a] In Chapter 4, Lederhouse states that "survival and belonging
[have been identified] as the primary genetic needs of all human beings." In this
chapter, Pudlas contends that ‘inclusion’ is a necessary aspect of schooling in
terms of its contribution to the building of ‘community’, and that "one of
the measures of community is a sense of belonging". Identify a number of ways in
which ‘inclusion’ would work to create ‘community’ within a school.
Are there instances when such a policy would instead result in a sense of
‘disunity’? What do your findings suggest is the connection between
‘inclusion’ and matters pertaining to the affective domain?
b] Why is it that "much that has to do with ‘self’ or
any term that includes self as part of its prefix is often seen as antithetical to
the purpose of schooling - at least in a Christian context"?
c] To what degree does the distinction between ‘self-concept’
and ‘self-esteem’ contribute to your thinking about affective education? Is one
a facet of the other, or are they conceptually separate? Does one precede the other? Which
is more important? What might be a biblical evaluation of such concepts (for example,
Romans 12:5, 1 Corinthians 12:27, Ephesians 5:29, and Philippians 3:8)?
d] The concept of invitational education is one that provides
some interesting food for thought in terms of schooling structures and processes, and the
nature and character of teachers and teaching. What is the connection between this
approach and the concerns of affective education? To what degree does it reflect a
Christian perspective on education?
e] Consider the table of personal and professional behaviors
noted towards the end of this chapter. Describe the ways in which each behavior would
contribute to the creation of ‘invitational education’. Can you bring to mind
examples from your own experience (either events or people) which would qualify as
demonstrating ‘invitational education’? What was it about these people or events
that stand out as exceptional in this area?
f] Would you describe yourself as an ‘invitational’ teacher?
As an exercise in personal reflection, over a period of at least a week keep a log in
which you identify instances of those behaviors that were identified as being personally
and professionally ‘inviting’. How did you rate? Did you learn anything about
yourself as a result of this activity? What steps could you take to become a more
‘invitational’ teacher?