December 13, 2011
Lesson 9
Lesson 9
Ethics and the Legal Environment of Schools:
Thought and Action Spontaneously in Accord with All the Laws of Nature
WHOLENESS OF THE LESSON
School law sets a stable foundation for determining legal and acceptable behavior of teachers
and administrators.
(Maharishi Science of Consciousness) Direct experience of the total potential of Natural Law
allows thinking and behavior to be spontaneously in tune with the evolutionary direction of
life.
MAIN POINTS
1. Constitutional Law. According to the U.S. Constitution, “The powers not delegated to the United
States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively,
or to the people.” The“ general welfare” clause of the Constitution has been used to authorize
specific federal legislation in support of education.
(Maharishi Science of Consciousness) The Constitution is like the unified field of Natural Law
for government, functioning as the stable yet flexible source of all national law.
2. Legal rights and responsibilities. Teachers need to have an understanding of their own
legal rights and responsibilities, as well as those of their students and parents. These
provide the legal guidelines through which we fulfill our social obligations as teachers.
(Maharishi Science of Consciousness) Legal rights are derived form the basic value of
human life and the principles of equality and justice, which are fundamental qualities of
the unified field of Natural Law.
Connecting the Parts of Knowledge With the Wholeness of Knowledge
School Law
1. Constitutional law needs to be followed to maintain coherence in society.
2. Over time the Constitution has evolved to support higher and more universal values of
human life.
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3. Transcendental Consciousness is the home of all the Laws of Nature.
4. Impulses within the transcendental field: The sounds of the Veda and Vedic Literature are
the impulses of Natural Law, responsible for all evolution and growth in creation.
5. Wholeness moving within itself: The enlightened teacher in unity consciousness, who
experiences all of creation as expressions of his/her own self-referral consciousness,
spontaneously functions in complete accord with all the evolutionary values upholding
human life.
December 13, 2011
Justice: protection
Freedom: religious, dress
How is the assessments to be used? Assessment should be going on all the time to refine teaching and student assistance. Some assessments may include an observer coming in, standardized test, teacher, tests/ quizzes, project oriented, etc. Everyone is going to want accountability, does it work, are you effective? Comes back to the goals, does it work in terms of your goals? Teacher satisfaction assessment, parents satisfaction based on this choice. Some standardized test data is valuable; if we are a public school, its going to happen anyway and think to include it in my assessment plan. Choose most appropriate evaluation for the situation.
day to day: observer or teacher
absentee: In some states schools get money withheld if the average daily attendance is low. Subtract when students not attending.
Student stress: self report, stress measures physilogical, teacher fills form, parents do too, etc.
Focus on what you can understand and then once you can understand things see how much you can understand. Teach only 10% of what you know.
December 14, 2011
When reviewing a chart or information, speak concisely and clearly and accurately; 1st thought for a presentation, how can I saw the whole thing in one sentence.
Achievement: standardized test
Academic Performance: GPA
December 15, 2011
Lesson 10:
School Evaluation:
Validating the Development of Higher States of Consciousness
WHOLENESS OF THE LESSON
No Child Left Behind (NCLB) changed the nature of public schooling by making state
standardized tests, administered annually to all students, the primary measure of school
quality. Educational reformers believe that more holistic goals of student development should
be emphasized and evaluated.
(Maharishi Science of Consciousness) What is missing from educational practice is the
development of consciousness of the student, teacher, and administrator; holistic evaluation
is needed to establish Consciousness-Based education as a permanent feature of public
schools.
MAIN POINTS
1. Educational reformers and historians such as Dr. Diane Ravitch and Dr. Linda Darling-
Hammond emphasize the limitations of annual standardized academic achievement
testing, mandated by NCLB and suggest more holistic and progressive evaluation of
student learning and development and school effectiveness.
(Maharishi Science of Consciousness) Regular practice of the Transcendental Meditation
technique aligns the student with the total potential of Natural Law, with research showing
improved cognitive, emotional, social, and academic development.
2. Research has found that there are several factors that affect student learning, including
quality and methods of teaching, school climate, teacher and parental expectations, socio-
economic status of families, and student past academic performance.
(Maharishi Science of Consciousness) A comprehensive school effectiveness research
model should include the effect of Consciousness-Based education on the major
components of school effectiveness, including effects on the academic and personal
development of students, and teacher, administrator, and parental factors that affect
learning.
Scientific Research: Nidich, S.I., Ryncarz, R.A., Abrams, A.I., Orme-Johnson, D.W., &
Wallace, R.K. (1983). Kohlbergian cosmic perspective responses, EEG coherence, and the
Transcendental Meditation and TM-Sidhi program. Journal of Moral Education, 12, 166-
173.
Connecting the Parts of Knowledge
With the Wholeness of Knowledge
Evaluation
1. The principal form of evaluation according to NCLB is annual standardized testing of
math and reading.
2. Evaluation should be more holistic in value, incorporating higher-order learning
processes, emotional and social development, and academic development, and graduation
rate.
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3. Transcendental Consciousness is the home of all the Laws of Nature.
4. Impulses within the transcendental field: The sounds of the Veda and Vedic Literature,
the impulses of Natural Law, are responsible for human growth and development.
5. Wholeness moving within itself: In unity consciousness, the student experiences the
highest level of consciousness in which all of creation is experienchis/her own self-referral consciousness.
Notes:
Evaluation: To see if curriculum is working, teachers performance, how student's are doing, etc.
New teacher to school, wondering how students did the year prior.
Why be moral? (Kolberg: says requires a unity perspective of life.)
cosmic orientation, unity perspective not diversity, Stage 7 out of 6 usual stages of moral development. Living to help others
1. self, 2. others, 3. expression about some higher force in nature (NL, Unity, beyond natural state existence)
