in 1974 my wife and I over the two years
of marriage I had completed my first
year of teaching in Eugene Oregon and I
graduated from the University ward where
the Masters of Education in curriculum
and instruction we were looking for some
adventure my brother Forrest who is 17
years older than I am
was the placement counselor at the
University and he’d been to South
Australia where he set up a recruiting
visit for teachers who worried him to go
to South Australia so he came to us and
said are you looking for an adventure
such a team like me you could go teach
in South Australia for two years and
they’ll pay your way over
so my wife and I packed up all of her
belongings and we headed due south a
strategy well two children and 14 years
later I had been a classroom teacher a
music advisory teacher and I was the
media studies project officer for South
Australia I needed some more
professional development so I contacted
my brother who was now a full professor
at the University at University and I
said what do you think and he said well
why don’t you come back to work again
you can work on a doctor I said let me
get back to you I went home and I talked
with my wife and children I said you
know what do you think if we sell
everything look back to Oregons you know
the extended family is going can all get
her doctorate and they said we like it
hurt it will be be two years so
convincing as I was we packed everything
up and we moved back to Oregon and I
started working on my doctorate at the
University of Oregon I was also a
graduate teaching fellow there teaching
educational technology to pre-service
and in-service teachers so it had begun
and my brother and I kind of reconnected
each week we get together
from the Gulf and it wasn’t one of those
occasions that have said to me you know
I’m working on this idea wonder if you’d
like to give me some feedback on this
idea said I’d love to
so he did his manuscript and I was
reading and responding and marketing not
just like the professors at the
University of Oregon we’re doing the
white papers and as I’m reading this I’m
thinking this is really good stuff
so I finished my feedback and I gave it
back to him I said the university award
I’d like to start using with my family
so the implementation began it started
with me I had to change first I had to
stop doing things to my students and my
children and start doing things with and
for them I had to become a nice patient
principled person I had to become the
person that I’d wanted them to become so
I had to give up some things never
demean your students were children oh is
that hard I was so good at sarcasm in
four towns probably but I did my best to
give that up and I had to never fear an
apology so I learned any I’m sorry this
isn’t going well can we start over and I
can say that on the
I had to never demand respect instead I
had to give respect all the time and you
know what I found that it came back in
both and I had to never get into a power
struggle I hadn’t never say this is easy
I had never say you’ll thank me someday
and I had to realize that my students
and my children were always behaving in
ways that at the time they thought were
in their best interest so I had to
change first and once I started this
change then I had to learn the language
of civility the language of civility
ages of the balance between our
individual human rights and the rights
and interests of the rest of society so
I and they must be balanced with the
rights of interest the rest of society
who need to be free of threats to health
and safety free of threads to property
loss and damage and when the majority
has a legitimate purpose they can deny
they can limit or they can help us to
modify the expression of our human
rights I also learned that they should
never ever be a serious disruption of
this process this is the language of
civility a balance of New York human
rights with the rights and interests of
the rest of society well now that I’ve
learned this I had to teach it to my
students and to my children so I can you
good afternoon I’m here to protect
expect your humanoids you have freedom
which means you’re going to have choices
you have justice which means all the
rules will be fair and that we will hear
your opinion you have equality that
means the government has an equal
opportunity you’ll get a turn and
everyone will have multiple chances for
success here these are your human rights
you’re given them express them wisely
now to help you express them why is that
you need to be aware of the rights and
interests to the rest of society so
you’re going to have some
responsibilities you’ll need to act in a
safe and healthy manner you’ll need to
treat all properties with respect you’ll
need to take responsibility for learning
in the classroom and for Family Matters
at home and you’ll need to respect the
rights and needs of others these are
your responsibilities
now that helped you exercise your human
rights responsibly here’s the rubric
that might come in handy
reasonable time place in there if you’re
expressing your human rights in a
reasonable time place and manner
you’re probably acting responsibly
however on the other hand if you’re
expressing your human right is going to
find a place in matter you’re going to
be the limit deny or modify the
expression of your voice there’s another
way of thinking about it
use society’s interest as wife reminders
ask yourself am i acting in a healthy
and safe manner
am i in treating all property with
respect
am I taking responsibility for learning
and family matters am i respecting the
rights and needs of others
now the answer these four questions
comes back yes yes yes yes again you’re
probably acting very responsibly however
if the answer to any of one of these
four questions coming back No
you’ll need to modify deny or limit the
expression of your human right now once
I taught this to my students and my
children then we can set up a social
agreement that’s right it can establish
a self-governing classroom in a
self-governing family just to show you
that we did walk the talk
here’s the family social agreement that
the together both family developed in
the early 1990s the first point their
respect yourself enactments have a fee
with the needs of a family was this
theory
we thought if we did that we wouldn’t
have any serious disruptions so we
talked about what’s that going to mean a
nothing because we’ll wake up and we’ll
like ourselves and before we and then we
talked about and health and safety and
with health and safety we thought well
we’ll stay out of unsafe situations and
then we’ll speak in a civil way so it’s
not because others distress because you
see part of health and safety is
emotional health for property loss and
damage we talked about keeping the house
the car is clean and asking before you
take him and then for being a
responsible family member
legitimate family purpose we decided
that we would contribute in a positive
fashion to family meetings they would
let others know when we what we were
doing and we would follow through on
family events and then down below we
wrote by reading these principles this
family agreements that in the middle of
the table as we had our family meetings
and we would talk about these principles
and how they manifest themselves in our
family and outsider family and when
problems arose we would talk about ways
to get back on track
now my brother Forrest and I were
running workshops and summer Institute’s
for teachers all over the United States
from about 1999 one of the teachers that
we had at our Summer Institute went away
and started her school this way she said
now students what do you expect from me
as your teacher and they expected her to
be prepared wasn’t talking a soft voice
and help us learn what she may have been
closed for this and she signed her name
on the bottom stuck it up on the wall
for all this in this machine
now her students been reading what you
put up there but they knew what it was
because they talked about it you see
they were five years old they were
kindergarteners just starting out in
school and then she asked them and what
you expected yourself and others in this
class and with health and safety they
decided he will walk sit on the bus view
soft voices follow snack and lunch rules
and keep objects out of our mouths
first establish these expectations but
they had a class meeting and she said to
her students now is there anything that
you’d like to change or add to these
expectations and I don’t put things in
your mouth that’s health and safety she
said that’s right things on the wall but
she knew they understood because one day
she was sitting on one of those big
cubes that’s in the kindergarten and she
was taking those from the children at
play there were two boys playing over
her left shoulder they were playing with
a whole bunch of populist arts that she
brought in that morning
her son no longer played with them so
she brought in these big they spilled
them and one boy said that the other
this is my car I brought it from home
it looks just like one that’s here this
one’s mine she said the other boy are
you sure we don’t have a property issue
here no no this one’s mine
I brought it from home she said they
played a little while longer and the
other boys said I’ll tell you what let’s
mine all the cars up and then you can
put it next to the one it was like
this one belongs here it’s not mine
they to see these principles can be used
not only as wide reminders for how we
are going to express our human rights
but in this case and in many others use
why do you mind rough how students can
remind other students how they should
mean expressing their human rights and
it’s all done through time for respect
the rights and needs of others they said
well share and share include others and
work and play and for take
responsibility for learning we will
listen
Esper go and help others
[Music]
now the beauty of this is that its
principle it operates at the social
contract theory level of moral
development at stage 5 it’s a balance of
individual human rights that the rights
and needs of the rest of society and the
triangle is in place you’ll avoid powers
per the triangle you have your four
guiding principles you have yourself
over
the educational leader or parent you
have the student or the child and the
educational leaders in China are only
looking at the social agreement when
problems arise you have something to
talk about you know what is right you
know what is just if you don’t have that
you might have what we call an
adversarial relationship but with that
social contract in place he’ll do much
to avoid power strokes now forth passed
away in 2012 and the 1940 past
he called me on the phone when we talked
as we talk about philosophy education
sports politics the whole gamut and we
talked about at night as well and then
he asked when you write my obituary I
said I would be honored and he added
remember it’s all about the ideas
[Applause]
of marriage I had completed my first
year of teaching in Eugene Oregon and I
graduated from the University ward where
the Masters of Education in curriculum
and instruction we were looking for some
adventure my brother Forrest who is 17
years older than I am
was the placement counselor at the
University and he’d been to South
Australia where he set up a recruiting
visit for teachers who worried him to go
to South Australia so he came to us and
said are you looking for an adventure
such a team like me you could go teach
in South Australia for two years and
they’ll pay your way over
so my wife and I packed up all of her
belongings and we headed due south a
strategy well two children and 14 years
later I had been a classroom teacher a
music advisory teacher and I was the
media studies project officer for South
Australia I needed some more
professional development so I contacted
my brother who was now a full professor
at the University at University and I
said what do you think and he said well
why don’t you come back to work again
you can work on a doctor I said let me
get back to you I went home and I talked
with my wife and children I said you
know what do you think if we sell
everything look back to Oregons you know
the extended family is going can all get
her doctorate and they said we like it
hurt it will be be two years so
convincing as I was we packed everything
up and we moved back to Oregon and I
started working on my doctorate at the
University of Oregon I was also a
graduate teaching fellow there teaching
educational technology to pre-service
and in-service teachers so it had begun
and my brother and I kind of reconnected
each week we get together
from the Gulf and it wasn’t one of those
occasions that have said to me you know
I’m working on this idea wonder if you’d
like to give me some feedback on this
idea said I’d love to
so he did his manuscript and I was
reading and responding and marketing not
just like the professors at the
University of Oregon we’re doing the
white papers and as I’m reading this I’m
thinking this is really good stuff
so I finished my feedback and I gave it
back to him I said the university award
I’d like to start using with my family
so the implementation began it started
with me I had to change first I had to
stop doing things to my students and my
children and start doing things with and
for them I had to become a nice patient
principled person I had to become the
person that I’d wanted them to become so
I had to give up some things never
demean your students were children oh is
that hard I was so good at sarcasm in
four towns probably but I did my best to
give that up and I had to never fear an
apology so I learned any I’m sorry this
isn’t going well can we start over and I
can say that on the
I had to never demand respect instead I
had to give respect all the time and you
know what I found that it came back in
both and I had to never get into a power
struggle I hadn’t never say this is easy
I had never say you’ll thank me someday
and I had to realize that my students
and my children were always behaving in
ways that at the time they thought were
in their best interest so I had to
change first and once I started this
change then I had to learn the language
of civility the language of civility
ages of the balance between our
individual human rights and the rights
and interests of the rest of society so
I and they must be balanced with the
rights of interest the rest of society
who need to be free of threats to health
and safety free of threads to property
loss and damage and when the majority
has a legitimate purpose they can deny
they can limit or they can help us to
modify the expression of our human
rights I also learned that they should
never ever be a serious disruption of
this process this is the language of
civility a balance of New York human
rights with the rights and interests of
the rest of society well now that I’ve
learned this I had to teach it to my
students and to my children so I can you
good afternoon I’m here to protect
expect your humanoids you have freedom
which means you’re going to have choices
you have justice which means all the
rules will be fair and that we will hear
your opinion you have equality that
means the government has an equal
opportunity you’ll get a turn and
everyone will have multiple chances for
success here these are your human rights
you’re given them express them wisely
now to help you express them why is that
you need to be aware of the rights and
interests to the rest of society so
you’re going to have some
responsibilities you’ll need to act in a
safe and healthy manner you’ll need to
treat all properties with respect you’ll
need to take responsibility for learning
in the classroom and for Family Matters
at home and you’ll need to respect the
rights and needs of others these are
your responsibilities
now that helped you exercise your human
rights responsibly here’s the rubric
that might come in handy
reasonable time place in there if you’re
expressing your human rights in a
reasonable time place and manner
you’re probably acting responsibly
however on the other hand if you’re
expressing your human right is going to
find a place in matter you’re going to
be the limit deny or modify the
expression of your voice there’s another
way of thinking about it
use society’s interest as wife reminders
ask yourself am i acting in a healthy
and safe manner
am i in treating all property with
respect
am I taking responsibility for learning
and family matters am i respecting the
rights and needs of others
now the answer these four questions
comes back yes yes yes yes again you’re
probably acting very responsibly however
if the answer to any of one of these
four questions coming back No
you’ll need to modify deny or limit the
expression of your human right now once
I taught this to my students and my
children then we can set up a social
agreement that’s right it can establish
a self-governing classroom in a
self-governing family just to show you
that we did walk the talk
here’s the family social agreement that
the together both family developed in
the early 1990s the first point their
respect yourself enactments have a fee
with the needs of a family was this
theory
we thought if we did that we wouldn’t
have any serious disruptions so we
talked about what’s that going to mean a
nothing because we’ll wake up and we’ll
like ourselves and before we and then we
talked about and health and safety and
with health and safety we thought well
we’ll stay out of unsafe situations and
then we’ll speak in a civil way so it’s
not because others distress because you
see part of health and safety is
emotional health for property loss and
damage we talked about keeping the house
the car is clean and asking before you
take him and then for being a
responsible family member
legitimate family purpose we decided
that we would contribute in a positive
fashion to family meetings they would
let others know when we what we were
doing and we would follow through on
family events and then down below we
wrote by reading these principles this
family agreements that in the middle of
the table as we had our family meetings
and we would talk about these principles
and how they manifest themselves in our
family and outsider family and when
problems arose we would talk about ways
to get back on track
now my brother Forrest and I were
running workshops and summer Institute’s
for teachers all over the United States
from about 1999 one of the teachers that
we had at our Summer Institute went away
and started her school this way she said
now students what do you expect from me
as your teacher and they expected her to
be prepared wasn’t talking a soft voice
and help us learn what she may have been
closed for this and she signed her name
on the bottom stuck it up on the wall
for all this in this machine
now her students been reading what you
put up there but they knew what it was
because they talked about it you see
they were five years old they were
kindergarteners just starting out in
school and then she asked them and what
you expected yourself and others in this
class and with health and safety they
decided he will walk sit on the bus view
soft voices follow snack and lunch rules
and keep objects out of our mouths
first establish these expectations but
they had a class meeting and she said to
her students now is there anything that
you’d like to change or add to these
expectations and I don’t put things in
your mouth that’s health and safety she
said that’s right things on the wall but
she knew they understood because one day
she was sitting on one of those big
cubes that’s in the kindergarten and she
was taking those from the children at
play there were two boys playing over
her left shoulder they were playing with
a whole bunch of populist arts that she
brought in that morning
her son no longer played with them so
she brought in these big they spilled
them and one boy said that the other
this is my car I brought it from home
it looks just like one that’s here this
one’s mine she said the other boy are
you sure we don’t have a property issue
here no no this one’s mine
I brought it from home she said they
played a little while longer and the
other boys said I’ll tell you what let’s
mine all the cars up and then you can
put it next to the one it was like
this one belongs here it’s not mine
they to see these principles can be used
not only as wide reminders for how we
are going to express our human rights
but in this case and in many others use
why do you mind rough how students can
remind other students how they should
mean expressing their human rights and
it’s all done through time for respect
the rights and needs of others they said
well share and share include others and
work and play and for take
responsibility for learning we will
listen
Esper go and help others
[Music]
now the beauty of this is that its
principle it operates at the social
contract theory level of moral
development at stage 5 it’s a balance of
individual human rights that the rights
and needs of the rest of society and the
triangle is in place you’ll avoid powers
per the triangle you have your four
guiding principles you have yourself
over
the educational leader or parent you
have the student or the child and the
educational leaders in China are only
looking at the social agreement when
problems arise you have something to
talk about you know what is right you
know what is just if you don’t have that
you might have what we call an
adversarial relationship but with that
social contract in place he’ll do much
to avoid power strokes now forth passed
away in 2012 and the 1940 past
he called me on the phone when we talked
as we talk about philosophy education
sports politics the whole gamut and we
talked about at night as well and then
he asked when you write my obituary I
said I would be honored and he added
remember it’s all about the ideas
[Applause]
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