The Pattern: DOCTRINE, Principle, Tool

DOCTRINE: All children are of God and He loves them. (John Amos Comenius) They are precious and important to
Him. (Maxine Greene)
 Principle: See students as child of God. Love them. Address them as who they may become. All natural
development comes from within. (John Amos Comenius)
o Tool: Affirm with words, use their names when addressing, address child and not behaviors, express
care with words and appropriate touch.
o Tool: Take interest in their activities by attending events such as sports, performances
 Principle: Love our neighbors. Embrace all races, gender, classes, religions, to grow in learning, and appreciation
(Maxine Greene)
o Tool: Serve others in classroom and community. Study cultural/feminist/psychoanalytic theory in
literature. Promote discussion and learning.

DOCTRINE: All persons are created by God as individuals.

 Principle: All have a God-given right to learn and an innate part of their creation to do so.
o “As for the children themselves, he knew no surer way [education] to their advancement and
happiness." (Mary Antin)
 Principle: All learn differently. Embrace diversity. (Maxine Greene)
o Tool: Various learning methods. Share cultures in classroom activities.
 Principle: "...education is important not only because of what it contributes to one's career goals but also
because of the value it adds to the quality of one's life." (A Nation at Risk) = Lifelong Learner
 Principle: Gain understanding about moral dilemmas to understand implication of one's actions (John Dewey)
o Tool: Use literature about moral /social dilemmas to create discussion and learning, understanding such
as "All Quiet on the Western Front" by Remarque or “Fences” by Wilson
 Principle: "...first, to give the student the best mental training; secondly, to furnish him with labor that will be
valuable to the school, and that will enable the student to learn something from the labor per so; thirdly, to
teach the dignity of labor. A chance to help himself is what we want to give to every student." (Booker T.
Washington) = Provident living
o Tool: Mental training = questions to promote own thinking, labor=hands on experience such as building
robot or creating working budget, teach dignity of labor=experience joy of success or learning from
failure with creation.
 Principle: Problem Posing/Cognitive Education: Students undergoing constant transformation Teacher's thinking
authenticated by students' thinking, Teacher does not think for student or impose thinking Posing problems of
man in relationship with world Acts of cognition, not transferal of information, Through dialogue, new term
emerges, with teacher and student, Students are critical co-investigators (Paulo Freire)
o Tool: Pose students with problem of world and allow them challenge to address and find solutions.
 i.e. Geo Challenge
 Principle: "Excellence characterizes a school or college that sets high expectations and goals for all learners, then
tries in every way possible to help students reach them." "...expect and assist all students to work to the limits of
their capabilities." (A Nation at Risk)

DOCTRINE: All humans are part of a family and community upon the earth.
 Principle: Teacher biases should diminish as they begin to know student. (Imani Perry)
o Tool: Personal/home visits to learn about my students' family/cultures
 Principle: Teachers are social servants (John Dewey)
 Principle: "The education of children...that is what is worthy the noblest powers and affections of the noblest
minds." (Catherine Beecher)
 Principle: Train teachers to educate "the mind of a young child...a curious instrument, capable of exquisite
harmony when touched by a skilled hand." (Catherine Beecher)
o Tool: College education, practicum, student teaching, state exams
  Principle: "Civic ed.: "Should develop in the individual those qualities whereby he will act well is part as a
member of a neighborhood, town or city, State, and Nation, and give him a basis for understanding international
problems." (Cardinal Principles)
o Tool: Civics and Gov't. classes, ROTC, National Honor Society, FFA, Home Ec., Student
Government/Council, Athletics
 Principle: "... require that the common government of all shall not permit the seeds of race hate to be
planted..." (Plessy v. Ferguson) Note: Ironically, this case did just the opposite. But this part of a quote spoke
truth.
o Tool: Cultural day to share diversity and gain respect for other races and nationalities. Include literature
from various cultures, nationalities such as "Diary of Anne Frank" and "Fences." Teach contributions of
all races, genders such as Tuskegee Airman, or Marie Curie and contributions to all people.
 Principle: Segregation ... denies to ... children the equal protection of the laws guaranteed by the 14th
Amendment ..." (Brown v. Board)
 FAPE (PL 94-142 ESEA)
o Tool: Inclusion, Mainstream, IEPs, Special Education
 Principle: "Every child must be encouraged to get as much education as he has the ability to take. We must want
this not only for his sake - but for nation's sake." "Democratic system of government - for freedom is fragile if
citizens are ignorant." "We must demand that our schools increase ... quality of America's education." (Lyndon
B. Johnson)
o Tool: Pre-school programs, Federal Gov't funding, aid to low-income districts/colleges, school libraries,
scholarships, work-study, college loans, grants, community extension programs
 We function in groups/communities.
o Tool: Model positive group dynamics and awareness with community projects and school projects. Use
each members strengths such as organization, creativity, PR, writing.
 i.e. www.justserve.org, NHS community service projects, Red Out sporting events
 Principle: Interpret each notion by tracing its respective practical consequences. (William James)
o Note: Consider options. "In what respects would the world be different if this alternative or that were
true?
o Tool: Practice money management with job, managing checking acct. Practice life skills such as cooking,
laundry, etc. by doing. = Basic life skills to prevent dependence on others.
 Principle: Conflict resolution - Show practical difference that must follow one side or other's being right. (William
James, Pragmatism)
o Tool: Conflict bridge for resolution
 Principle: Public School to "select influences which shall affect the child and to assist him in properly responding
to these influences." "...primary basis of education is in the child's power to work...enable him to
perform...fundamental types of activities..." (John Dewey)
 Principle: Education as means of removing poverty, securing abundance (capitalism), Great Equalizer of
conditions of men, gives man independence and means education should be universal, strong government and
democracy - knowledge to be part of living government – All children of the Commonwealth receive instruction
of political knowledge, discovery of new truths with intellect, able to investigate debatable questions in
society/country (Horace Mann)
o Tool: Accomplish government purpose by voting vs violence
o Tool: Common Core answer to this question?
 Principle: "Excellence characterizes a school or college that sets high expectations and goals for all learners, then
tries in every way possible to help students reach them." "...expect and assist all students to work to the limits of
their capabilities." (A Nation At Risk)
 Principle: All have right to education (male/female)
o Tool: Paid for by taxation, scholarship to aid advancement (Thomas Jefferson)
 Principle: "Civic equality. Education of youth according to ability." All races, FAPE, without segregation
throughout US. IEP where deemed needed. (W.E.B. DuBois)
o Tool: Fellowship of Christian Athletes, sports, Walk to Read

DOCTRINE: Agency
  Principle: Act, not be acted upon. (Elder David A. Bednar)
 Knowledge: Gives one power, without - brings captivity, associated with diligence, obtained through
diligent study.
 Understanding: confirmation of knowledge in hearts, more than knowing with mind, feelings of
truthfulness, produces illumination, comprehension, perspective
 Intelligence: right application of knowledge and understanding in action and judgement, applying what
one knows to be right, to use moral agency to obtain and act in accordance with truth
 Principle: Teach students: knowledge brings freedom/power, responsibility, to listen, exercise agency to
obtain/retain/act/become, act for themselves, not depend primarily on someone else, do, grasp, follow or be
example, put forth ability, distribute knowledge, to understand, seek, develop, work, live, be happy, gain sound
understanding, know, prepare, immerse inquire, ask, seek, allow work to manifest itself within them. –
 Principle: Teacher: create appropriate environment/atmosphere, invite, answer questions, facilitate/assist
learning by explanation/experiencing, help students find answers to questions, walk learning journey with
students, become guide, teach with power and authority (from God), grow in own learning, and do list above as
student
o Note: All are exemplified by Master Teacher, Jesus Christ

DOCTRINE: Jesus Christ is The Master Teacher

 Principle: There is one true master, Jesus Christ
o Matthew: 10:24-25 Disciple to be as his master
o Matthew: 23:8-10 Jesus Christ is the master
o Ephesias 6:5-7 Do the will of Christ, the master, “… with good will doing service.”
 Principle: Must learn His ways to become teachers like Him
 Principle: Jesus Christ taught using tools
o Tool: Stories, parables, questions, symbolism literary devices such as allegory, experiences, academic
subjects, and many more
 Principle: Jesus Christ is the source of all intelligence.
 Principle: Jesus Christ teaches about life.
 Principe: Jesus Christ is the ultimate example of Master Teacher.