The Evolutionary Writing Book by Justin Ames Gamache

1
The Evolutionary Writing

Of
Justin Gamache, B.S., M.Ed.
(BOOK ONE)
EVOLUTIONARY WRITING 2
The writings of Justin Gamache, B.S., M.Ed.

ALL RIGHTS RESERVED © April 28, 2017

Autobiography
Long I stood down the long and winding road, deciding what it was I was going to write.
I like to consider myself a person who strives to achieve for success even know I may not have
all the words in order, it is my goal to explore beyond the means of writing.
It’s a primary goal in my advancement in writing to strive for success, and understand
that I can rewrite my words after I get them on paper knowing that I am will always find
mistakes along the way of revision. My weaknesses in writing are the following: Spelling and
grammar, wordiness, deviating too much from the main point of what I am trying to write, too
complicated sentence structure, and using other sources and people to get advice on my writing
habits. My strengths in writing have grown throughout my years in early college and grad school
and include the ability to be ready and open for feedback on my writing so I can see what
mistakes I have made and correct them.
The first genre I wrote was in science fiction and if you know how popular this subject is
to a young kid, then you know it opened doors of many dreams. The title was Star Trek, and
though I did not copy Gene Roddenberry directly, I used his words to inspire my own. That is
how we begin to write, by just being inspired by other forms of writers or even great directors
who left a legacy of empowering the human race to go boldly where no man has gone before.
When I got older, I then made the assumption of writing about my first dog, who at the time of
her appearance in my life stole my heart. After twenty-five years, I still deeply miss her. But she
was my heart, and I would write about the adventures we used to go on.
The eye-opening experience of using someone’s dream to write merely about my idea,
leading in the example of inspiration to follow what my heart wants instead of what I think my
heart wants. This path of inspiration left my soul to be inspired to start a blog even know blogs

were not around when I was in elementary school they are very much around today. I use
wordpress to share my stories, past assignments that have been graded, and other creative content
I have written about.
My formal education taught me to be inspired by whatever it is I am doing, whether that
be playing or writing music, writing a creative story or sharing my previously complete work in
writing. By seeking and acquiring a formal undergraduate degree, I was inspired to be an
experienced learner while in school and had the guidance from several professors that dedicated
their lives to learning. Yet that degree was merely the icing on the cake as I knew I wasn’t going
to stop there, so I decided to continue my education through grad school and acquired my
Masters in education. Here I am today in the beginning of my doctoral studies, hoping to
continue on the inspiration of learning and gain powerful feedback from my peers and
professors. Learning is the first process we do in life so that we can grow our minds, build our
spirits, and overcome obstacles. We never stop learning even when we get older, we just become
authentic in our own creative words.
In my conclusion, the building blocks of my writing experiences have brought my life
into a full circle, and I must continue to write. My strengths and weakness will collide but only in
the way that helps my needs to grow as an academic writer, though I must always remember to
allow my heart to lead my thinking and be as clear and concise.

Self-Assessment
Where do you see growth in your craft of academic writing?
One of the area’s I see for growth in my academic writing is in the area of discovery of
self. One of the side benefits of the creative process is discovering our core passion in the midst
of understanding the abilities that come through independent writing. Through discovery of self I
will be able to create new experiences, ideas, and discover what is the most important aspect
about my writing. The most important aspect about my writing would be to consider keeping the
reader informed, moving fluently from paragraph to paragraph, and keeping the reader coming
back for more. The discovery of finding myself will be my greatest fulfillment of perfecting my
craft so that I can continue to achieve my personal best, and take a sense of pride in the result.
Where could you still improve?
I believe we all can improve in many areas of writing, though for me, even after I re-read
my writing I am always finding that there are more mistakes to be found and I can never get
them all. So, I the opportunity of improving my writing, I would consider going back to the
basics to understand correct grammar. Maybe I am wrong at this point or maybe I am right on
the money. But it would help to understand the basics, though they are easy enough to find in
perfecting my writing, I feel as if I could continue to improve this factor in my craft.
To help improve the basics of writing, I should write like it’s my job. The best writers are
also keen readers, and reading on a regular basis is an easy way to start developing my writing
skills. Reading and writing can be improved by diversifying my reading material. Expanding my
horizons to more challenging material than I would typically read in a day, and pay attention to
sentence structure, word choices and how the material flows. I also want to create a writing

group, which I believe would work both online and offline, and we all would be able to connect
through thought on how we can all improve in our writing skills.
What is your improvement goal for the next 15 weeks (602A and 602B)? Your goal should
be focused and sufficiently small so that you will be able to accomplish it.
A goal I have continuously worked on for the past six years is getting the chance to write
every day. This is the simplest goal I am able to be focused on and its sufficiently small that I
can accomplish it and have been accomplishing this goal. Making writing part of my daily
practice can include writing that is shared with others like blog posts, social media posts, and
comments on articles. My goal is to keep on writing and become a master at it.
CHAPTER ONE
Educational Research
Even though matched studies are far more common than randomized ones, scientifically
based research expresses the importance of based research in education reform and explains how
to judge the validity of education research. because School officials like teachers, principals, and
superintendents that have the skills to search for decent literature that will benefit their
classroom, school and district so that transformative learning can take place., Transform the
emergence of such information to raise new questions about how research quality can be
ensured, and to enlighten the potential pathways that would involve scientific-based research that
would influence education policymaking. , and scientifically-based upon the evidence that the
No Child Left Behind act has uneven effectiveness. The NCLB act requires all states that accept
Title I funds to bring all students to a proficient level in reading and math. To achieve that goal,
every state is required to: Develop challenging academic standards that are the same for all

students, develop annual assessments for all students and ensure that there is a highly-qualified
teacher in every classroom.
Synthesis Paper
The purpose of this synthesis paper to combine multiple cited sources in a cohesive and
clear analysis. The explanation of Scientifically based research is to express the importance of
based research in educational reform and explain how to judge the validity of research in
education.
Review of Literature
When Education Research Matters
This study discusses the relationships between education research and policy that would
be used to develop a guide for what can or cannot be accomplished in the fields of scientifically
based research and evidence-based practice in education. Hess (2008) proves that a prominent
study would settle vexing policy questions regarding merit pay or charter schooling frequently
that has given rise to much heated, anxious, and public debates through the limitations of
scientific research in education and dissemination of the research and the issues that made the
research difficult to develop. The purpose of this article is to transform the emergence of such
information to raise new questions about how research quality can be ensured, and to enlighten
the potential pathways that would involve scientific-based research that would influence
education policymaking. The choice of using No Child Left Behind and Student Teacher
Achievement Ratio was the determined base for this discussion, and the author determines the
importance of why research is important in education and makes sure through findings in the

intermediary support of research evaluation, the relevance of emphasized evaluation, and the role
in which political studies are conducted and formed.
NCLB and Scientifically-Based Research
Liston, Whitcomb, Borko (2007) illustrated in this study the results of scientifically-
based evidence that the No Child Left Behind act has uneven effectiveness. The NCLB act
requires all states that accept Title I funds to bring all students to a proficient level in reading and
math. To achieve that goal, every state is required to: Develop challenging academic standards
that are the same for all students, develop annual assessments for all students and ensure that
there is a highly-qualified teacher in every classroom. This study includes that such experimental
studies will not consider how teachers take initiative to shape the enactment of a particular
program or intervention. According to the No Child Left Behind Act, all federally funded
education programs, and out-of-school time programs must be based on research studies that will
meet scientific standards. The primary goal of the scientifically based research is to ensure that
programs for children are based on methods that have been proven effective and are therefore
more likely to benefit other children in school, with a corollary goal of increase the overall
quality of education research.
A Reader’s Guide to Scientifically Based Research
This study provides research that expresses the importance of education reform and
explains how to judge the validity of research in education. Slavin (2003) described how control
groups are a hallmark of validity, randomized and matched experiments are the most convincing
form of a control group comparison that is randomized by students, teachers, and schools.
Control groups provide an estimate of what students are expected to learn in the programs.

School officials like teachers, principals, and superintendents that have the skills to search for
decent literature that will benefit their classroom, school and district so that transformative
learning can take place. Statistical education significance that allows readers to apply a
reasonable approach to the problem, and determines the different between scientifically based
and rigorously evaluated research. Scientific-based research takes a lot of work and effort to
provide material that has been proven to show results of what should and should not be allowed
in school.
Analysis
Liston, Whitcomb, Borko (2007) illustrated that “The implication appears to be that good
teacher preparation will produce quality teachers who enable students to learn and show greater
gains on their standardized tests. Ineffective teacher education routes will not produce teachers
who enhance their students’ test scores” (p. 103) and that “Current policy efforts that use thin
measures to determine teacher education program quality reinforce the horse-race approach to evaluating
teacher education routes. More importantly, they deflect attention from much-needed efforts to build a
more comprehensive policy approach that will strengthen both teacher education programs and the
teaching force” (p. 105). While Hess (2008) discussed that “In education, the medical model’s
reliance on randomized field trials is the optimal course for assessing pedagogical and curricular
approaches for increasing knowledge and skills via the application of discrete treatments to
identifiable students under specified conditions. Such interventions are readily susceptible to
randomized field trials and yield results that can reasonably serve as the basis for prescriptive
policymaking” (p. 535). Slavin (2003) brought to the attention that “Researchers compare several
schools using a given program with schools that do not use the program (para. 4), and added that

Rigorous evaluations will be common, both to replicate evaluations of various models and to
discover the conditions necessary to make programs work” (para. 21).
Conclusion
Indeed, while the importance of scientifically based research is critical to our education
system, we must take notice to the emergency of this information to transform education, and
how research quality can be ensured to enlighten the potential pathways that would involve
scientific-based research to influence our education policymaking. We must understand
scientifically based research in education reform and explain how to judge the validity of
educational research.
~CHAPTER TWO~
Professional Ethics Statement
The concepts of educational theories and information involves many ethical
considerations. These considerations will promote professionalism and courtesy in the
interactions that occur among many educators and will impact research, teaching, and the
services that teachers provide. This ethical statement will provide the opportunity for discussion
and reflection on the topics of ethical foundations, the ethical body, the ethical mind, the ethical
soul, the ethics of community care, and the duty of ethical vocation.
There is a solid ground to diversity in the activities of educators. But within any ethical
statement, there can be comprehensive failure. There are some variety areas that can be found in
an educator’s professional work, and should raise some ethical considerations in which should
not be ignored. If the considerations are ignored, questions can be raised regarding the ethics of
an educator. The principles are the starting points for the considerations of ethical issues in

education. There is a professional discernment that educators are required to look at in the ethical
foundations of self-care of to our bodies, minds and souls, as well as the set duties that are
required for educators to follow.
Ethical Foundations
While understanding the truth about myself in my moral framework, I have found that
several theories support my charities while others have come to enhance my perspectives. "The
point of morality is the happiness of others" (Rachel's, 2012, p. 3).
Before the start of this course, I have always actively tried to define my roots in depth for
following the rules. After the first week of this class, I have begun to reflect on the experiences
of my life as a music teacher and overall human being in the role of following ethics of care. I
also believe now after reflecting that it is okay to have some bend in the rules so that I can be
able to understand consequences, solutions, experiences, and have a sense of developed love for
the world that is continuously spinning in my life.
The key character traits that accompany my framework are: Wisdom and Knowledge,
Courage, Humanity, Justice, Temperance, and Transcendence. I have wisdom and knowledge to
understand that the world is full of diversity. I carry courage in my life with the idea that no
matter what happens I can get through anything, and make the changes that need to occur in my
life so that I can become successful at being a better person. I have respect and care for humanity
while always hoping that we can all come together to solve our indifferences in this world so that
we can all live better lives. A sense of justice that is a high need for being an active citizen, a
responsible human being, loyal to friends and family, and new people I meet. Being a team
leader in all that I do so that I lead others to make a right and respectful decision that can impact

the world in a positive way. I have temperance in my sense of abilities, knowing that in
moderation or self-restraint, and being able to give forgiveness/mercy while understanding
humility and modesty. Finally, it is with transcendence in my life and the appreciation of beauty,
excellence, gratitude, hope, humor and playfulness that make my character uniquely adequate in
adapting to the needs of the daily lives so that I can be the change in the world for others to see.
These are the character traits that connect my sense of well-being so that I can understand how
things are in our chaotic world we live in today, and through these features, I want to help
individuals and organizations identify their personal strengths so that the world can grow for the
better.
The quote at the beginning of this paper "the point of morality is the happiness of others"
(Rachel's, 2012) is utilitarianism, and is one thing I have continuously worked on through my
character traits and personal ethics. It is through my professional work that I will continue to
"make the world a better place" while trying to reduce the suffering from everyday life and
increase happiness so that the world can grow positively (Hinman, 2002).
While I think, my ethical foundations have remained intact, the theories from the first
weeks of reading in this course have opened my eyes to believing in what I am saying. I will
make my beliefs happen throughout my entire life so that the world can truly be a remarkable
place to live, love, work, and play in. In-depth, rationalization measures are the leading cause of
poor work and effect the physical and psychosocial aspects of my professional work in a
negative way that can slow the process of moving forward in my life. Remaining sensitive to
rationalization in my professional environment to respect the boundaries of others, do’s and
don’t’s. I honestly expect that my ethical foundations will continue to embrace the challenges

throughout my career as a music teacher, as a human being, and throughout my current study in
teacher leadership.
The Ethics of Self Care: The Ethical Body
My body is my temple as it leads me to this life, so I must remain ethically healthy as
possible. That said, “taking care of your body is a spiritual discipline, like prayer, worship, or
Bible study” (Warren, 2014). I have come far in this journey through the past ten years of my life
where I wasn’t much of a person to understand the capabilities or actions my body was saying to
my soul. I did exercise frequently and always had high ethics towards that but eating right was
just not clicking.
Warren amply quotes Romans 12:1 in support of his point of taking care of your body,
“Take your everyday, ordinary life --- your sleeping, eating, going-to-work, and walking around
life --- and place it before God as an offering” (Warren, 2014). In defining this statement, I
recently took this into effect in my ordinary everyday life by making the best example of my
body by changing my eating habits, sleeping right, walking-around life, and being kindhearted to
everyone that walks in my path. Taking care of my body has affected my ethical decisions to be
pure with positive thought as if I were to “increasingly live my life as Jesus would if he were in
my place” (Willard, n.d.).
The shape and figure you must take for your body to be at its ethical best is the path of
living good to others and yourself. Being a real person has the array of meaning and even more
interpretations. “Being a good person, virtue of ethics” (Hinman, 2002). It would be that
accompanied of virtue and good to begin seeking your individual characters, assume real people

will make sound decisions, and ways of integrating the theories of Aristotle, Plato (Hinman,
2002).
Having the rational process would be a well-informed individual in the facts of making
the right or wrong decision. In my decisions, I achieved in eating healthy, sleeping for eight
hours, and walking the earth as heavenly as possible, were the decision based on research in
which I decided to take into effect to better my life and become whole hearted. Now that process
has turned into results, and proven not just to be beneficial for my health but to be useful for
others I wish to share this information with the world.
The ethical view of my body will influence the perception of the people I work with and
teach by showing that I am increasingly trying to live my life as if Jesus were living my life
today. Change does not happen at the snap of your fingers, but change regularly happens when
you work at becoming a real person. Teaching that we must have well-informed decisions and
actions so that my students can be an active participate in the country and world. As a music
teacher, my primary goal that I admire the most is that I will continue to maintain the promise to
produce well-rounded and independent musicians. In respect, these players will enter and
enhance our society and our world in a variety of ways. These students will become professional
musicians, music educators, music consumers, music advocates, and lifelong musicians. As a
human-being, my primary goal is to "Being a real person, virtue of ethics" (Hinman, 2002)
allowing time for my physical and spiritual body to grow with healthy foods, and sleeping right
all while being good to others that I work with and teach.
The Ethics of Self Care: An Ethical Mind

The ethical mind is always evolving and developing. I believe that is the truest aspect of
understanding how to live out the life Jesus would only want for his disciples, this is the most
important value in that aspect of carrying out the message of how Jesus would act, and that the
devotion of care would help shape our minds in a way that Christ serves to our ethical
framework for the fellow man. Therefore, by being devoted to your daily intake of love,
happiness and pray one could possibly make for positive change in the inner thoughts and
feelings of their surroundings. Palmer (2008) discusses that people when they are young have
“the instinct to protect themselves by living divided lives” (p.14) and that “we start to see the
gaps between life’s bright promise and its shadowy realities” (p.14). The biggest question is
whether a person is the same on the inside as they would be on the outside. Palmer (2008) also
discussed that life would be more in thought pattern of a child, and that we can be whole and
honest with people. (p.21).
Albert Borgmann (2006) discusses how the world is changing rapidly that we are only
able to move forward in an ethical America when we are able to make the permanent decision of
owning our own choices. Borgmann (2006) develops reasoning that “the technical problems that
beset utilitarianism is more than matched by its moral problems. Each of the three elements of
the utilitarianism principle- maximizing, happiness, and regard for the entire population- has a
dark and dubious side” (p.55). Within the spiritual perspectives of Borgmann there carries the
power of failure, and that we must begin owning our decisions so that we can grow a greater
ethical America.
Bonhoeffer (1995) states how our freedom in this world would influence what we
currently live with in our lives, and that “the knowledge of good and evil seems to be the aim of
all ethical reflection” (p.21). Bonhoeffer (1995) says that “knowledge of good and evil Christian

ethics discerns a falling away from the origin. Man, at his origin knows only one thing: God. It is
only in the unity of his knowledge of God that he knows of other men, of things, and of himself”
(p.21). It is important to have a healthy mind, body, and spirit so that you can be leaders so
desperately need in the world. Today, we are always being tested from the influences we
received in the world that currently surrounds us. Yet, we must continue to be mindful in our
actions and be willing to discern what the will of God is in our lives.
As an integrated and organic being, I find the role of mind and body working together in
my own ethics in knowing and being capable of understand the power of doing the right thing.
My personal ethics believe that actions reflect your own moral belief and moral conduct. My
behavior defines who I am as a person, and the decisions I make in everyday life. A personal
example of this, is when I was checking out the register I received an extra hundred dollars in
change. The one-hundred-dollar bill was stuck to a five-dollar bill, and the cashier didn’t notice
because it all seemed as one piece of paper. When I got out to my car, I went to count the change
and noticed the extra money. My first response was; wow God must be good to me today. But
then a voice kicked in and said that I should return the extra money. I made the rational decision
to return then money, and made a very happy cashier and store manager that day. I felt a sudden
relief knowing what I did was right, because at the time it was the only thing I could do and
didn’t feel right taking the advantage of a simple mistake which would have gotten the cashier in
trouble not knowing that the extra money was stuck to a five-dollar bill, and that the cashier
looked like they were having a rough day as it way so I saw an opportunity to make someone’s
day better and that has made all the difference.
The Ethics of Self Care: An Ethical Soul

What is the function of the soul in ethical decision making? Palmer, Borgmann, and
Willard are examined as their definitions of the soul and their discussion towards just how much
important the soul is in ethics. Finally, I will discuss the soul and its function in ethical decision-
making as well as how the soul in making decisions is explored.
Palmer (2004) said that the soul is considered the inner self, and that is “the object,
ontological reality of selfhood” (p. 33). The soul carries the relationship with the world, and the
inner self gives influence to living a meaningful life. “Whatever is inside us continually flows
outward to help, or deform, the world undefined and whatever is outside use continuously flows
inward to help form, or deform, our lives” (p.47).
In reference to Aristotle, ‘the soul is the form of the body’, Borgmann (2006) said the
soul would be considered “the vital force of a human being” (p.133) and that would be great
“potential that all-encompassing comprehension of reality” (p.113). The soul has then extended
through itself to shape the world, and the soul gives animation and life to the body so that it can
be made a home. Churchill said “we shape our buildings, and afterward our buildings shape us”
(p.5). Borgmann has an understanding that this exists in the physical zone and our culture. As a
human being we create not just buildings, but also give importance to our culturally standing
institution that shapes us for the better. In Borgmann, this can be considered the back-and-forth
of ethical decision-making.
Willard (2006) would define the soul “as the hidden or ‘spiritual’ side of a person” (para.
1). Willard (2006) understands that this example gives a wider sense that would include
“thoughts and feelings, along with the heart, along with hearing and will, with it intents and
purposes” (para. 1). Willard will also include the “individual’s bodily life and social relation.”
The soul is the “work of God” (para. 1). The soul is the closest works to the relationship with

God and to carry out the purpose is intended to be the purpose of our life’s mission in this world.
When the soul is properly cared for, it leads to caring for other souls, and the soul will give life
and process to ethical decision-making.
The place I see the soul being disposed to unethical activities can be found in our schools
today, and in our students. I would want to know why our students wouldn’t want to have good
ethics, but then I look around the nation and notice there is a lot more corruption going on in our
country and this why our schools have felt the negative impacts of unethical activities that tear
away at our living soul to educate our students. As Borgmann (2006) said the soul would be
considered “the vital force of a human being,” (p.133) then we need to be considerate to how we
want to live and how we should project ourselves to our younger generation so that soul is being
disposed to the unethical activities of corruption.
Some deliberate things that one should embrace in order to care for the soul would be to
pray for yourself and for others. This can and should take place in our schools and would add to
the soul the benefit of defying the corruption that surrounds our education system. When we
pray, it connects our soul to one another, roots our bodies to the earth, allows for a deeper
relationship with God, and carries out the gain humanity needs to survive in life.
The Ethics of Community-Care
In my family, I find that there is a plan that God creates and that the role that God calls
family represents the dynamic and existential development of what it should be in life. Dr. Boers
learned a valuable hard earned lesson on economic hardship from his grandparents (Boers, 2012,
p. 5). I have learned that certain events or happenings can be passed down in family, and that
hardship in my family was understanding about our health so that I could overcome this

impairment. My families mission in my vocational life is to become more and more a fulltime
community of life and love. My family is to my life a product or good, and as Borgmann (2006)
describes there is a never-ending cyclical process of chasing happiness through goods (p.159). I
am in a never-ending process of chasing my family of happiness and have continued to build the
circle of trust in my family, and the culture it creates as a community alone.
Arthur Boers (2011) brings forth a call to society to build a closer sense of community.
Boers begs us to slow down and take a moment to appreciate my hobbies and moments that
continue to make myself reflect and draw nearer to my soul.
Arthur Boers aligns with my ethics study thus far in that he brings forth the parallel truths
of how my daily actions are in effect caused from the shaping of moral being. As I continue forth
in my doctoral studies it is imperative that I maintain a “focal point” (Boers, 2012, p.17) that will
maintain a healthy balance within my life and family so that I can be successful in my writing,
school work, research and life. My body must be in tuned to the mind which must be in tuned to
my soul; that the decisions and day-to-day task I execute be one in which my ethical being can
support.
In addition, I have always believed my sense of communal work to be the base of shared
values. Palmer (2004) says, that “the soul wants to keep us connected to the community in which
we find life, for it understands that the relationships are necessary if we are to thrive” (p.33). I
believe this to this day, and have strongly developed my reason to continue thriving so that I can
be all that I can be in this life and in my community.
Where Boer sees beauty in cultural diversity, I see beauty in my family and the impact it
has in my culture. My culture is the collection of values, beliefs, behaviors, customs, and

attitudes that have distinguished from my family of ancestors long before I was born. It is the
reflection of learned behavior that is passed down through three generations, lastly passing that
learned behavior of values, beliefs, customs and attitudes to me where I must pass on the same
down to my children so that they can also pass it on. In my culture, “it is the spaces we create
that invite the intellect to show up, to argue its case, to make its point” (Palmer, n.d.). Building
such a connection of knowledge, truth, trust, love, and patience is how my cultural family can be
defined throughout my family’s history.
My ethical orientation is linked to my communal and culture background by being a good
person and virtue ethics. Being a good person means that my communal work is to be the base of
shared values, and the key in ethical framework is that I will continue to seek my individual
character in this life so that I can create my “focal point” (Boers, 2012, p.17) to the practices,
things, and places to which will make my sense of community and cultural background rich,
fulfilling and meaningful.
The Duties of Ethical Vocation: Personal and Relation
It is my goal as an educator to believe in the worth and dignity of each student, and
recognized the importance of truth and excellence. Educators carry the obligation to which they
can learn and teach while ensuring equal opportunities for their students therefore accepting the
responsibilities to the highest ethical standards. As a music educator, ethics is going above and
beyond the rules and regulations; it is to recognize that the profession demands integrity, high
ideals, and dedication to music education. It also means, that as a music educator, I must
continually engage in activities fostering professional growth as a responsibility to my students
so that they can reach their full potential. Having a framework to answer student’s questions, that

will include a guideline for following will make many difficult decisions easier to answer and
solve.
The key to obtaining good ethical standards is being true to my beliefs and remember the
reason why I became a teacher in the first place. The values and lesson I have learned are based
on the mentors who have impacted my life positively, those values and lessons have sparked
desire to make a difference in the lives of my students so that they can become successful well-
rounded and independent musicians to enhance our society and world in variety of ways that will
impact their lives to become professionals, educators, consumers, advocates and lifelong
musicians.
The required professional duties for educators to teach are to inspire and guide students to
produce knowledge, values and rational truth through self-discovery. Teachers have the power to
influence the way of learning for their students; that power needs to be used accordingly and
appropriately so that it can provide the education which is needed for each students’ success.
The sole purpose of this statement is to provide the concept of well-being that should
include a significant detailed comprehensive list of social, emotional, and teaching practices that
will encourage an ongoing reflection, debate, and action.
~CHAPTER THREE~
A Case for Transformative Education
Abstract
In this case for transformative education, Justin Gamache, shows how time allows for an
experience of transformational learning from several perspectives. This case includes an analysis
of Weltanschauung through his early template, childhood. As transformative education is
investigated, special care is also considered in order to address the issues from the soul and the

great idea, idea. This study of transformative education, in theory, explores how we understand
and the two domains of learning; the two domains of intentional learning being instrumental and
communicative. The case for transformative education will examine the experiences that has
transformed him over his lifetime as a student, educator, and as an adult learning in society. This
final project, meanings will be made through the process of reflection. Finally, there will be an
analysis completed through a series of interviews that represent three great thinker’s perspectives
in regards to transformational learning, perspective meaning, and perspective transformation that
is related to the great idea of time itself.
Introduction
Time flies. Time heals all wounds. Time is of the essence. There not enough time in the
world for what we would want to live. We race against time, but time prevails. Take time to
breathe the air, smell the roses, get out and live. It’s just a matter of time when we all have to die.
We often wish we could go back in time, but can’t so we try to take the time to change our
future. Time has its advantages and its disadvantages. Who are we with time, and what can we
do with time. Time is a ticking clock, as the seconds, minutes, hours, days, weeks, months, and
years go by. In order for us to move forward in time, we must leave something behind
(Interstellar, 2014). The only place time can feel as if it doesn’t exist is playing music on stage,
in front of a large audience, but when the music stops time proceeds on. Time has its advantages
as well as its disadvantages. Aristotle noted, “Time, past, present, and future, forms a continuous
whole” (Aristotle, 2010).
Analysis of Weltanschauung: Our Early Template

It is difficult to recall a learning experience that was an unconscious happening from
childhood memories. But an unconscious event from a childhood memory can contribute to this
writer’s Weltanschauung. Weltanschauung is a German word for world view or opinion. Welt
means world and anschauung means view, opinion. Weltanschauung is a shared center of
controversy on the nature of philosophy in the late 19th century/early century Germany, and is
between those thinkers who would understand the philosophy that is primarily as a worldview
and who think that it should be best understand as a science (Staiti, 2013, p. 21-36). In order to
best describe an unconscious learning experience from a childhood memory, one must first be
able to recall or remember, call from memory, a past significant event. This is the leading path to
ponder what experience from my childhood contributed to one’s current view of the world that is
in life today.
I was born into this world with a dislocated hip and the ability to listen more than I would
speak. I have never been one to act out as a kid, growing up I had too many doctors around me
trying to solve the issue of my hips and living a normal childhood life like all the other kids
around me just didn’t happen. The nurses that cared for me said how well-behaved I was and that
there’s going to be a struggle trying to pry information from me because I just wouldn’t speak.
Sure, I had family close by and if it wasn’t for family to push me into the world I wouldn’t know
where to go and explore. Unconsciously I wasn’t aware of the amount of help I had to get me
going as a child, and being in a cast my entire infant life I couldn’t do the things like normal
infants could do.
When I turned five I was out of the cast and ready to enter my first years of school, I was
held back once in kindergarten because I just would not speak or do anything (the teachers
thought I wasn’t ready). I would sit there and look around, but still nothing came out. My

teachers tried everything, even invoked that there was a problem and had me placed in therapy
classes to see if it would help during school. I just didn’t have anything to say, always quiet, and
my teachers had to pry it out of me. I would consider this an unconscious learning point, because
while I sat there in class doing nothing I stilled listened. I was unaware of the learning part my
brain was taking and processing all the information around me but that point in time contributed
to my weltanschauung (worldview).
In reality I was a slow learner, but in my mind, I was quick at picking up the ideas that
came about to help me succeed but taking in too much information also made me quiet and not
wanting to do much because of this process. While my other peers were loud, full of energy and
running around. I was happy being calm, and taking my time because I wasn’t in a hurry. Today
I have much to be thankful for taking my time and doing things right because it is this process to
where I am today. A journey that lead to identifying a general transformative logic (Mezirow,
1991, p. 26), the knowing event in my life in taking the time to observe the natural flow of
everything in all of what I do in observing, and listening. The two things I am good at and have
always been able to identify, select, prioritize, and reconstruct my worldview on life.
To make things simple and easy, my worldview consists of waking up early in the
morning with a deep breath, watching the sunrise, drinking water to help the following process
of my body, and then going out for an early morning walk. The process now in my adult life
which was transformed from observing and listening as a young child, has been transformed into
my everyday life of loving, learning, knowing, accepting, being one with myself, and my journey
as a music educator. But it doesn’t stop there as I am continuously rehearsing my adult beliefs
and behaviors that were driven from my childhood life memories growing up, all I could ever do
was sit back, listen and observe. I’ve had many people jealous of what happened to me, and what

I’ve been through and how I lived my life. Though I did not give up then, and I am not giving up
now. There was nothing emotional that lead to who I am and why I prefer observing and
listening than acting out, but the fact that I couldn’t do anything because of the physical health
complication I had to get through just to proceed on with my life. A journey I will never forget
and glad that observing and listening at a young age had brought much joy for life in today’s
world.
Observing and listening were the two things that intentionally allowed me to identify,
select, prioritize and reconstruct to love, learn, accept, be one with myself and build my journey.
Observing and listening comes naturally to a music educator, because music educators are very
good at observing what is going on in the world, listening to the changes that come from within,
and then producing the feelings through music. Though I have never composed any big music
scores yet, I have composed lessons that I thought could help my students learn how to identify,
select, prioritize and reconstruct the way to learn in music while also loving and accepting the
world around them. Observing and listening is also my rationality in the adult decision-making,
and it is good to have this quality in making good decisions that would not only affect my life
but the world.
In my childhood memories, the perception that others thought of me is an act being
performed constantly with this unique being as the subject. People judged me because of my
differences and became jealous of what I went through thinking that I was incapable of learning
because of the physical health issues being born with a dislocated hip, and then from this not
being able to do anything but to observe and listen. It is because of my observance and listening
only did I succeed, and took in what I needed to know so that I could move on to the next step of
growing up. The experience of being judged without being known in the world has helped

significantly improve my life to become even more sensitive to the people in whom I interact
with on a daily basis.
Due to this experience of judgement I made a conscious effort to understand this as an
educator today, one must practice patience with each student so that they can grow. My teachers
when I was younger had to pry everything out of me to get me involved in class, though I still
remained silent, and only wish that those teachers who tried to pry it out could have experienced
patience with my growing need just like I was patient with my doctors in finding ways for me to
walk again.
Further analysis and reflection upon childhood experiences assists this educator in
dealing appropriately with negative situations with other students, and knowing how difficult it
was for me growing up with my physical health issues and only knowing how to observe and
listen to what was going on around me I will stop and think of how I was patient with my
doctors, and how I must remain patient with my students. As unconscious as the experience may
seem, my experiences in early childhood were pertinent in framing the adult before you today.
Brief Literature Review
Time flies. Time heals all wounds. Time is of the essence. There not enough time in the
world for what we would want to live. We race against time, but time prevails. Take time to
breathe the air, smell the roses, get out and live. It’s just a matter of time when we all have to die.
We often wish we could go back in time, but can’t so we try to take the time to change our
future. Time has its advantages and its disadvantages. Who are we with time, and what can we
do with time. Time is a ticking clock, as the seconds, minutes, hours, days, weeks, months, and
years go by. In order for us to move forward in time, we must leave something behind

(Interstellar, 2014). The only place time can feel as if it doesn’t exist is playing music on stage,
in front of a large audience, but when the music stops time proceeds on.
William Hamilton (1856) discussion on philosophy and literature regards to “time past,
and time future there is no difficulty… But time present, when we attempt to realize it, seems to
escape us altogether—to vanish into nonentity” (p. 9). Why is it that the present when it is too late
to realize, seems to escape us? I believe in the opportunity to make more time available, because
time is the essence we have in life and without we would simply not exist in the world and universe
today.
There is the study of time we know, and that since the invention of time mankind has
been counting down the days to the end of the world. Yet simply we do not understand time
because we do not know of its real existence. Time as Aristotle (n.d.) said, “consists of the past,
present, and future. But the past has been and is no longer, while the future is about to be and is
not yet. And the now (that is, the present) is evidently not a part of time” (p.220). We live in
time, it is all around, but we cannot distinguish its true meaning until we sit and discover what
it’s all about.
Speaking about time, Jack Mezirow, who transformed the field of adult learning dies at
age ninety-one. Yet, the time came upon too quickly for someone who had focused mastering the
basic skills of transformative adult learning (Memoriam, n.d.). Even time itself is transforming
our learning in life, and so in our adult years, we must make time for its true power so that we
can defeat time itself.
How we Understand Experience

How can absolute music move us in the way that is done, and to the extent that it does? In
seeking an answer to this question, we do not simply go forth and seek any sort of answer. But

most importantly we would not be able to satisfy with a brute of physiological explanation. In
listening to music, we try to expose ourselves to sounds. Sounds in which are vibration in the air.
These vibrations cause our ear to vibrate, which in turns causes the nerves to impulse and travel
up the auditory nerve to the human brain. Our brain is the final stop of the sound after it travels
up the auditory nerve, from here those impulses cause neurons to fire and leads to a perception of
sound. Understanding the meaning of music or the meaning of sound, which can make the
human body move in positive and negative ways. The firing of these neurons constitutes the
perception of sound that triggers, in my personal experience, specific emotions.
We are now experiencing what we hear, from words to music and through these
experiences we interpret the world in which we live today. Stephen Covey (n.d.) wrote in Six
Conditions of Organizational Effectiveness, “We make assumptions regarding the ultimate
nature of reality. If the fundamental assumptions or premises are wrong, the conclusions will also
be wrong, even when the reasoning process from those premises is right” because the beliefs that
lie behind the assumptions have not been examined (para. 1). Making the assumptions that music
or sound gives us, is a self-evident truth, and through the truth music or sounds provides us with
real experiences that can happen both physically and mentally in our world. I think the point of
understanding this experience is the explanation of rationally of our emotional response. Music
could induce an emotional state in such a way that a drug would, like certain chemicals that mix
together in the brain to cause feelings and physical emotions just as sounds and music would.
End of story.
According to Mezirow (1991) this unique being’s meaning perspective included a
“structure of assumptions within which ones past experience assimilated and transformed new
experiences” (p. 42). Mezirow called them a “habitual set of expectations” that serve as a “frame

of reference” through which phenomena are interpreted and meanings are made. Sound
conclusions can only come from consistent reasoning based on a correct premise or assumption
that we merely understand this experience because of how music or sound makes us feel when
are happy, sad or angry.
These emotions that we feel are our prerational of experience that music and sounds gives
us and are as much the real thing to me or anyone who experiences them. When we experience
them, it takes time for them to wear off, and can have an everlasting effect on our lives and the
memories we make of them. Like everyone else, I am drawn to the philosophy of music by a
need to understand how such emotional experiences occur. I can tell you on the rational level,
that certain sounds and music when heard can help bring eureka moments insights to help
understand our experiences and why they are happening, and the memories that come along with
the experiences of hearing music or sound.
The presupposition of these feelings in which music and sounds gives to our experiences
can be inadequate, because not all assumptions are led by a good example. Music and sounds can
be used to make you buy more and are used in malls, box stores, supermarkets, and are put in
place to make you assume you have to buy the one thing. Manipulating the human brain to
follow the experiences that it will make you feel better if you just buy it. Because this use of
music and sounds, those who are undergoing this experience will not fully understand it unless
they wake up realizing what just happened and question why they just bought what they bought.
Music and sound has been used in mind control for years or at least what the government has
been trying to pursue for the corporations that want control. The only way we can overcome this
experience being used is by a consistent meditation, and flow of positive energy. We cannot tell
anyone not to enter a store or not to fill up on unwanted items, but we can hopefully help

someone who is shopping to be mindful of what they are buying. Music and sound can increase
your experience while shopping; the thing is not to go overboard.
We understand the experience by the responses it entails us to do. If you hear something
in the woods, you can become afraid and run. If you hear music and it’s something you like, then
you dance to the music or experience certain emotions that brings back a happy or sad memory
you experienced in the past which could ultimately bring your future. On this view, it is pointless
to ask whether it makes sense for us to respond to those sounds in the way that we do. And yet
we think that it does make sense for us to be moved by music or react to certain sounds in a way
that will get us to safety or be manipulated by the experience music entails us in a supermarket or
box store because it is more than just a chemical response that happens in the brain.
We only believe and think it’s rational to be moved in this way, yet we admire those who
are capable of the right emotional response from music, and the critical of those who aren’t. We
take that the presence of the right emotions to be indicative of understanding, and we recommend
that others take a music appreciation course to those who do not understand the experiences that
people go through and why they go through them in the first place. Back to Mezirow (1991), he
defines meaning perspectives as a “structure of assumptions within which one’s past experience
assimilates and transforms new experience” (p. 42). That is what music or sounds can bring, a
structure of assumptions within a past life experience which can purposely transform into a
whole new experience that interpret a set of beliefs, value, knowledge, judgments and feelings
that become articulated into the experience (p.44).
The fact that we can rationally respond to music with real emotions, I have been saying,
is indirect evidence that there must be musical meaning. Most importantly, how we understand
experience through music and sound can prepare us to allow a limited role towards what it we

are doing at the time of the experience and with expressive meaning be able to express our
emotions of sound and music.
There is the lesson learned through the experience of music and sound, we must examine
our beliefs and transform our thinking as we evolve into better humans responsible to better the
music by our own experiences. Understanding the experience in music and sound is not by going
out and seeking the answer with research, but by going out of the way to make music or sound a
part of your life that it allows you to transform the understanding that lies beyond the emotions
as a rational and reflective means of our expanding our beliefs so that you can make memories.
Once you hear a sound or music again you can remember what you experienced and interpret
that feeling into an emotion that will allow you to understand the meaning of that experience.
Two Domains of Learning
The greatest learning experience I have ever had to incorporate both instrumental and
communicative learning was the day I first became a music teacher. What a rewarding job and
something I have been long overdue to take on in my life, the students were so well-informed in
knowing what was going on allowed me to incorporate knowledge and human interests into my
work. Instrument learning in the experience “generated knowledge: the technical, the practical,
and the emancipatory” (Mezirow, 1991, p.72). I would say being technical and practical gave a
great understanding of how to become free from the restrictions I was yet afraid to embark on
and being a new music teacher I did not know what to do. But from that first day, my students
welcomed me into their class as their teacher. When learning how to be a teacher we have to
embrace the instrumental and communicative learning, understanding that your students are
ready to learn and communicating what they want to know brings on a positive feeling. Mezirow
said (1991) that there is a fundamental distinction that lies between “the dynamics of learning to

control and manipulate the environment and the dynamics of learning to understand others (my
students in this case) (p.73). You have to have an instrumental and communicative learning
pattern as a music teacher because it involves creating rules, making lesson plans, and making
sure those rules and lesson plans are followed. Communicating with your students is key because
you want to make sure they understand what it is you are teaching them, and manipulate an
environment that your students can feel safe in so that they can learn.
In addition, being a music teacher is more than just using instrumental and
communicative learning it is embracing students to be open to the technical process of learning
new things, dwelling in the instrumental domain. When one learns to play an instrument, they
learn all the fingerings and the keys to play while obtaining how to read music. In the case of
playing an instrument, there comes the time for predictions and observance in learning and
knowing what should be done next. The most important part of this learning process is that it
comes with great mastery of becoming a professional musician, and so this process dives into the
communicative domain. The professional player and instructor would knowingly understand
how and why different techniques are used in music. The complete vision of this domain,
provides to the instructors’ role of communicating to students on when too crescendo or
decrescendo, when to play faster or slower, how many beats are in measure, and what type of
language is being displayed on page and how each player should portray that language through
their horns. A great conductor will communicate with his or her eyes, motions of hands, physical
movement of body, and then teach the players how to read the signs of their conductor so that
they can follow and reflect through all that they have learned from in the developing of their
technique.

Music is the best form of both communicative and instrumental learning, while students
are engaging with their director and obtaining their technique each student that wants to is
allowed to reflect of what they have learned. Of course, classical music is stricter because there
are certain music theory rules that need to be followed. But in jazz music, per example in the
video below, a jazz musician can experience the art of improvisation. A jazz musician can
interpret on their own, adding in different notes or silence in between sections or reflect what
was written on the page as a solo. Jazz music allows the musician to experience freedom
(Improvisation) in what it is they are playing without the worry of hitting wrong notes, while
classical music must follow the rules and cannot have wrong notes. But without knowing the
rules of music, there would simply be no music just noise.
The classroom environment and the experience of art is a great discipline to have under
your belt to obtain both learning domains of communicative and instrumental. When a student
plays a sound, and moves to make music they make their own interpretations of the technique
they learned on their instruments through their fingerings, keys, sight reading ability, and time
signatures that must be followed and is the most enhancing part of communicative learning
because it is the language in which the students develops through their own technique. Once a
student becomes adaptive to this language it is universal and can be understood by the other
students who are playing as well. The universal language of music is a story made by the
composer detailed with history from which era the composer was born and grew up in and puts
theory into practice.
In transformative learning: theory to practice, Mezirow (1997) wrote, “thinking as an
autonomous and responsible agent is essential for full citizenship in democracy and for moral
decision making in situations of rapid change” (p. 7). The music allows for moral decisions

making and prepares the students to accept change. Yet, each student must be empowered to
think on their own in a collaborative manner that will prepare them for the final performance. In
this process learning becomes automatic to achieve the final product and is referred to as
freedom and self-governing or self-regulation. Transformative learning in music education gives
the student the ability to think autonomously because it allows the learner to develop their own
sense of the meaning in the world free from purpose, beliefs, judgements, values and feelings
that are to come from different cultures, religions, family beliefs, personalities and the existence
of life experiences.
In music, we are a family, and must develop a plan of actions to build self-confidence as
a group. Communicating and battling our struggles in music is allowed, but when one person is
off it can bring the whole group down. Working together is the mission and forming goal as one
band, one sound and developing a plan of action to get our free thoughts working fluently
together should be step one. Step two is the process of communicating effectively between
conductor and student so that everyone knows what do in the music, and where the piece leads.
The final step is that music allows for moral decision making and prepares the students to accept
change. The three steps of communicative and instrumental learning in music education are:
building confidence in your students as a group, communicating and teaching the signals so that
the students knows what they are doing, and allow students express their free thoughts on the
situation to build their repertoire and technique.
Meaning structures are a major component of transformational learning. These structures
are understood and developed through reflection. Assumptions and habits can distort thinking in
adults. Reflecting provides a way to reflect on and understand these assumptions that shape our
lives and our experience. Mezirow (1991) said, “reflection is the central dynamic in intentional

learning, problem solving, and validity testing through rational discourse” (p. 99). Through
reflection we are able to understand ourselves better. Through reflection we are also able to
understand our learning better.
Reflection
The definition of reflections means the serious thought or consideration. Spending time in
thought, thinking about how issues can be solved, taking time, to consider options and how they
would be if done differently, and contemplating those options, pondering, and taking the time to
sit in meditation. Mezirow (1991) says that reflection is “the process of becoming critically
aware of how and why our assumptions have come to constrain the way we perceive, understand,
and feel about our world changing these structures of habitual expectations to make possible a
more inclusive, discriminating, and integrative perspective; and finally making choices or
otherwise acting on these new understanding” (p.167). In music education, there is a lot of time
to reflect after each concert is performed.
Today, I practice the daily art of reflection by sitting in deep thought and taking time, to
meditate on those thoughts while clearing my mind so that I can be ready to perform in my daily
life the next day after. Sometimes this reflection process can take all day and is consider of
getting out in nature, either by taking a walk or hike and a simple bike ride out on the backroads
into the wild of Vermont. This process cools my mind and sets thoughts free and it’s everything I
need to get my mind on the right track. I can tell you in the next few weeks I will have lots of
time to reflect as I am going to Montreal, Canada. I have never been outside of the States before
and this will be a new journey for me in my life. The reflection process will be steady and easy; I
may get lost being to a place I’ve never been. But I know for sure, I will be found and when I
return my outlook on life will be expanded through this adventure.

The risks and challenges associated with the practice of reflection aren’t many, but I can
tell you that one risk would be not watching your words. Practicing reflection can be hurtful to
others and that is why we must be mindful of what it is we are saying only to help benefit others
and ourselves not to hurt anyone. You have a better understanding in order to consider others in
your life and you will be able to experience emotional intelligence. Reflective practice is a skill
we all need in our life. Some of the best ways we can use to reflect are keeping journals,
organizing and creating strategic thinking; these skills will be developed over time and become
stronger the longer you practice them. Time is something we all have to be able to invest in so
that we can be better human beings in a fast-growing world of people and knowledge.
The differences of autonomous and critical thinking are; Autonomous thinking shows a
clear preference for moral values. Autonomous thinking views people as an end and not as a
means to an end. Critical thinking reflection provides the opportunity to remove self and look at
the issue from a different view other than that of our own.
According to Mezirow (1991), reflection is an intentional action leading to problem
solving (p.99). I can tell you many times I have had time for intentional reflection and through
the deep transition into the thought of my own life, I have made peace with many problems and
have overcome them all. In music, there is a lot of time for intentional reflection, musicians do
this to better themselves as a whole to understand and develop moral values. Musicians also
have a strong dedication to critical thinking and have the opportunity to think as a group, and not
just thinking about themselves and how well they played but how well the entire group plays.
Autonomous and Critical thinking are very important. In music, there is always a dire
need on the team to think critically about the issue, reflect on the issue and then find ways to
address the issue in hopes that addressing the underlying issue would prevent future mishaps and

cause a positive impact on the way the ensemble performs as a group, The most important issue
of the day can result in reflection, how well you will become better yourself and how well
everyone will become better by working together while transforming those issue into a plan of
action for success in performance.
How will my reflective practices be transformed based on this new knowledge? Well, for
starters, I have always been one to think critically and maybe that is because of the way I was
taught in music education growing up through schooling. But I can tell you I have never gone
this far into understanding the different parts of thinking like Autonomous, and it sure has
allowed me to understand more about myself and to reflect more so I can become better at
understanding and knowing how I can perform differently as a human being so I can help out
others in life and improve what I already know in critical thinking so my way of thinking can
help build a strong team. It is my goal to make a steady team, to help my students succeed and
work together, to understand not just our individual difference but by giving my students a
chance to understand problems as a group. Mezirow (1991) said, “intentional learning centrally
involves either the explication of the meaning of an experience, reinterpretation of that meaning,
or application of it in thoughtful action” (p. 99) realizing that our way is not the only way
thinking. We must be willing to learn from the thinking of others and use that realization to
transform the way we think so that we can positively impact society. One’s own view isn’t
always deemed to be the right view. But we must take action and willing to think, step back,
evaluate, and accept the needed change.
This week’s assignment has helped me understand the process of making meaning
through reflection and as I look around Montreal, Canada I see a vast world full of different
meanings, languages, expression and freedom. Yet, the people of Montreal have an improved

way in life to better themselves as a whole and not just bettering themselves individually. This is
what I like and I am glad I get to see a new reflection from this point of view and experience. I
also see that because of everyone’s difference they work together, a truth strong and free. As
much as I see this different world only a few hours from where I live in Vermont, I will
definitely transcribe this experience and use it in my teachings so that my students can strive to
improve themselves as a group to better their individual experiences.
Three Interviews, Three Perspectives
Having had the greatest opportunity to be able to interview these three great inspirational
thinkers; Dr. Albert Borgmann, Socrates, Albert Einstein on Transformative Education, it has
been a great honor to be able to have the opportunity to form a more thorough understanding
from the three different perspectives. As this reflection begins to cover the interviews conducted
over the past three weeks, wisdom has been earned and learned. The purpose of these interviews
was to gather the enhanced view of time through the lens of transformative education.
Dr. Albert Borgmann is one we were introduced to during a course titled The Ethical
Educator. He is featured in a Celebration of Being Human in a Technological Age. From Dr.
Albert Borgmann, German-born American philosopher and author, we have learned two
important points. One, don’t let the information age consume you. Two, appreciate the learning
experiences and take the time to reflect upon them without the interference of distractions. Upon
completion of the mock interview, one had the pleasure of asking Dr. Borgmann’s perspective on
transformative education and the impact technology has upon transformative learning. Dr.
Borgmann feels technology distracts the student and takes away the essence of teaching. He feels
technology has a place in learning but that a healthy balance must be found (Borgmann, 2016).
Albert Borgmann’s view on the Great Idea of Time as it relates to Transformational Learning:

“Those of us who went through the traditional elementary and high school education and
especially through college, remember all this as a beloved transformative experience, at least for
the most part. It was a positive transformative experience because of the way that the
transmission of information was embedded in communities of fellow students, in the
personalities of charismatic teachers, in the buildings, the campus, the sequence of semesters and
the seasons, and more. Thus, transformative learning is in peril because of today’s technology”
(Borgmann, 2016).
Socrates was a great philosopher in Greek times. Socrates was to be best “recognized for
inventing the teachings of pedagogy, wherein a teacher questions a student in a manner that
draws out the correct response” (University Press, Inc., 2012). Curious to learn his views on
transformational learning, Socrates methods affect the lives of both young and adult people. He
applauds educators who encourage learners to share their thoughts on what they are learning. An
educator who is able to build a community where students feel safe to share has granted the
power to foster a community where relationships and respect are essential elements in learning.
Today’s technology provides ease for students to “pause and consider the difference from their
own way of thinking” (Henderson, 2012).
Socrates has determined that learning has a triangular feature and its ability to shine own
self be true. This shall encourage students to think critically and engage analytics. Lastly, one of
Socrates most well-known quotes that have stuck with this writer, I cannot teach anyone
anything. I can only make them think. It is by thinking that knowledge is acquired. Only then can
one’s thinking and learning be possibly transformed. His view on transformative education has
given strength to encourage learners to question their abilities, not only to consider the thinking
of others but by also giving the considerate thought of thinking to oneself. The depth of this

process is self-questioning but it encourages time for self-reflection. Socrates believes that
transformative learning can be applied to anyone who carries a soul. The transforming of
learning is not limited to adult learners. Haven’t you heard the grumbling of children today?
These children question everything and they demand answers. Children today even challenge the
answers the receive. Questioning and challenging what you believe is a huge component in the
steps of transformative learning. His view on the Great Idea of Time relates to transformational
learning: The technological age of today allows students time to think, reflect, and then response.
Albert Einstein who was a great physicist, born in Germany, who was the greatest
scientist of the twentieth century. “Einstein was famous for his theory of relativity that led to the
equation that gave the relationship between mass and energy, E=mc2, and became the base for
atomic energy” (Redd, 2016). Feeling eager to understand the view from someone else’s eyes,
my unique mind took the liberty of interviewing Albert Einstein. Analyzing his view on
Transformative Learning in today’s technological age. Einstein believes that the “value of a
college or any school of education is not the learning of many facts but the train of the mind to
think. Today’s transformative learning would be applauded to those teachers who encourage
safety in their classroom and allow students to become a community” (Einstein, 2016). Albert
Einstein’s teachers called him too dumb to learn and succeed in their class and said to his parents
that he should instead have a steady job that would allow him to communicate efficiently with
the world. Albert’s Mother did not take to kind to these teachers demeaning her son, so instead,
she bought a violin for Albert to practice and play. Albert grew into his playing, became very
good at it and even enjoyed playing many Mozart and Bach pieces. The safety net and belief
from his mother, allowed him to use music which later allowed him to become a physicist and
scientist.

Albert has always believed that transformative learning doesn’t just apply to adults, that it
applies to all human beings of every age. Albert said during the interview that “Human beings
have the extension of life after they are born and see their surroundings for the first time and as
they get older they still continue to view their surroundings. They are curious about their
surroundings always trying to push new boundaries. Humans are powerful when they use their
imagination. Yet, we make mistakes so that we can learn never to do them again or at least
evolve our intelligence to be better” (Einstein, 2016). Transformative learning is determined by
the will in which direction you are going to follow. As we learn to transform from our mistakes,
we develop good reasons with intelligence to not do them again. It takes a time to make a new
path, but the relativity of learning continues on so that we can grow and become better human
beings. It is imminent that once we stop learning, that is the time in which we truly begin dying.
Einstein believes that his fear that technology surpassing human interactions has come true and
that there should remain a balance between humans and technology. It is decent to have the need
for technology, to help humans evolve, but people should stop interacting with each other as that
is when we become truly lost in the technological transcending world.
Albert’s Einstein view on the Great Idea of Time relates to transformational learning: by
allowing the imagination to grow more than knowledge and that because of time itself it is very
important that we realize who we are in this world, and that time only exists when there are too
many distractions put in front of us to hide the true purpose of our existence. It is important that
we do not forget who we are, but continue to build the human imagination to transforming our
learning for the future.
Conclusion
Transformative education is an experience which occurs as time moves us through life on
a continuous cycle. Transformative education forces one to examine their perspectives, meaning

of that perspective and the assumptions that follows. Shifts in thinking and the perspective are
presented in transformative learning when a learner understands the reality of how to fix the
problems that have carried through from a person’s Weltanschauung. From this class, I now
believe that “adult educators should have sufficient psychological knowledge and sensitivity to
be able to help health learners deal with common psychic distortions in meaning perspective that
impede negotiation of difficult life transitions” (Mezirow, 1991, p. 225). I also now believe that
all “transformative learning involves taking actions to implement insights derived from critical
reflection” (Mezirow, 1991, p. 225).
In a case for transformative education, we have shown how times allows for an
experience of transformational learning from several perspectives. The process of transformative
learning will provide a chance to examine our own perspectives and assumptions. We have
experiences a giant shift in thinking and we have grown to greater understanding of the process
that allows transforms adults in learning. Transformation is essential to our success as leaders in
the educational field because it changes our frame of thinking and allows the opportunity of
critical reflection upon our different beliefs so that new perspectives can be brought into our
lives. With the assertion, one can be certain that social transformation and individual change has
occurred. The process of transforming is unique to all human beings, as this unique being has
grown from transformative education a theory and practice of transformative learning for the
professional growth and personal change is being developed as we speak.

~CHAPTER FOUR~
Self-Assessment
Introduction
This paper will be a self-assessment of the work I have achieved in Nine lives of
scholarly writing II 602B. Everyone defines success a little differently. Some define it as owning
a giant house. Others define it as reaching their goals. But in the writing community there are
countless ways to measure success- completing the first draft, landing an agent, winning a
writing competition or receiving that first royalty check. I have achieved one of those things
from this class, that is writing my first draft and then reading that draft over again and again so I
can do the revision. I learned that words do matter when placed in the right way and that it takes
courage to speak out. Don’t be afraid in writing because you got this, you know what you are
writing about so make it count.
What successes did you have in meeting your goal from the last self-assessment 600B?
The successes earned in meeting my goal determined how I looked at myself and where I
wanted to be in my writing. It truly takes courage to write and I have what it takes to write, and
achieve my goals in writing. I’ve achieved a writing goal in never giving up no matter what
happens in my life or better yet use the feedback I have received to better my own skills in
writing. The self-assessment goal from 600B was that I should write every day, read through my
work, and to present my ideas. I have achieved writing every day, that is writing my own blog
and calling it Vermont Independent-Newsroom. With that I give you success because my writing
has evolved ever since I first begun putting words down on a piece of paper and I quote myself

on this one “making writing part of my daily practice,” and you know the famous saying
‘practice makes perfect’ yet that is very true.
Where do you see growth in your craft of academic writing?

The craft of an academic writer is determined on how well you do the work to find your
answers by brainstorming keywords from your question, researching at your library in books and
the internet, present the ideas from your research, present the facts, and write the conclusion. I
see growth in my abilities to research, brainstorm, and present the facts. I also see growth as a
human being because it is important to be as human as possible when you are writing in the
academic world. “write your question, research, present facts from your sources, and come to
your conclusion in finding the answer.”
Where could you still improve?

To understand improvement one must define what improvement is. Improvement is a
thing that makes something better or is better than something else. I can agree that my writing
still needs improvement and as a doctoral student I should be acceptable to understanding the
way I write so that I can not only make sense to myself but make sense to my readers. After all I,
have done to achieve success in this class, continuing to improve my words in quality. I want to
believe I am able to write anything I want to write about, therefore if I can believe in my writing
like believing in myself that I can accomplish anything I can do it though it takes strength to
achieve it.
What is your improvement for the next 15 weeks in 603A and 603B?
For the next 15 weeks in 603 A and B my need for improvement is determined in the
quality of my writing. Making sense, owning what I am saying, and delivering the truth in the
content I am researching hoping that others will make sense and add their feedback to my work. I

do enjoy good feedback from my peers and want to continue receiving that same feedback so
that I can continue to improve my writing while also be open to help my peers to improve theirs.
I created a facebook online writing group for the purpose of being a respectful online writing
workshop and community that will allow all writers of any skill to come in and share their
writing skills.
Your goal should be focused and sufficiently small so that you will be able to accomplish it.
My current goal is to never give up on writing, writing can make an impact in someone’s
life, and as long as you provide real facts with the truth that impact can have long lasting positive
effect. I believe in keeping my goals small because it makes them easier to achieve and
accomplish. Improving my writing skills is an art form because it is simple and we have to use it
every day. In addition, I will include these goals that I will also work to achieve:
1. Be specific
2. Measurable
3. Achievable
4. Realistic
These are simple and small to achieve in writing, and they are important as an academic writer.
Conclusion
A goal I have continuously worked on for the past six years is getting the chance to write
every day. This is the simplest goal I am able to be focused on and its sufficiently small that I
can accomplish it and have been accomplishing this goal. Making writing part of my daily
practice can include writing that is shared with others like blog posts, social media posts, and
comments on articles. My goal is to keep on writing and become a master at it.

~CHAPTER FIVE~
Develop Creativity in Music without Technology

In this study, the researcher will examine the issue of creativity and how it should be used
in music to develop creativity without technology. Creativity is a need in music classes, and
being a student of music myself I find it can be difficult to develop a good strong sense of
creativity due to how easy technology has evolved in our daily lives. The integration of music
education into the school system has a large impact on learning, discipline, creativity, cultural
awareness, self-esteem, and educational opportunity for school-aged children. Studies have
shown that education in the arts has a significant overall impact on the success of child across all
fields of studying, including math and reading. Creativity is fostered by giving employees the
opportunities to play, as Hallowell (2011) stated that “play ---imaginative engagement---
catalyzes advanced work, and managers can help tap into this phenomenally productive yet
undervalued activity of the mind” (p.6). People are motivated in this organization by the
opportunity to work where they play, play where they work, and work with an ethical leader that
carries core values.
Identifying the Issue
The issue I have chosen to identify, and learn to develop elements to help create a
positive learning environment in music without technology. So, to incorporate creativity in
music, I will help students develop a meaning to creativity without the use of technology.
Robinson (2011) stated “in all creative processes we are pushing the boundaries of what we
know now, to explore new possibilities; we are drawing on the skills we have now, often
stretching and evolving them as work demands” (p. 152).

Creativity is a challenge because of its process we embark on to achieve the result, and
clearly has always involved multiple processes that have had the intertwining connections
between each other. Creativity has always been a communication of ideas in music and the
world. Creativity is in more ways providing opportunities involving the choices we make, and
how we can elaborate on the ideas that emerge from others. The problem in creativity in music;
1. How can music instructors teach musical creatively?
2. Is it possible to teach musical creativity? (yes, it is possible, but it is not going to be easy.)
3. How to be creative without the use of technology in music?
4. What fosters creativity in music?
5. Continue to be musically inclined without technology.
6. Promoting creative thinking in music influences students to think outside the box.
In today's world, technology makes it far too easy to do anything in music. Learning to be
creative in music can be difficult and it's a process in which you must never give up on because
you won’t get anywhere if you do give up. Music is difficult but it's fun and you shouldn't give
up trying. That is why we must understand the issue of creativity in music without the use of
technology in music. Studies have shown that music education has a significant overall impact
on the success of child across all fields of studying, including math and reading. However, there
is a significant deficit of music education programming in low-income and minority
communities where students are found to have lower scores on standardized tests and lower rates
of graduation.

Music can go as far back as the cavemen, who did not have the resources we have today,
and still managed to be creative in everything they did like; building a home, the sounds they
used to develop their communication, and even their abilities to create instruments from the
bones of other animals. That was the first stage of growing our subconscious minds and evolving
the way the we lived. Skipping ahead years from the future of cavemen, ancient Greek life
punctuated by the song had created their history, poetry, sports and astronomy all from being
creative in music. Hansen (n.d.) said that “music was so important to Greek philosopher Plato
that he claimed the music we listen to directly affects our ethics” and “wonders what Plato would
say about the music we listen to today” (para. 1).
History tells us that technology has evolved our thinking patterns we use in music and
has promptly made music easier to obtained because you don’t need to sit down at a piano
plucking the notes you’ve written down on a blank piece of ledger line paper because all you
have to do is use a notating computer program that plays back what you have written without
ever knowing where the notes are being played on a piano or any other instrument. The goal is to
be creative without technology like in ancient Greek or Cavemen times, or think like Mozart and
how he came up with so many pieces we enjoy listening to in today’s culture on our iPods and
Internet connected devices. Technology has made music widely easy to access and provides no
real solution to how it was made or the process it took to get it done. The Process is what I call
the creative movement before the product can be made, where we take a part each piece to
understand what it took to create music, and what emotional feelings were triggered when music
was created.
In the book, Big Magic: Creative living without fear the author Elizabeth Gilbert (2013)
stated that "creativity is sacred, and it is not sacred. What we make matters enormously, and it

doesn't matter at all. We toil, and we are accompanied by spirits. We are terrified, and we are
brave. Art is a crushing chore and a wonderful privilege. Only when we are at our most playful
can divinity finally get serious with us. Make space for all these paradoxes to be equally true
inside your soul, and I promise - you can make anything. The Treasures that are hidden inside
you are hoping you will say yes" (p. 273). That in which is true, is hidden in all of us, and not
the technology we use to be creative with music.
Workplace Environment
The workplace environment take place at an independent school in Southwestern
Vermont that is dedicated to building responsible citizens and stewards of the greater world, and
builders of the future. The building mentors/organizational leaders are the teachers who carry the
influence of teaching quality and seek to improve the students’ ability to learn to create the needs
to our growing world. Creativity in this environment flourishes in the minds of the students’,
who do the work, and prepare the future.
Leaders
Leaders are self-regulated, self-prepared, and self-maintained. No one should need to tell
a leader what to do because they are attentive on being there to do their duties and help out when
needed. The teacher would go above and beyond to help when not needed because of the
environment to empower truth with motivation. Becoming involved as I did in this work
environment as the music teacher allowed me to personally understand that with motivation one
must understand the act of human nature itself to be a true leader and impact students’ in a
positive way. It is a need to “overcome the potent forces that disconnect people in the workplace

from each other and from the mission of the organization, and how to restore the force for
positive connection” (Hallowell, 2011, p. 6).
A leader in the work place should have core values. These values are the most important
aspects of who a leader should be, and how they treat others. In the workplace, a leader’s core
value about your students and staff are how they are treated them from day-to-day. Leaders must
have a core value that is solid. As per my example of being a leader, my core values were to be
self-regulated, self-prepared, and self-maintained as a music teacher. Taking the time to always
be there when needed for your students is exactly what teachers would do in this kind of
workplace environment. The core values are a lot like of a building, and like a building, leaders
in the work place must be as good as the foundation it is built upon.
Motivation
People are motivated in this organization by having the opportunity to do their best as
Hallowell (2011) stated that the most effective way to run an organization effectively was to
create an environment that naturally encouraged people to do their best (p. 14).
Teaching music is what I do best, so being creative is essential to my classroom.
However, there should be a little bit of everything when you are trying present all the content
areas, because that helps the deepen the knowledge and retention. There are 4 ways a motivated
student should be engaged, participating, asking questions, and putting forth a quality product in
music. Here are those ways I have had success with;
1. Be Zesty. You have to be excited to teach the material and if you’re not excited
neither are your students.

2. Build a 2-way classroom culture. Giving 100 percent of my effort is important and I
expect my students to do the same. We have constant dialogue about what is too
difficult, what is too easy, and any extra pressures they may be feeling, either inside
or outside my classroom, and we adjust accordingly. Using a Plan-Do-Study-Act
model, the study/act portion in my classroom has morphed into a dedicated time when
students are able to share their thoughts and concerns on what is working and what
we should adjust or improve.
3. Incorporate Competition. Having students compete with each other is good for the
brain in music education because it helps to enrich the mind with different
possibilities that allow students to succeed. One way for classroom competition in
music would be to Divide into groups of three or four. Set some simple parameters
and turn the activity into a game. It could be as easy as who can finish this the
quietest, or as complex as which group can come up with the most different but
workable solution to a problem. If the skill does not lend itself to being very
motivating, a competition certainly will.
4. Use Positive Reinforcement. Being positive about how music is being taught can help
increase creativity. The main reason why I didn’t stop in music because I had teachers
who continuously told me not to give up, to try harder, and always do better than
when you previously started. Music is tough but if we result to easier ways to be
creative with it then we are not allowing our minds to think and be creative.
Roadblocks

Creative block is your worst enemy, and it can come from almost anywhere. There are four
different types of blocks I have seen with students trying to create music.
1. The mental block. This is where a student is trapped in their own thinking. The solution
to getting out of this kind of block is to change your mind. Question your assumptions
and ask yourself the what if, and the adopt a different perspective in how to overcome
your obstacle.
2. Time Constraints. This is something I have to deal with a music teacher, each class is
only an hour long so we have work with what we got, and hopefully in the future music
class can be increased.
3. Close-minded people. Being close-minded can be difficult which is almost like the
mental block accept you have a one-way thought process. Best example to get out of this
is think of other perspectives because everyone’s opinions matter in music and in order to
be creative you have to be prepared to accept other people’s opinions.
4. Personal problems. Creativity demands focus and it’s extremely hard to concentrate if
you’re coming into class with issues. Best approach is to approach your personal problem
that is interfering your creative work because you either have solve the issue or find ways
to cope with your issue until it passes. Don’t let your personal problems stop you from
being creative.
As a music teacher, I find it is frustrating watching a student go through a creative block.
I find the job can be tough at times when there are time constraints and closed-minded people
because creativity needs time to flourish.

One major roadblock would be the impact of negative stress when you are trying to
figure out ways to be creative and can cause physical and mental health issues, burnout, and
eventual attrition. Breaking through the roadblocks would be enforce eustress, which is a
positive stress, and can result in increased job stratification, motivation, and increased self-
efficacy.
Creativity
Creativity is fostered by giving employees and students’ the opportunities to play, as
Hallowell (2011) stated that “play ---imaginative engagement---catalyzes advanced work, and
how managers can help tap into this phenomenally productive yet undervalued activity of the
mind” (p. 6). Allowing students to play in the environment they work in, can and most willingly,
provide opportunities to grow their creative retention in music. In my own ways of this creativity
to shine according to Robinson (2011) provided the opportunity in the creative processes to
“push the boundaries of what I know now, to explore new possibilities and to draw on the skills
that I have learned” (p. 152) in life from music and the rest of the world, often stretching and
evolving these skills as work demands so that job can get done, and music can be created through
the passion of the human heart and human mind.
Teaching Music
I am given the opportunity to expand the design of how music is to be taught. We use
technology but having technology in the classroom makes it far too easy to be creative with
music, so I am currently looking for ways that will enhance my students’ creativity with the help
of technology, and allow for their own creativity to come from their inner self without the use of

technology. I have always believed there to be three ways to increase creativity in music, they
are,
1. Finding your source: each individual has the source that drives creativity in music, and
finding that sources involves a series of being in the present moment with your beliefs.
2. Surround yourself with excellence: getting to know music, and other artists. Many artists
observe other great artists, and great artist’s observer extraordinary artists.
3. Just create: you want to put yourself in a position that is going to allow you to create
something from thin air. You don’t have to be perfect to be creative in music, you just
should do it because even know music is difficult it is completely rewarding to the mind
and your life. To create music involves, meditation (sitting in silent to focus on the beating
of your heart, and listening to relaxing music), yoga, and nature (the art of being outdoors).
Objective
It is important to be positive, create a positive flow in the workplace of music, and be
accepting of the ideas that your connections have invested time to create. A list of objectives I
believe that will assist the work of creativity in my environment:
1. Create a positive flow. I have created in my workplace that positivity can go a long
way, and what you mirror reflects to other signs of life.
2. Accepting of ideas in the workplace. I allow my students and staff to share their ideas
because we are all learning from each and cannot grow without the converging of
ideas, thoughts, and the human mind.
3. Be positive to your students and staff. Being positive is my optimistic way in saying,
we can get through nearly anything if work together. We are strong together. Without
positivity in my workplace, work becomes hard, and unbearable to accept any new

ideas. Be positive and accepting of your team because it is truly the team that makes
the organization clearer to obtain the mission complete of teaching each student to be
creative, innovative, and use self-inquiry.
The outcome that my group should try to meet is to obtain a clear view of understanding
how creativity should be mastered without the use of technology.
Roles
A. Define high-impact challenges: Help workers and teams to focus on areas of the
highest teaching impact, learning, and sustainable improvement towards their
students and school.
B. Strengthen high-impact connections: Enable teachers to connect with people who
matter, invite guest speakers into their class that are from inside and outside the
communities’ organization.
C. Amplify impact: Augment each teacher with the right infrastructure that allows for
adaptable space, smart capture and share, and mutual ownership.
Resources
a. A series of creative activities based on the principle of antiphony (taking turns and
contrasting two instruments, or groups of instruments.)
b. Creative projects in which students respond through improvisation, to visual or
literary images. The improvisations are then recorded and later reviewed to see how
each student creates through their own abilities, and then each student will take the
recording to practice ear training in creating their compositions on paper.

c. Vocal percussion, where students are able to use their voices to make music in many
ways besides singing. In practically every culture we can find examples of the vocal
apparatus being used as a rhythm instrument.
Method
Recognize efforts, not just results
Recognizing someone that you work with or a student for their efforts make them feel
good about what they are doing. It is a priority I put in place to recognize my students’ efforts at
what they do in music because after all their hard work even though they didn’t do so great in the
performance, they did their best, and that is all that matters. But through my students’ efforts to
do their best, they showed that they can do anything, and will continue to learn to be all they can
be. When you recognize the efforts of your people “results will more likely ensure” (Hallowell,
2011, p. 172). I would be the cheerleader to cheer even if they failed because we are all learners
that need to be recognized. Plus, when you recognize someone’s efforts they are more acceptable
to creativity.
Acknowledge people’s existence
When you acknowledge that your people exist they are more willing to do the work to
succeed. I know from experience that when acknowledged I always stood true and felt more
accomplished because I wasn’t just a thing to be pushed around, I was a human being and
someone that mattered. Hallowell (2011) stated, that a simply “high-five or a smile when being
passed” (p. 173) is an expression that I always use with my students and it really does work.
Results

a. Applying music to the stage
i. Solo recital performance
ii. Final group performance
b. In class assessments
i. Playing quizzes, tests, exams
ii. Free write music compositions without technology
iii. Practical application:
1. Invites of musical guests
Ways of Measuring Success
When it comes down to understanding the issue of how to be creative in music without
technology, you must first understand that there is no one choice to the cycle of excellence and
that you can use each step in maintaining excellences. You first need to select the option or the
process in which you hope to achieve. Secondly, you will need to connect with those you are
trying to teach your message to and make the daily commitment to understanding the meaning
and impact of the transference of the issue, and how the issue will be resolved. The third part will
be to be physical and allow time to play because it is important to “encourage free play of the
mind” so that imaginative engagement can produce new ideas, and creative thoughts”. The
fourth step is when you grapple the issue and grow with protentional because your goal to help
your people “engage imaginatively with a task they like and are good at, and then work to work
their tails off” (Hallowell, 2011, p. 178). The fifth step to excellence is allowing your students to
shine. The shining aspect of music would be when we get to end of the process of making music
we are then ready for the performance.

The most important area I think needs more work is the grapple and grow step because
when you are trying to grapple the issue, you can get stuck, and end up in the wrong direction of
where you want to go in the first place. In my issue that is to be creative in music without
technology, many might not understand how hard it is because technology these days has given
ease to making music with composing and recording software. Though recording software can be
used for beneficial aspects of understanding what we did wrong in the performance so that we
can do better in the next performance. But composing with technology used to be done on paper
with a pencil back in the days of Mozart and Beethoven, and getting back to their roots has been
difficult because of the vastly known world we live in today with technology.
So, if there is an area that needs growth it would be to grapple and grow. I am most
positive with much-needed attention to this area, the issue will be solved, and we will soon all
know the physical aspect of composing music like Mozart and Beethoven because the power of
the human mind is incredible to the point we can grapple the issue and grow in the process. We
also have to realize that “too much talk, too little talk” (Nass and Yen, 2012, p. 63) can
ultimately get in the way of getting through the issue when we just have to play, connect, and
allow our intellectual minds to grow and shine.
I am currently in a great leadership position as a music director/teacher and currently
always investing time to improve my management skills, and working on ways that will help my
goals in music teaching succeed. Hallowell (2011) stated, that it is important to “let passion
blaze your trail. Look ahead and pursue the dream that fits who you are as a person and a
manager” (p. 182). I read Hallowell’s statement with the understanding that the dream I currently
am pursuing fits my needs, life, hopes, health, environment, career, and overall happiness

because teaching music is the one calling I would rather do more than anything else and it’s the
one calling that I feel right at home with.
As a team player in the education field where I currently am employed, I am finding the
need to expand my opportunities in instigating change and creativity all the time. Change is a
good thing even though it can be scary at times because you never know what will happen when
the change occurs. But we have to be ready for anything, especially in music education because
change can happen quite often, and there can be doors opened or closed for good or for worse at
the same time. In music, creativity is a must and in order to make music I have to be accepting to
new possibilities that will allow for creativity to occur. In my issue, how to be creative in music
without technology is probably the most difficult task to breakthrough and only because
technology has become so widely integrated into music education with recording and composing
software. I like the idea that technology has become so widely open in music especially when it
comes down to recording but when it comes to composing, you can hear the notes on the
computer without having to hear them in your head, and this can take away the
challenging aspects music provides to my students. For me, it would be easier to sit at the piano,
write down the notes with a pencil on a blank piece of music paper, and then play the notes back
with making possible changes to what I am writing. I am a team player willing to teach my
students the proper way to initiate music through ear training, sightseeing, rhythm, art, passion,
instrumental, and creativity.
Conclusion
The information provided in this paper will help develop a strong strategic plan that will
allow for the creation of a music program that is completely centered around making music from
the heart like Mozart and Beethoven that will continue to advance learning by developing

excellence and innovation, improving the quality of music education without the use of
technology, and develop outreach opportunity programs where students are able to experience
hands on material from current 20th and 21st century composers.
~CHAPTER SIX~
Reflection
The goal of this course is to carefully examine creativity, inquiry, and innovation in way
that will build strong leadership goals in knowing how to select, connect, play, grapple and grow,
and shine.
Leadership
The leadership lesson I have learned throughout this course is to be optimistic, manage
happiness, find true authenticity in my passion, students, and staff, be generous in helping others,
and make an important impact on improving my life every day because nothing is perfect and
everything can be improved. Hallowell (2011) created five steps that are formed to be the cycle
of Excellence, they are: “Select, Connect, Play, Grapple and Grow, and Shine” (p. 6-7). When
examining some of these paradoxes, I believe that they are all just as important to maintaining
excellence in the workplace. You want to be the best candidate you can be to yourself, but you
also want to be the best candidate that can ultimately work successfully with your team. You
don’t want to be the boring type or the person that is disliked. You want to find balance, be
imaginative, creative, connected with your work and your colleagues (including students), and be
able to flourish so that you can shine through it all.
The elements in the leadership lesson should allow for open communication which is
essential to success and is very important among team members. Each member of the team

should do their share and work together so that everyone is on the same page, and when
everyone is on the same page everything should go smoothly and there would be less time
wasted if something did go wrong.
According to what I have a read, witnessed, and watched throughout this course I believe
a great leader is made by the unique skills and interests they put forth to enforce positivity to
build and strengthen the organization from the bottom up. A great leader will put in place actions
that contravene the negativity to forge connections and open doors to positive new relations
based on mutual understandings. A great leader will build a team to facilitate the needs of
working together or to advert a disaster as Nass and Yen (2012) described where “people
demonstrate their faith in their teammates by closing their eyes, folding their arms over their
chest, and falling backward shouting “I trust you” while the other teammate catch them before
they hit the ground” (p. 81). The leader will create goals that will challenge, connect, and impact
their team in a positive way like; Define high-impact challenges, strengthen high-impact
connections, and amplify the impact that allows each member of the team to be augmented with
the right infrastructure that allows for adaptable space, smart capture and share, and mutual
ownership.
A great leader will encourage their team to play and communicate with each other.
Hallowell (2011) stated that “play is what humans can do and computers can’t. Play is the
activity of the mind that allows you to dream up novel approaches, and fresh plans” (p. 113) and
is the beginning stages of creating a whole new world. The first suggestion for encouraging play
in any workplace would be to ask open-ended question. I believe that asking these types of
questions lead to engaging the power of the imagination because you have the imagination to be
able to focus on what you are getting ready to perform. Hallowell (2011) stated, that “Socrates

was the greatest master of this technique, which now bears his name. The Socratic method
remains one of the best ways to teach. Instead of giving answers, ask questions. People will give
you answers you never expected, and often knew they never had” (p. 128). That in which is true
lies within the possibilities of making answers from your imagination.
The second suggestion for encouraging play in my workplace would be to give students,
and staff time to go somewhere away from work and think. I believe that when a person is able
to take the time to sit or stand in a place outside of their area, to ponder their abilities, is a great
way to encourage play. A great way to implement this is by taking a simple walk outside to get a
breath of fresh to please and calm the mind, and stimulate the mind to think, play, and work
hard. The outcomes I would expect from implementing this suggestion would be that my
students and staff felt they were able to concentrate better.
A great leader would give time to build creativity so that their staff or students can build
from their journey to be productive in what they are trying to achieve so that they can get to the
next level. As a leader, I will consciously engage my staff and students to be creative, have fun,
take a break when need, and enjoy the little things. Robinson said there are huge benefits to
consciously engaging the whole staff and I stand by those benefits.
Conclusion
As a leader, it is important to know the meaning of creativity, inquiry, and innovation.
Creativity is the relationship between a human being and the mysteries of inspiration, inquiry is
the act of asking for information while doing the investigation, and innovation is the action or
process in defining a new method or idea that leads to better solutions and meets the
requirements of your team.

~CHAPTER SEVEN~
Research Topic
Music and sound have been influenced throughout the history of human life on this
planet. Today music and sound are used as a medicine to improve the overall quality of life, to
discover what music does to the human stress response, and how it affects the human brain.
Research finds that students of music and have increased creativity and reasoning about school
and life.
This research topic is on the effects of sound on the human body are, and will be detailed
with information that focuses on the aspects in the books that pertain to my research question.
This will provide, to my reader, the views of the author's arguments, and my own arguments on
sound and music, and how this topic relates to the human body.
Research Topic
In the beginning, was the WORD and the WORD was SOUND. The sound is the word,
everything began with a frequency. When we think of how we were made most of us think that
we were created by an ultimate being, but there is more to our creation, and how we came into
existence. Our body is a divine creation of sound or frequency, and without sound, our bodies
would not simply exist. The sound is the existence of vibrations that travel through the air or
another medium. Sound travels in each person and is the vibrational frequency that keeps us
alive.
The human body has a frequency range between 62 and 90 MHz, which is surprisingly
good to know since there are so many unnatural frequencies that buzz around affecting our
bodies in negative ways, and when there is the right balance, those unnatural frequencies can
cause health issues and damage our immune system. With this in mind, we can use sound as a

medicine to improve the overall quality of life and cure such things like anxiety, or depression.
Sound and music can also help us to learn and develop an understanding of what certain types of
music can be used to get the focus of a student’s perception. Music genres like; pop, jazz, rock,
classical, and hip-hop can be a proven and useful tool for empowering students to learn in class,
and to keep their attention on the topic the teacher is trying to teach.
Knowledge of Topic
Hendy (2013), engages in the idea that “sound is ‘amplified age’ when humans came
about on planet earth” (p. 23). The contradiction is that there is no physical evidence of this
and no way to know if sound even existed during the first humans because the first humans
could not understand what a sound was.
According to Cowan (2016), “sound energy is generated when a medium is
disturbed by a particle motion” (p. 2). Using water for this example sound causes water to
ripple different designs, and so if sound can cause the water to do this what would happen
when a certain sound or frequency is used on the human body?
Harrison (2006), described that “Occupational Health and Safety related to vocal and
hearing health; • Vocal anatomy and physiology, and more importantly, vocal function;
Relaxation techniques and concentration/meditation techniques; Awareness of the importance of
the joy in singing; Awareness of the importance of key signature in relation to the student’s vocal
register; Rib-cage breathing technique” (p. 7) allows for deep breathing exercises to occur that
helps the body heal. The objection is that everyone is different in the effects of sound and what it
has to do with the human body.
Importance of Topic

The importance of this topic, is to understand, its effects on the human body. Our
hearing is one of the most important senses, necessary for basic communication, speech and
awareness. The sound is caused, by something emitting energy in the form of a vibration. As
human beings, we emit this energy to communicate to other human beings, and animals, or use
certain sounds like music to infuse a lesson plan in order to get students attention.
The importance of sound goes back billions of years at the beginning of the big bang and
provides us the perception of what reality is today. Many species use sound not only to
communicate but to assess the nature of their surroundings dependent on the way they interact
with the emitted sound waves. So, sound without a doubt affects the human body by the way we
respond, and by the way certain devices have a response to our body. Studying this topic, will be
an enlightened one because it will develop a new way of thinking so that it can build new reasons
in the health industry, create new lesson plans in music education, and allow for a deeper
discovery of what we can do with other frequencies that are unnatural to the human body, and
how we can make them natural so that positive effects can flourish through the brain and body.
Literature Review
The effects of sound on people cover how the operation of the hearing mechanism affects
our reactions to sounds that include research from studies on noise sources. This research carries
a deep concern that such noise that comes from transportation, public utility, recreational sources
had a negative effective on the human body (Hendy, 2013), and defines the effects of low and
high frequencies on the human body (Cowan, 2016).
The story of sound had developed over the years since human beings took place on earth.
We learned to communicate, understand, and live alongside other human beings by using sound.
Through our use of sound, we then understood how we could use our communications in songs

and sing certain melodies (Harrison, 2006). Singing then became part of human nature, and had
offered a fresh new insight into understanding how the voice works. In this new discovery, we
explored and articulated our words in a musical interpretation of human activities, and of life.
Evidence
Since the understanding of sounds, according to Hendy (2013), that “The third
ingredient in our understanding of sounds social role in history: anxiety. What makes us
anxious? Usually, it’s the alien, the unfamiliar, the other. And the very notion of an ‘us’ and a
‘them’ that has been reinforced at key moments in the past by repeatedly distinguishing
between sounds ‘we’ make and the noise ‘they’ make – whoever ‘we’ and ‘they’ may be” (p.
329). Cowan (2016), learned that “acoustics is the science of sound. It involves many
scientific disciplines, most notably physical, mechanical, electrical, biological, and
psychological components” (p. 1) do have an effect on human behavior and should be
carefully developed so that, we, do not interfere with the natural frequency of the human
body.
Harrison (2006), understood that “each voice possesses distinctive features independent
of phonemes and words. These unique acoustic qualities are the result of a combination of innate
physical factors and expressive characteristics of performance, reflecting an individual’s vocal
identity” (p. 2), and that the power of the voice can make a long-lasting impact in the future of
humanity in music.
Conclusion
Indeed, research shows that sound has been around for billions of years and is widely
been involved in the evolution of human activity. Sound can be, used to improve one’s health
issues, but can also be used as an unnatural substance, that can impact the human body

negatively. With the understanding of sound, human beings, have developed, a distinctive feature
with the use of words and these words can be put together into a song, where with the
appropriate melody, can be produced to make a very powerful impact in the future of humanity
evolution with music.
~CHAPTER EIGHT~
Organizational Development Plan
Organizational Development
Organizational development exists to provide an organization a planned coordination of
the activities, that have a number of people for the achievement of common explicit purposes or
goals through the division of labor and function, and through a hierarchy of authority and
responsibility (Schmuck et al., 2012). This type of development would be considered an act or
process, a result or state of being that is developed, to promote growth, to evolve the possibility
of improvement, and to further a study so that it can be enhanced.
Settings
The Bennington school where the Organizational Development (OD) Plan will be
implemented carries a unique structure due to the rural area of Southern Vermont which services
part of New York state, three counties in Southern Vermont, and parts of Western
Massachusetts, and is filled with prosperous nature scenes that makes this school a perfect place
for learning. The administration of the private school is responsible for the output of its program,
and to make sure it runs successfully. The current school environment values innovation,
creativity, and encourages students to be active members of their community. Parents, teachers,
and students of the school are empowered to help guide their school in the right direction so that
they can play, learn, and grow in Southern Vermont.

OD Design
Survey-data-feedback design was selected as the design plan for this project. According
to Schmuck et. al. (2012), the survey-data-feedback design is when “data feedback is given to the
district leadership team. The model called for the leadership team to use data to identify areas for
improvement and weave the improvement opportunities into their annual strategic planning
renewal meeting” (p. 67). This model “also called for members of the district leadership team to
involve the site principals in analyzing the site-level information and develop solutions to
identified implementation problems” (Schmuck et al., 2012).
Diagnosis
It would be best to give a diagnosis which is considered the “data-collection stage of an
OD Intervention” (Schmuck et al., 2012). The data collected is to identify the means of the
problem that occurred at my school in Southern Vermont with the decline of the student
population. Most families are moving out of Vermont due to the lack of education a student
would receive in a private or public school. This problem is caused by funding issues and high
property taxes in the state of Vermont.
The data that was collected shows a decline of the student population from 1997 to 2015,
and shows since 1997 there were 103,000 students in Vermont where today it has fallen to
78,000 in 2015, and in my current school today the number of students are 6,500 in 2017. The
problem is the declining of student population due to families moving out of Vermont due to
high property taxes, higher school budgets, and poor quality of education due to funding it needs
to keep so that it can support student learning.
Planning

The planning stage, “involves both district and site level principals and site leadership
teams in solving priority problems” (Schmuck et al., 2012). In this stage, a “detailed action plan
was created and incorporated into the schools’ plans” (Schmuck et al., 2012) that included three
smart manageable goals that can be measurable in solving the problem. The three goals are: 1.
Establish the overall direction for and focus on the program. 2. Define the scope of what the
program is and how to attract parents to enrolling their children at this school. 3. Serve the
organization so that program objectives can be created.
Implementation
The implementation stage “entailed putting the action plans into effect at both district and
school site levels. Because each site tailored their plans to meet site specific needs, there was full
support by teacher and parents for this implantation” (Schmuck et al., 2012). The implementation
plan, as we have established, focuses on inviting students and parents to be a part of the program,
and will gain the attention of the community. The school defined the scope of what the program
is about, which will develop the minds of each student with real-world problem solving and offer
assistance so that each student can succeed with their specific needs. Each staff, teacher, and
students will serve the organization so the program objectives can be created and met for the
future of tomorrow.
Target System Participants
Participants will include the Private School teachers, staff, and the superintendent of the
Southwest Supervisory Union in Southern Vermont. The facilitators will be the Superintendent,
Staff, and Principal of Bennington School.
Problem Analysis and Recommendations

The issue or problem that is faced in my school is the decline of student population
because most families are moving out of Vermont because of the lack of education a student
would receive in a private or public school. For now, private schools seem to be safeguarded
because most parents have decided to take their children out of the public Vermont school to
attend a private Vermont school, however, the problem is rising and all across the state of
Vermont schools are losing students. The current school I teach at is private and is fairly new to
the area has classroom sizes of 20 or fewer students and rapidly declining. According to
Vermont Public Radio (2015) “Since 1997, there were 103,000 students in Vermont where today
it has fallen to 78,000 in 2015” (para. 1) and in my current, school the number of students are
6500. The issue or problem is faced with the declining of student population due to families
move out of Vermont because high property taxes, higher school budgets, and poor quality in
some small towns trying to afford to pay for the education it needs to keep and support students
learning.
Based on my analysis above, my current school which is still new to the Vermont
educational system has a total population of 6500 and only because parents decided to transfer
their children out of the public schools and into private schools where they can have a bit more
say of what students are learning. To improve my organization, I would call in Special-interest
OD design for bringing stakeholder voices into the decision-making Schmuck, Bell, & Bell
(2012) to try and increase the school’s population, but also keep the costs low to our parents
who have transferred their children over or are in the process of thinking about transferring to a
private school in Vermont.
The recommendation should require the decisions that are made to increase the
population, to provide an effective method that stays on course so that the organization can gain

its benefits. According to Fullan (2011) a resolute leader, in the case the stakeholders consider
“using their change to savvy such leading progression that is focused and determined to pull the
organization through by mobilizing and developing others in the organizations” (p. 31) so that
they can be a part of increasing the population of the school as a whole.
Goals
The following goals will assist the stakeholders in increasing a private school’s student
populations. 1. an honest assessment of your website’s overall health, content, and ease of
use is the first step on a path to better conversion rates. Questions to solve and answer
would be: a) How much will it cost? b) How long will it take? c) What will I get? Having
those details along with an easy-to-find form to request more information, are the two
most important steps in structuring the content on your website. 2. Add leverage for social
conversation would bring a tool used in social media that will showcase the school itself
and its personality that would catch the eye of the parents, and their children. 3. When the
time is right stakeholders will measure and improve because if you can see the problem
that exists, you can fix the problem, to improve the overall experience a student would
receive when attending this private school. 4. Stakeholders will be proactive and specific as
the first exchange with a prospective student is the beginning. Nurturing leads through the
enrollment increase of students at the school, the school needs to be fun, and provide an
experience that will shape minds to better the future of the world.
The three smart program goals that can be measurable in solving the problem are:
1. Establish the overall direction of the school’s program will involve; teachers, staff,
and the principal.

2. Define the scope of what the program is and how to attract parents to enrolling their
children at this school. The timeline given for this plan will be four months, that is from:
May through August before the beginning of school on September 12.
3. The outcome of this will be by evaluating the school’s program choice by defining
objectives created by teachers, staff, and the principal. Use a data collection of the
questions and objectives created that will need to be focused on, and then determine an
analysis of the data collected and data evaluation to make sure that the plan is still serving
the needs of the private school.
Organizational Development Plan S-T-P
When looking for solutions to problems “the group should have reasonable skills in
communicating, some skill at watching its own process in meetings, and some hope of
agreeing on goals” (Schmuck et. al., 2012). As an example, during the last meeting our
stakeholders, staff, and teachers came together to determine the issue, undermining the
target and created a path that would develop a leading progression that would be focused
and determined to pull the organization through. Each member of the meeting gave their own
reflection on how the problem could be solved, and everyone agreed on the smart goals they
would need to help them provide a path of forwarding with the solutions.
Stage 1 – Specifying the Problem
According to Schmuck et. al. (2012) “a group may come together to discuss a
problem that is already well delimited in their minds,” and “good problem solving requires
readiness” (p.155). Our stakeholders put together a savvy leading progression plan that

will determine the success of the school that will define the problem, and determine the
solution to move forward.
The Issue: Decline of student population over the first years of the new school opening
due to families moving out of Vermont because of the lack of education a student would
receive from a private and public school, and the high cost of property taxes in the state
of Vermont.
The Target: Reinventing the school’s website that provides knowledge about what
students will be learning, and why the school is the best for students to be enrolled in.
Our path: According to Fullan (2011) a resolute leader, in the case the stakeholders
consider “using their change to savvy such leading progression that is focused and
determined to pull the organization through by mobilizing and developing others in
the organizations” (p. 31) so that they can be a part of increasing the population of
the school as a whole.
Stage 2 – Helpful and Hindering Forces
It would be wise to understand what can be helpful to a small rural private school on
the issues of population control. While the programs are being made, Schmuck et. al.
(2012) stated to “avoid arguments and evaluation, suspend critical judgment, but
encourage paraphrasing for clarity” (p. 160). Helpful and Hindering forces are as follows:
Helpful Forces Hindering Forces
Establish the overall direction and focus Lack of support from the community.
on the program.

Better the school’s curriculum so that Not being able to come up with a decent
students can be more interested in plan that will solve the problem in school
enrolling. enrollment.
Effective leadership where everyone can Resistance to Organizational change
agree on the plan that is committed to
building the capacity at the school. Economic changes
Action Plan
Based on the recommendations, the school’s principal will submit the proposed plan to
the Superintendent that specifies the problem, provides helpful and hindering forces, an analysis
of the problem and recommended goals so that stakeholders can succeed, and the diagnosis,
planning, and ideas for implementation of this plan design can move forward. The idea is to
understand the needs of the school, how it can perform better, and how the school can increase
its population that can be prosperous in the Southern Rural area of Vermont.
Conclusion
Indeed, Survey-data feedback, as an OD Plan focus is the way to go, and provides the
opportunity for members of the community; like: parents, teachers, staff, stakeholders, and
students a chance to voice their opinion on the ongoing situation of their school. The evaluation
of this data will lead to implementing strategies and planning for this Organizational
Development plan that will bridge the gap of understanding the problem, and bring together its
community to fulfill its destiny with purpose. The role of leadership here becomes the plan to
implement its needs, ways to succeed, and will create a future for this private school in the rural
area of Southern Vermont.

CHAPTER NINE
PERSONAL GROWTH REFLECTION

This paper is a personal growth reflection in Organizational Leadership, and what I
would include in my personal leadership profile. The first part of understanding how to be a
leader is knowing how to conform a complex situation into a simple situation. Being simple
minded might be difficult, but it is the work of a genius to overcome such obstacles. I would take
the challenge to providing a defined mode of Organizational Leadership ground to my personal
leadership profile while reflecting that good ethics should come naturally, good morals that
believe failure is not an option, and faith in my ability to remain a learner. Participation, shared
power, and truth are great starters amongst your team, and consistency, coaching, and
communication are my three goals for professional growth in Organizational Leadership.
Define A preferred mode of Organizational Leadership ground in your Personal
Leadership profile
A preferred mode of Organizational Leadership ground in my personal leadership profile
would be in simplicity. I have always believed that being too complex is difficult, and is unclear
to understand anything that is going on around you. Simplicity is an imperative for successful
leadership. As a leader, I would embrace any significant challenges that come my way and
would approach those challenges with a simple mind. I am not meaning in any way to dumb
things down because I understand it takes skill to take in and process complex information. This
means I would cut through the complexity, and make things simple for myself and others. This is
my preferred mode of organizational leadership to be grounded on, and it is attached to my
personal leadership profile.
Simplicity is true knowledge, and knowledge is power. It would be wise to those as an

organizational and change leader to accept the facts that not everything is going to be easy, we
just have to work a little bit hard to achieve the simplicity we are striving for even if we do not
get what we want in the end. To make things simple is to create clarity amongst the team you are
working with, and once you have achieved this clarity when a concept, or idea appears to be
complex and confusing, it now makes it simple and clear to be fulfilled.
Reflect on How Your Organizational Leadership is Ground in your Ethics, Morals, and
Faith
First, I would like to say, that my contributions in my organizational leadership make the
person I am today, and this is because I have a deep respect for learning, learning with music,
and enhancing the minds of my students as a teacher. Without giving a world of thought, I
understand that having good ethical skills should come naturally. I believe that I am confident in
understanding where I stand in my ethics because I know if I do something wrong it would be
costly to my career. I enjoy being a leader and helping others, it is in my nature and will always
be. My morals are strong because I have a “Susan B. Anthony that “failure is impossible,” and I
believe we are all in this together as a group of “learners” (Fullan, 2011, p. 111). I have faith in
myself that what I do, and how I do things projects as a good productive leader. Though
sometimes we have to learn to understand that when something bad happens, we must, at all
costs, learn from why something bad happened with different ways of thinking. These functions I
discussed are my grounds in good ethics, morals, and faith.
Principles set forth by Deaner

The principles set forth by Deaner (1994) include the use of “human resources,
participation, collaborating, democratic decision-making, regenerative interaction, employee
empowerment, employee influence over organization destiny, openness, authenticity, and

honesty” (p. 436). These principles also include a model of OD ethics; they are, 1. Participation
which “states that all people affected by organizational change should have the opportunity to be
involved in it” (p. 437). 2. Shared power which states, “that all peopled affected by
organizational change should have the opportunity to share decision-making power related to the
change project” (p. 438), and 3. Truth; which states “that all people affected by organizational
change should tell each other the truth, including such objective information as rationale for the
project, goals, expected problems and cost/benefit figures” (p. 439).
Three Personal Goals for Professional Growth in Organizational Leadership
It is often difficult to be responsive, clear, and consistent (Schmuck et al., 2012) in an
organization when demands are pulling you in multiple directions. Defining three personal goals
for professional growth in organizational leadership would make it better in having a strong
dedication to success. The three personal goals that I identify with are: 1. Consistency, 2.
Coaching, and 3. Communication.
The consistency goal would involve establishing the clear expectation and following
through on them. It’s behaving in alignment with your organization’s values; as well as, your
own and behaving in a steady manner. It’s also keeping promises or renegotiating them if you
can’t keep them in a straightforward way. The coaching goal is a perfect tool to have when
aligning the values of your culture with the values of your team members. It is also a primary
way that I like to do most to motivate your team members, and let them feel that they are
learning, developing and becoming more successful. The communication goal; communication is
the key to success and of course, you want to have a strong communication towards your goals
you want to achieve. Change leaders work every day with team members who have different
opinions, values, beliefs and needs. The ability to exchange ideas with others, understanding

perspectives, and solve problems depends on how effectively we are able to communicate. I
know stressing good communication skills involves verbal, nonverbal and paraverbal
components that are why we need to make clear and concise messages so that, the message we
are trying to get across can be heard clearly and can be put into production.
Conclusion
Indeed, while we come to face decisions that are unclear, we must realize the direction
we are going and change our way of thinking so we can be successful with what is unclear.
Simplicity is true knowledge, and knowledge is power. To make things simple is to create clarity
amongst the team you are working with, and once I have achieved clarity when a concept or idea
appears to be complex and confusing, it now makes it simple and clear to be fulfilled. As a
change leader, it would be my job to fulfill the requirements needed to be simple, and inspire
others so that my personal growth as an organizational leader can flourish to do great things in
the future.
~CHAPTER TEN~
Dream #1467
Can you believe someone could most definitely remember their dreams? If you guessed
it, then you know who it is and he’s writing this right now.
I have a lot of dreams, but only most recent, say, the past year I have had colored dreams.
These dreams come to me with messages both deep with truth and personal to my life. I cannot
share my personal dreams with you because those are meaningful purposes that have shaped my
life, and you should get your own, but I can share my most recent dream with you all and that
when you hear this will think no way, and how could some live through that.

I did say meaningful purpose!
This dream begins on the adventure of a road trip, I wasn’t driving, but my spiritual
leader was. We were driving along and I look out the back window and notice someone pulling
out a pistol, they fire three rounds (no they didn’t shoot at me), at someone else driving in a Ford
pickup truck and then as that truck stopped, the person who fired the three rounds used the fourth
round on himself. Of course, I am thinking like, oh shit what am I going to do, and how can I
help the person in the pickup truck?
If you guessed it? I told my spiritual leader to stop the car right now and let me out. I ran
over (probably the stupidest thing I ever did) to the guy who shot himself first to get a better look
at him and of course kick the gun out of his hand. Making sure that he wasn’t going to hurt
anyone else (of course declared dead), I ran over to the pickup truck. Luckily the one shot was
only hit once and nothing too serious, but just serious enough. I tried to call 911 but the cell
phone towers were all down, so I helped this person (who had three other scared individuals in
the truck with them) out, and I told the other three to stay calm and that I am here to help. I asked
them to help me with the injured person and that I needed to drive the truck to the hospital (I also
had one of the person sitting next to the driver hold something so the bleeding could be slowed).
The person who was injured said “OH God I am going to die,” and I told the person you are not
going to die, I am here with you and not going anywhere. We made it to the hospital and I said
okay to the injured person I am going to lift you up, hold on to me, and we are going into the ER.
Not an experienced person on this situation, but seriously I acted quickly enough I saved
HER life. Little did you know, she was this beautiful angel, my one and only, the life of my
future life.

The moral of this story is, if you see a situation and you feel the urge to act, then act with
all your heart and save the person because they could just be the person you waiting for, and who
that person was waiting for to.
ACT IN KINDNESS AND IN LOVE
BE THE LIGHT IN SOMEONE’S EYES!

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The Evolutionary Writing

The writings of Justin Gamache, B.S., M.Ed.

ALL RIGHTS RESERVED © April 28, 2017

mistakes I have made and correct them.

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I have written about.

My formal education taught me to be inspired by whatever it is I am doing, whether that

writing. By seeking and acquiring a formal undergraduate degree, I was inspired to be an

Masters in education. Here I am today in the beginning of my doctoral studies, hoping to

authentic in our own creative words.

In my conclusion, the building blocks of my writing experiences have brought my life

allow my heart to lead my thinking and be as clear and concise.

ALL RIGHTS RESERVED © April 28, 2017

Where could you still improve?

perfecting my writing, I feel as if I could continue to improve this factor in my craft.

ALL RIGHTS RESERVED © April 28, 2017

through thought on how we can all improve in our writing skills.

comments on articles. My goal is to keep on writing and become a master at it.

ALL RIGHTS RESERVED © April 28, 2017

teacher in every classroom.

When Education Research Matters

ALL RIGHTS RESERVED © April 28, 2017

in which political studies are conducted and formed.

NCLB and Scientifically-Based Research

quality of education research.

A Reader’s Guide to Scientifically Based Research

ALL RIGHTS RESERVED © April 28, 2017

ALL RIGHTS RESERVED © April 28, 2017

discover the conditions necessary to make programs work” (para. 21).

scientific-based research to influence our education policymaking. We must understand

The concepts of educational theories and information involves many ethical

considerations. These considerations will promote professionalism and courtesy in the

ALL RIGHTS RESERVED © April 28, 2017

required for educators to follow.

point of morality is the happiness of others" (Rachel's, 2012, p. 3).

the world that is continuously spinning in my life.

ALL RIGHTS RESERVED © April 28, 2017

moderation or self-restraint, and being able to give forgiveness/mercy while understanding

rationalization in my professional environment to respect the boundaries of others, do’s and

ALL RIGHTS RESERVED © April 28, 2017

The Ethics of Self Care: The Ethical Body

My body is my temple as it leads me to this life, so I must remain ethically healthy as

just not clicking.

my place” (Willard, n.d.).

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others I wish to share this information with the world.

The Ethics of Self Care: An Ethical Mind

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honest with people. (p.21).

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day better and that has made all the difference.

The Ethics of Self Care: An Ethical Soul

ALL RIGHTS RESERVED © April 28, 2017

making as well as how the soul in making decisions is explored.

inward to help form, or deform, our lives” (p.47).

ALL RIGHTS RESERVED © April 28, 2017

and process to ethical decision-making.

disposed to the unethical activities of corruption.

The Ethics of Community-Care

ALL RIGHTS RESERVED © April 28, 2017

circle of trust in my family, and the culture it creates as a community alone.

continue to make myself reflect and draw nearer to my soul.

be all that I can be in this life and in my community.