Home' Independence : Independence Vol 38 No 2 Oct 2013 Contents 10 INDEPENDENCE VOL 38 NO 2 OCTOBER 2013
are appropriate for the focus of the
development of student learning and
leadership.1 Collaboration and character
development are founded on an
understanding of these two aspects of
human interaction and the ability to keep
them in balance.
The creative competencies are:
Relating -- caring connection, fosters
team play, collaborator, mentoring and
developing, interpersonal intelligence
Self awareness -- selfless leader,
· balance, composure, personal learner
Authenticity -- integrity, courageous
Systems awareness -- community
concern, sustainable productivity,
Achieving -- strategic focus, purposeful
and visionary, achieves results,
The reactive tendencies are:
Complying -- conservative, pleasing,
· belonging, passive
Protecting -- distance, critical, arrogance
Controlling -- autocratic, ambition,
· driven, perfect.
In general, the creative competencies
are positive attributes. Each reactive
tendency has gifts attached that are
necessary for the individual to operate
effectively; however, if not kept in check,
reactive tendencies can have significant
Each of us has, to varying degrees, all
of these qualities; the challenge is to
find the right balance -- to recognise
our creative competencies and apply
them wisely, and to learn to use the
gifts attached to our reactive tendencies
most effectively. This requires a
process of confronting internal beliefs
or assumptions and of understanding
our 'operating system' so that we
learn to function from the inside out
rather than simply reacting to external
circumstances. Ultimately, the process
leads people to operate from a more
creative and less reactive space.
Much of this work is being done with
today's major business leaders, but imagine
if teachers and school leaders took this
approach. Imagine if students left school
with a deep understanding of their creative
competencies and the gifts they have in their
reactive tendencies, having experienced
an education focused on creativity,
collaboration and character building.
This kind of approach to education may
be described as 'formation education',
and its success will depend on its
application to students and staff alike.
Great things can be achieved if we are
prepared to leave old thinking behind
and look at new possibilities.
When a member of AHISA, Eric Bernard was
Headmaster of The Scots School, Bathurst, NSW.
He is now principal of educational leadership
consultancy The School People, theschoolpeople.
1 This view of human interaction informs the
approach to leadership described by global
consultancy, The Leadership Circle® (www.
theleadershipcircle.com). The author is an
accredited consultant with The Leadership Circle®.
Australian Government (2012) The Australian
Education Bill 2012. Web page; accessed at http://
Fadel, C. (2012) What should students learn
in the 21st century? Blog; accessed at http://
Franklin, M. (2012) We risk losing the education
race, Gillard warns. The Australian, 24 January
2012. Accessed at www.theaustralian.com.
Martin, J. (2010) Schools of the future by Pat
Bassett. Blog; accessed at http://21k12blog.
Pearson (2012) The learning curve: Lessons in
country performance in education: 2012 report.
Developed by the Economist Intelligence Unit of
Pearson. Accessed at http://thelearningcurve.
Traditional 3 Rs
Contemporary 3 Rs
The future 3 Cs
Deep understanding of self
Awareness of reactive tendencies
Deep understanding of the world
Using creative competencies
Deep understanding of relationships
Using the gifts in the reactive
Approach To Learning
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