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The Map of Meaning

The Map of Meaning. A possible framework for a curriculum for meaningful work and a meaningful life. Background:. A student for 23 years An adult educator for 23 years. Current Context. Learning without overviews Unarticulated world views that are not challenged

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The Map of Meaning

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  1. The Map of Meaning A possible framework for a curriculum for meaningful work and a meaningful life.

  2. Background: A student for 23 years An adult educator for 23 years

  3. Current Context • Learning without overviews • Unarticulated world views that are not challenged • Little connection between disciplines • Little connects to what makes for meaningful work or meaningful living • Reinforces the learner’s sense of confusion, fragmentation and inability to make sense of the world

  4. How would it be….. If there was a way to begin to address these issues?

  5. The Map of Meaning Marjolein Lips-Wiersma, University of Canterbury, New Zealand Lani Morris, Holistic Development Group www.holisticdevelopment.org.nz

  6. The Map of Meaning Making the Importance of Meaningfulness Visible

  7. Developing the inner self The examined life is vital to meaningful living, and that whom we are becoming as a result of being engaged in our lives and work greatly matters to us as human beings. • Moral growth • Personal growth • Being true to our self

  8. Embedded in different worldviews but common themes Courage to be who I was meant to be Be the change you want to see in the world Saying yes to the voice of God within me You might as well be yourself, everyone else is taken

  9. Unity with Others The meaningfulness of living together with other human beings. • Working together • Sharing values • Belonging

  10. Expressing full potential Sounding our own note in the universe. It is outward and active. We are all unique and responsible for bringing our gifts and talents into the world.

  11. Serving Others The human need to make a contribution to the well-being of others, from helping an individual to make a difference in the wider world.

  12. Tensions Meeting the needs of the four pathways can set up tensions and too much focus on one can lead to a loss of meaning. Being and Doing Self and Others

  13. Inspiration Connection with the transcendent What is at the heart of things The human desire to ever improve oneself and to improve the conditions for others.

  14. Reality of Self and Circumstances We will always battle with imperfection The latin word ‘humilitas’ has at its’ root ‘humus’, the earth. Humility is befriending our earthly gravity, the world of our instincts, material demands or needs, and shadowsides. Humility is the courage to see reality. Embrace our earthliness from which we often also get a clearer perspective on who we are and our relationship with the transcendent.

  15. Inspiration and Reality of Self and Circumstances The bigger realm where meaningfulness takes place, which is at any time, somewhere between inspiration and reality; between our hopes, ideals and visions for the future and the place in which we currently find ourselves. Both are automatically present in conversations about meaningfulness.

  16. So, how does this fit and sit with your experience as educators?

  17. Where do you see this fitting with the work you do?

  18. If we put the student’s need for a meaningful life and meaningful work at the foundation of our curriculum design – what could it look like?

  19. The Map of Meaning is • Foundational to human beings • It supports us working human to human • It maps what is, not what ought to be • It strengthens intrinsic motivation – necessary for future work • It puts learners at the centre • It gives them a framework from which they can holistically develop themselves – even in uncertain times

  20. Lani Morris www.holisticdevelopment.org.nz lanimorris@holisticdevelopment.org.nz 021 516 042

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