Inclusive Teaching And Learning Quotes

When Europeans arrived on this continent, they blew it with the Native Americans. They plowed over them, taking as much as they could of their land and valuables, and respecting almost nothing about the native cultures. They lost the wisdom of the indigenous peoples-wisdom about the land and connectedness to the great web of life…We have another chance with all these refugees. People come here penniless but not cultureless. They bring us gifts. We can synthesize the best of our traditions with the best of theirs. We can teach and learn from each other to produce a better America…

Viewing teaching as a moral endeavor filled with uncertain and inevitable dilemmas positions the teacher always as an inquirer.

The teaching conundrum had been solved. Teaching evolves where the costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. Teaching is not favored when the pupil can easily acquire the information on their own or through copying others. Nor is it favored when imparting traits that are difficult to learn, as teachers generally do not possess the information to pass on to their relatives. These restrictions typically lead to few circumstances under which teaching would be efficacious. Models that allow for cumulative cultural knowledge gain, however, suggest that teaching evolved in humans despite, rather than because of, our strong imitative capabilities, and primarily because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. The analyses suggest that human teaching and cumulative culture evolved together, through mutual reinforcement.

Let’s find out where your shame came from by taking a look at your past. But before we do that, I want to address a common misconception people have about looking at their past. I have heard many people misinterpret the apostle Paul’s words: I am focusing all my energies on this one thing: Forgetting the past and looking forward to what lies ahead…Philippians 3:13 People use this verse to teach that a person should never reflect on their past to resolve their present problems. They think looking to your past is a sign of doubt and weak faith. “Good Christians” should forget about their past, they say, and focus on who they are as a believer in Jesus. That might sound good, but I couldn't disagree more. That kind of thinking is both unbiblical and illogical. It is unbiblical because Paul wasn’t telling people to forget past problems. He was simply referring to his former life when he sought to please God through religious works like praying, giving money, or fasting. He boasted about these religious habits as if they got him closer to God. But he stopped that kind of foolish thinking when he came to learn what Jesus had done for him. Paul wasn’t making an all-inclusive statement telling people to forget everything about their past. He was simply telling his personal story and encouraging people to find their acceptance from God based on his love, not on their good works. To read more into his words is to twist the meaning.

The vision of the Center for Progressive Christianity is to encourage churches to focus their attention on those for whom organized religion has proven to be “ineffectual, irrelevant, or repressive.” They define progressive Christians as individuals who: (ProgressiveChristianity.org, “The 8 Points.” Accessed June 24, 2012) Believe that following the path and teachings of Jesus can lead to an awareness and experience of the Sacred and the Oneness and Unity of all life; Affirm that the teachings of Jesus provide but one of many ways to experience the Sacredness and Oneness of life, and that we can draw from diverse sources of wisdom in our spiritual journey; Seek community that is inclusive of ALL people, including but not limited to: a. Conventional Christians and questioning skeptics, b. Believers and agnostics, c. Women and men, d. Those of all sexual orientations and gender identities, e. Those of all classes and abilities; Know that the way we behave towards one another is the fullest expression of what we believe; Find grace in the search for understanding and believe there is more value in questioning than in absolutes; Strive for peace and justice among all people; Strive to protect and restore the integrity of our earth; and Commit to a path of life-long learning, compassion, and selfless love. To these guidelines, Borg adds two more key aspects of Progressive Christianity: Focus on this life more than on the next life; Accept a non-literal reading of the Bible.

By integrating humanistic theories, inclusive education principles, and feminist pedagogy into transformative teaching practices, educators can create learning environments that honour the unique identities and experiences of every student, fostering a culture of respect, empathy, and social justice.

By incorporating humanistic, inclusive, and feminist pedagogical principles into transformative teaching practices, educators can create learning environments that prioritize student well-being, equity, and empowerment, fostering meaningful connections and transformative growth for all learners.

Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.

Some items from your home that you might consider your child having access to include.   Cheese grater.  A good starting activity for a four or five year-old is grating bars of soap. Real scissors. Children’s safety scissors are often clumsy to handle and can be difficult to maneuver. Teaching a child to cut with pointed scissors allows them to more quickly master fine motor skills. Utensils for cutting soft fruit and a cutting board. Make sure they are not too sharp, but not so dull that they are ineffective. Always supervise your child. Pots and pans, dishes, etc. for pretend play. Cleaning supplies such as a gentle vinegar and water (50/50) cleaning solution, sponges, dish soap, towels, short broom, dust pan, etc. Plants for daily care. Coat hanging racks placed at shoulder level of the child allow them to not only take responsibility for their own outerwear but to offer to take care of others as well. Sturdy, non-skid step stool or a handy learning tower (the one in the picture actually folds for easy storage). Accessible linens, including those that can be used for play. Encourage your child to make their own bed, even if it might be a bit messy by your standards. Always keep a few towels and washcloths where they can reach them as needed. A big basket that holds a few blankets and pillows allows a child to take some responsibility for their own level of comfort.     This list is by no means all-inclusive, nor are you required to use what is on it. The point is to take a look around your home and think about ways to implement many of your own household items into your routine. It is also meant to point out that even the youngest of children are often ready for a bit more responsibility than we give them credit for.

Acknowledging the principles of individual differences, such as Howard Gardner's Multiple Intelligences theory and the recognition of diverse learning styles, allows transformative teaching to cater to the varied strengths and preferences of students, fostering a more inclusive and effective learning environment.

Utilizing collaborative learning strategies creates an inclusive and dynamic classroom environment where students actively engage with course material, exchange ideas, and learn from one another, enhancing both academic achievement and interpersonal skills.

The great wisdom traditions are trying to teach us that grief isn’t something from which to run. It’s a liminal space, a time of transformation. In fact, we can’t risk getting rid of our pain until we’ve learned what it has to teach us, and it—grief, suffering, loss, pain—always has something to teach us! Unfortunately, many of us have been taught that grief and sadness are something to repress, deny, or avoid. We would much rather be angry than sad. Perhaps the simplest and most inclusive definition of grief is “unfinished hurt.” It feels like a demon spinning around inside of us and it hurts too much, so we immediately look for someone else to blame. We have to learn to remain open to our grief, to wait in patient expectation for what it has to teach us. When we close in too tightly around our sadness or grief, when we try to fix it, control it, or understand it, we only deny ourselves its lessons.

In its simplest terms, allyship is about mentorship or sponsorship across race lines. It's about creating opportunities for colleagues of color that can help them advance in their careers. Think promotions, attendance at conferences, nominations for awards or speaker-positions, inclusion on high profile committees, teaching your young colleagues of color the soft skills and rules of the game that they might not have learned otherwise. Ask what they need, share what you can offer, and see what makes the most sense. Don't assume you know what they need, and don't ask for kudos for your behaviour. Contribute to the change and know that the benefits of your efforts will come back to you.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

When used thoughtfully and purposefully, technology can amplify the impact of teaching and learning, making education more engaging, accessible, and inclusive for all students.