My teaching is informed by a general desire to see all people find their way to a fulfilling life that involves self-understanding, self-determination, meaningful work, and a fulfilling interior life. Education should go beyond the teaching of individual skills to individual students. It involves teaching the whole child in a context that respects the rights of all human beings. When children with disabilities are respected and taught within a larger community, the whole community learns respect for the rights of those with disabilities. This is part of the larger work of special education, teaching the whole community the value of every human being.
In order for young adults, particularly those with pervasive developmental disabilities, to enter a productive life in the community, six educational goals emerge as crucial for independence and success:
1. To tolerate many different people and
value their differing interactions.
2. To tolerate change and accept new experiences.
3. To communicate needs desires and opinions intentionally and effectively.
4. To organize important information and learn meanings and purposes
5. To be independent of constant directions and prompts.
6. To self-monitor and manage stress. (Adapted
from the Oregon Autism Working Group, 1995)
Currently in my fourth year managing the Life Skills program at Wilson High School in Portland, I have strived to create courses that provide ample opportunity for, and direct instruction in, all of these goals.
Philosophical counseling and worldview analysis use the techniques
of philosophy to specifically examine personal issues, clarify choices,
and establish authentic life directions. Inspired by the Ancient techniques
of philosophical therapy, contemporary philosophical counseling draws
on 2,500 years of philosophical insight to explore personal growth in
the spirit of free inquiry.
Taking yourself, your intelligence, and your insights seriously improves
your life, your creativity, your work, and your relationships.