Becoming a Brilliant Star: Developing Capacities, Acquiring

Virtues, Providing Service

William Huitt

Topic Outline

• Necessity for holistic development framework• Overview of Brilliant Star framework• Applications – Curriculum mapping– Lesson units– Lesson plans

• Next steps

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. 168-169

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

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

Purpose of Human Life

All men have been created to carry forward an ever-advancing civilization.

Bahá’u’lláh, Gleanings, p. 215

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

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. 460-461

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

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

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

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

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 http://www.edpsycinteractive.org/papers/holistic-view-of-schooling.pdf

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

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

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

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

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

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

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

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

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

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

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

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.

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

Curriculum Mapping

I. Self/Self-views1. BALANCED2. REFLECTIVE

II. Cognition/Thinking3. KNOWLEDGABLE4. THINKERS

III. Emotion/Affect5. CARING

IV. Conation/Volition6. INQUIRERS7. RISK-TAKERS

V. Physical/ Kinesthetic

VI. Spirituality/Purpose

VII. Social/Interpersonal8. COMMUNICATORS9. OPEN-MINDED

VIII. Moral Character10. PRINCIPLED

IX. Citizenship

IB LEARNER PROFILE

Curriculum Mapping

I. Self/Self-views1. BALANCED2. REFLECTIVE

II. Cognition/Thinking3. KNOWLEDGABLE4. THINKERS

III. Emotion/Affect5. CARING– Happy

IV. Conation/Volition6. INQUIRERS7. RISK-TAKERS– Self-Regulated

V. Physical/ Kinesthetic– Healthy lifestyle– Kinesthetic competence

VI. Spirituality/Purpose– Self– Others– Nature– Unknowns

VII. Social/Interpersonal8. COMMUNICATORS9. OPEN-MINDED– Socially competent

VIII. Moral Character10. PRINCIPLED

IX. Citizenship– Value social

structures– Actively involved– Sociocultural

awareness

IB LEARNER PROFILE

Curriculum Mapping

I. Self/Self-views

II. Cognition/Thinking1. Gather data through the

senses2. Think & communicate

with clarity & precision3. Strive for accuracy4. Think flexibly5. Create, imagine,

innovate6. Apply past knowledge to

new situations7. Question & pose

problems8. Metacognition

III. Emotion/Affect9. Find humor10. Respond with

wonderment & awe11. Manage impulsivity

IV. Conation/Volition12. Open to continuous

learning13. Take responsible risks

V. Physical/ Kinesthetic

VI. Spirituality/Purpose

VII. Social/Interpersonal14. Listen with

understanding & empathy

15. Monitor communication16. Think interdependently

VIII. Moral Character

IX. Citizenship

HABITS OF MIND

Curriculum Mapping

I. Self/Self-views– Temperament/Personality– Self-views– Learning style– Strengths– Interests

II. Cognition/Thinking1. Gather data through the

senses2. Think & communicate with

clarity & precision3. Strive for accuracy4. Think flexibly5. Create, imagine, innovate6. Apply past knowledge to

new situations7. Question & pose problems8. Metacognition

III. Emotion/Affect9. Find humor10. Respond with wonderment

& awe11. Manage impulsivity

IV. Conation/Volition12. Open to continuous learning13. Take responsible risks

V. Physical/ Kinesthetic– Healthy lifestyle– Kinesthetic competence

VI. Spirituality/Purpose– Self– Others– Nature– Unknowns

VII. Social/Interpersonal14. Listen with understanding

& empathy15. Monitor communication16. 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

Lesson Plans and Units

• Lower Elementary– http://www.edpsycinteractive.org/brilstar/integrative/index.html– http://www.edpsycinteractive.org/brilstar/integrative/physical/index.html

• Upper Elementary and Middle School– http://www.edpsycinteractive.org/brilstar/integrative/upelem/index.html

• Middle & Upper School– http://www.edpsycinteractive.org/brilstar/units/index.html

• Whole School– http://www.edpsycinteractive.org/brilstar/quotes/BrilStarThought.html

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

http://www.edpsycinteractive.org/brilstar/brilstar.html

http://www.edpsycinteractive.org/brilstar/CurrMap/index.html

http://www.edpsycinteractive.org/

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 http://www.edpsycinteractive.org/papers/holistic-view-of-schooling.pdf

http://www.edpsycinteractive.org/religion/bahai/brilstar/brstovr.html

http://www.edpsycinteractive.org/mining/

http://www.edpsycinteractive.org/brilstar/sed-2010.html