As a motivational speaker and educational consultant for urban schools, I am constantly driving home the message, “without vision-people perish.” That is, without a mental picture of what “you” wish you’re life to be, you run the risk of experiencing marginal success at best. Ironically, chapter 3 and 4 dealt specifically with that topic but in more depth. In fact, before I could finish the second paragraph of chapter 3, I realized that I had done an injustice to the entire concept of visual thinking. According to Sparks, painting a mental picture or “visual perception” is merely a starting point. The text insists that observation, not visual perception, is the bedrock to all meaningful learning and cognitive development. Specifically, I was drawn to the text’s emphasis on active observation, the deliberate and intentional perceiving and noticing of an artifact.
That single concept has revolutionized my pedagogical approach. As an academic advisor supporting students admitted under provisional terms, (first generation, low income, and from urban high schools) my primary focus has been connecting them to the proper resources. That is, connecting them to resources such as the Math Resource Center, the Learning Resource Center, the Writing Center and other support mechanisms. Prior to spending time exploring the dynamics of observation, I made the assumption that the solution to closing the graduation gap between minority students and majority students was imbedded in aptitude. I have been enlightened. My focus needs to shift from aptitude to observation. Each student is capable of learning. The challenge is not the how, but rather the what. By utilizing active observation as a thinking tool, I can help students learn what to look for. Based on my new understanding of active observation, it is impossible to successfully navigate through one’s world without an accurate understanding of it. In short, I need to continue helping students make the needed connections. However, the connections need to expand beyond university-wide resources to connecting them to the university itself. For instance, through the use of analogies, I can help students connect their prior learning experiences to their current learning experiences at Michigan State University.
I believe chapter 4 was a great segue because it spoke directly to how each individual, through a myriad of thinking tools, comes to understand their world. Ironically, chapter 4 provided more insight and depth to the “looking” versus “seeing” concept. In chapter 4 I discovered actively observing, “seeing” is not limited to the recognition of artifacts. As an educator, I believe it includes actively observing human as well. In the movie Avatar, the Na’vi people would greet one another by saying; “I see you.” I see you meant more than hello, but rather, I acknowledge your presence, your worth and I value you as a fellow human being.
Seeing then is important because it empowers me as an educator to (1) recognize there are diverse approaches to learning and honor those diverse cognitive approaches and (2) broaden my pedagogy abilities and strategically work within the strengths of the student population I serve. Based on the text, some individuals discover their world through an analytical approach, learning through coherent and logical means. Others use a geometrical approach, using visuals to comprehend concepts. As the text proposes, specific thinking tools can be taught and it is my responsibility as an educator to teach in a creative fashion that allows students with diverse learning styles to grasp concepts.
