Sandwina_sPhilosophyofEducationAPA

Sandwina_sPhilosophyofEducationAPA - WHERE HAVE ALL THE...

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WHERE HAVE ALL THE GOLF BALLS GONE? A BRIEF STATEMENT ON THE NATURE OF EDUCATION. By Ron Sandwina 1991 Department of Communication Studies IUPUI "And the wind shall say: 'Here were decent godless people Their only monument the asphalt road And a thousand lost golf balls.'" -- T.S. Eliot My brother, Gene, and I follow one basic rule when we play golf: play the ball regardless of boundaries. Several years ago we played on a course in the rocky hills surrounding the south fork of the Eel River in Northern California. Gene sliced a drive that sailed down a hillside and bounced on the road below, eventually stopping on the patio surrounding the Garberville Resort Inn swimming pool. Gene three putted past the pool and twenty strokes later sank the ball. Gene has always crusaded against boundaries. Boundaries, he claims, are what prevented him from excelling in college. Gene and I have had many discussions on the nature of boundaries, particularly as they relate to education. Both of us often draw upon the work of Robert Pirsig (1974) whose book, Zen and the Art of Motorcycle Maintenance: An inquiry into Values , has influenced our thinking. Pirsig (1974) takes his readers on a Chautauqua or journey. Indeed, life, learning, or education is a Chautauqua of sorts. I have observed that most students prefer an encapsulated journey, creating a boundary between themselves and that which they study. They become passive observers, "and it's all moving by [them] boringly in a frame" (Pirsig, 1974, p. 4). Others, including myself, would rather ride a motorcycle where "concrete whizzing by five inches below your foot is the real thing . . . and the whole thing, the whole experience, is never removed from your immediate consciousness" (Pirsig, 1974, p. 4). Separating oneself from what one studies is easy. First, there is the issue of motivation. Why
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Sandwina_sPhilosophyofEducationAPA - WHERE HAVE ALL THE...

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