied version for educating other groups in a human-centred way – politicians, barristers, judges, architects, scientists, engineers – all the Humanities, all the Arts, all the Sciences – any and all professions. I believe deepening understanding of what it is to be human is the only way to end the nightmare of suffering in which so many of the world’s people are enmeshed.

All professional studies need to take account of what it is to be human and of how human beings function, in the world with others. Here it is presented in broad and holistic terms.

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Being human is seen, intra-personally, i.e. within the interiority of the heart-mind, as the flow of the life-force as it passes through each individual – which metaphorically we might view as white light. You don’t have a life, you are life as Eckhart Tolle says. Please pay particular attention to 17 below which constitutes a major update!

The singleness of the human spirit shaped by parents, family, local community, school and the wider society then trifurcates into into the three ‘primary’ modes of being of Caring, Creativity and Criticality – presented here as the three primary colours; yellow blue and red.

Interpersonally, in society Caring, Creativity & Criticality = the institutions of the Humanities, the Arts and the Sciences.

‘Sun’ = whatever source/s of higher order values, insights and inspirations lights the path of your life-journey. Except in the case of sociopaths or psychopaths everyone has such a ‘Sun’ – a loving grandmother, an inspiring teacher etc. WALK = Wise, and Willing, Loving and Action as a simple representation of the inner dynamics of being human – what we are and what we do. You are going to ask me about evil. Darkness is the absence of light – for all virtues there are the shadow-side opposites.

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SunWALK logo – The 3 ways of expressing our humanity – Caring, Creativity and Criticality – in Community – the 4Cs.

Caring – the ‘WE’ voice of caring and the moral sense, – giving rise to the Humanities

Creativity – the ‘I’ voice of subjective expression – giving rise to the Arts

Criticality – the ‘IT’ voice of objective engagement – giving rise to the Sciences.

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These are seen as modes of being and doing, which we express, inter-personally, in Community with others.

Hence the ‘SunWALK 4Cs model’ in answer to the most fundamental of all questions, “What is it to be, positively and fully, human?”

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In constructing the model I gradually acquired a large set of concepts.

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These I sifted through three levels roughly relevant to ‘important’, ‘very important’ and ‘indispensable’.

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The indispensable concepts constitute the core model SunWALK, along with the model of what it is to be human.

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The SunWALK model (of human-centred studies) combines the following elements;

1 the storied development of

2 meaning, which is

3 constructed, and de-constructed,

4 physically, mentally and spiritually, through

5 Wise &

6 Willing

7 Action, via

8 Loving and

9 Knowing – developed in

10 Community, via the

11 ‘Dialectical Spiritualization’ of

12 Caring,

13 Creativity &

14 Criticality processes, all undertaken in the light of the

15 ‘Sun’ of (chosen) higher-order values & beliefs, using best available, appropriate

16 content and…..

UPDATED WITH THIS 17 …….and like Maslow in later life I would now (2013) add something – the transcendence of that storied meaning – except I see no choice or conflict between two. The ‘storied meaning’ and ‘the transcendence’ are as two wings through which we function and fly as human beings.

The beloved Heschel says this in at least three ways;

Concepts and amazement

“Concepts are delicious snacks with which
we try to alleviate our amazement.”
Abraham Joshua Heschel – Who is Man p.88

We are citizens of two realms;

The search for reason ends at the shore of the known;
on the immense expanse beyond it only the sense of the ineffable can glide.
It alone knows the route to that which is remote from experience and understanding.
Neither is amphibious: reason cannot go beyond the shore,
and the sense of the ineffable is out of place where we measure, where we weigh.
Citizens of two realms, we must all sustain dual allegiance:
we sense the ineffable in one realm;
we name and exploit reality in another.
Between the two we set up a system of references,
but can never fill the gap.
They are as far and as close to each other…as life and
what lies beyond the last breath. Man is Not Alone p8.

The world of things and the world of no-thing

To become aware of the ineffable is to part company with words. …The tangent to the curve of human experience lies beyond the limits of language. The world of things we perceive is but a veil. Its flutter is music, its ornament science, but what it conceals is inscrutable. Its silence remains unbroken; no words can carry it away.

Sometimes we wish the world would cry and tell us about that which made it pregnant with fear-filling grandeur.

Sometimes we wish our own heart would speak of that which made it heavy with wonder.
–Abraham Joshua Heschel

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This SunWALK framework can be applied to create sub-models for any professional studies. This ‘one-sentence’ version of the frame extends the 4Cs a little further and constitutes the shortest and most highly condensed version of SunWALK.

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At this ‘third level’ the concepts are ‘organizing elements’, and we have a model as opposed to simply a list of concepts. To this set of core concept-categories all other concepts are related, but I have separated them out into important (first level) and second level (very important).

The concept list are not seen as absolutely fixed and concept-categories can be increased or decreased in importance – especially in application to fields other than education for which the model was originally developed. But since the core of the educational model was a model of what it is to be human it must have application to other fields of professional studies.

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The two following sections are:

The second level – the sixty odd concepts of ‘main importance’, and

The first level – the 400+ concept list (still open to growing) – merely important!

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LEVEL 2: THE CONCEPT-ELEMENTS IN SUNWALK’S CONCEPTUAL FRAMEWORK

THREE ‘LEVELS’ OF CONCEPT-ELEMENTS A) ORGANIZING, B) MAIN AND C) SECONDARY

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NB SunWALK is the mnemonic for the ‘what’ of the model, as well as its overall name The model has a conceptual framework of some 400 concepts. This list is of the main concepts, some sixty odd. The 4Cs, caring creativity, criticality + community & the name (& mnemonic) ‘SunWALK’ provide the central & organizing concepts of the whole model. WALK = Wise, & Willing, Action through Loving and Knowing. ‘Sun’ = light of spiritual source/s

The model as core process consists of four elements – the 4Cs Human spirit is seen as light – the 3Cs are the intrapersonal ‘primary colours’ of the human spirit (and correspond to the Greek’s truth, beauty and goodness) + the interpersonal dimension of ‘Community’. Corresponding to the 3Cs are three forms of knowing: ‘social-others-centred’, the ‘subjective-creative-mystical’ and the ‘objective-reasoning-scientific’. The 4Cs are seen as the dynamic ‘how’ dimensions of the model. The one sentence version of the model is above.

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In addition to the concepts categories/themes in the ‘one-sentence’ version of the model above there are there are two more lists – one of 60+ concepts and one of 400+ concepts, from which the model emerged via the sifting process.

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THE SIXTY+ LEVEL 2 CONCEPT-ELEMENTS

1 Abilities

Action

Aims & Objectives & Goals

Authentic

5 Autonomy

Awe, wonder & amazement

Balance

Being & becoming

Belief/s

10 Certainty

Compassion and empathy

Content

Curriculum

Democracy

15 Dialectical Spiritualization

Dialogue see Dialect Spiritualization

Education, ed. as an art c.f. a science

Encouragement

20 Energy see spirit & chi

Engagement

English the teaching of & as an art

Environment/ecology/inner being

Experience

25 Faith

Group process-PFC/Consultation/dialogue

Healing

Heart-mind

Imagination

Intuition insight/inner develop/. Holism/whole/Holistic Ed

30 Human being –

h. nature/

h. spirit

Humanization & de-humanization

Identity

35 Justice

Knowledge & Knowing

Learning & Teaching

Life-force/energy/spirit/chi/inochi

Love – affect/spirit – see caring and

compassion and empathy

40 Maturation

Meaning & Meaning making

Meditate/meditation

Metaphor

Mind

Modes of experience & engagement

45 Moral ed. + m. sensibility

Mystery transcendentally & in human

nature

Personhood authenticity/autonomy

Philosophy & philosophical inquiry & Philosophy for children PFC

Process & process philos & theology

50 Purpose and identity

Real/ity

Science as criticality & objective knowing

Soul see also human spirit, mind

Spiritual/ity/ization/ s. qualities

55 Story & Autobiography

‘Sun’ as source of spiritualization

Teacher Education

Teaching & Learning

Text and Context

60 Truth/beauty & goodness – correspond

to Criticality, Creativity & Caring

Will volition and motivation

Wisdom

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LEVEL 1: THE MASTER LIST OF 400+ ELEMENTS’/THEMES/ CONCEPTS FOR THE SunWALK model & One Garden groups

Aesthetic/s see Creative

Abilities

Action see Behaviour

Affective see feelings

Attitudes

Adulthood

Alienation

Aims & Objectives & Goals

Appearance & reality

Authenticity

Authority

Autobiography see story

Autonomy

Awareness

Beauty – see the Creative

Behaviour see Action

Being & becoming

Belief/s

Brain – ‘left brain’ & ‘right brain’

Caring

Certainty

Change

Childhood

Cooperative learning – see

community

Commitment

Communication

Community

Compassion and empathy

Conceptual development

Conflict resolution

Conformity

Connectedness see holism

Conscience

Consciousness & c. raising/expanding

Consultation – group process

Contemplation

Control

Creative thinking

Creative /ity

Crisis

Critical thinking

Criticality

Culture

Curriculum

Decision-making

Democracy and democratic process

Detachment

Development

Dialectical = problematization + dialogue

Discipline

Discovery

Discrimination

Doing

Dualism

Discovery (inc. curiosity)

Ecology see environment

Education

Educational environment

Emotion/s see affect

Empathy see compassion

Energy see spirit & chi

Engagement – see modes

Environment/ecology/inner being

Essence

Ethics – see moral/ity education

Ethos/Atmosphere

Existence

Existential/ism

Experience

Experimentation

Faith

Falsity

Feelings see affect

Free will- see will

Freedom

Global development

Goodness – see caring

Group process-PFC/Consultation

Team work/co-operation

Growth see development

Habit

Harmony – h. in diversity

Having c.f. being/doing/becoming

Holism/whole/Holistic Ed

Human being – h. nature/spirit

Humankind – humanity

Human Rights

Ideals

Imagination

Independence see autonomy

Individual/ity c.f. individualism

Indoctrination

Indwelling/intuition/inner being

Information – i. and knowledge

Initiation – education as

Inner being/spiritual/insight – see

interiority

Insight see intuition &

Interiority

Integrity

Intuition – insight/inner development

Insight

Instinct

Intelligence

Judgement

Justice

Justification – see knowledge

‘Know that’ – see Knowledge

Knowledge I WE IT voices

Language

Learning & Teaching

Life-force/energy/spirit/chi/inochi

Literature

Love – affect/spirit – see caring

Management

Materialism

Mechanistic models

Meaning & Meaning making

Meditation c.f. contemplation

Memory

Men/gender – see left brain/right brain

Metaphor

Methods in learning

Mind

Modes of experience & engagement

Moral development & sensibility

Moral sensibility

Mystery (in human nature)

/potential/subconscious/unknown

Narrative see story

Nature

Needs

Negotiated learning – see democratic

process

Non-reflective learning

Norms

Objectivity

Openness

Paradigm

Paradox

Participation

Perception/attention/forms/field

Person/hood see human being

Personal history see story autobiography

Personhood – see also

authenticity/autonomy

Philosophy

Philosophy for children PFC

PhotoBlogs: modelElizRex 2newdogs current

Physical self

Planning

Play

Poetry

Politics

Positivism

Potential

Power & empowerment

Principles

Problem-solving v posing

Qualitative the

Qualities, spiritual e.g. empathy

Questioning

Rationality/reason/able/ness

Real/ity

Reductionism

Reflection – reasoning/meditation

Reflective learning

Rejection

Relationships

Relativity

Religion

Science – see also objective knowing

Self

Self-esteem

Self-image

Self-knowledge

Sensitivity

Service to others

Socialization

Society

Soul

Spiritual/ity/ization/ see energy

Spiritual qualities (e.g. empathy)

State

Story & Autobiography

Subjectivity

Tacit knowledge – see knowledge

Teacher Education

Teaching & Learning

Teacher thinking

Teacher thinking about the child’s

spirituality/holistic development

Thinking /caring /creative /criticality

see mind

Time

Tradition

Training (v. education)

Transformation

Truth/beauty & goodness

Understanding

Utilitarian

Validity

Values

Vision

Volition – see will

Wholeness – see holistic

Will

Wisdom

Women/gender – see left & r. brain

Work – re identity & purpose

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