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urchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org Purchased from AOTA for the exclusive use of Saleh Bukhamsin (saleh-bu50@hotmail.com 000004590130) © 2019 AOTA. Please report unauthorized use to aotapress@aota.org

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Gratitude is not only the greatest of virtues, but the parent of all others.

—Cicero, 106–43 BC

So often, gratitude is an afterthought: a thank you as you walk out of a room, a note card, a bouquet of flowers, even a hug. However, when you begin in gratitude and try to live in gratitude, you are ever mindful of all that abounds in your life. My state of gratitude is grounded in the company of sojourners from many walks of life, all of whom offer a continuing source of love, support, and encouragement, often to the point of overflow. This lecture is dedi- cated to all of you.

Education as engine is short and alliterative and creates a great image for an entity that connotes power: power to transmit, power to transport, and power to transform. Education as engine is predicated on an overarching concep- tual framework in three parts. Part 1: Education as Product invites you to see education as a commodity that directly benefits society, one that will transmit down through each generation. Education as Product serves society; it is not personal. Part 2: Learning as Process invites you to see learning as different from education and not confuse the two. Learning as Process is personal and directly benefits us as individuals such that we may transport our ideas in fluid and flexible ways. Part 3: Living as Progress invites you to see yourself as a “living-ologist” (my term), looking at lives as they are enacted over time and intervening at key points to transform that which has been disrupted. Living as Progress is a societal and personal journey and the linchpin of our profession. These three constructs have potential to evoke change only if you are willing to think about them conceptually, to think more abstractly than you usually do.

As with theories, concepts are not bound by place and time, nor can they have conditions attached to them. It is their very abstractness that gives you the freedom to apply them anyplace, anytime (Reynolds, 1971). This Slagle Lecture is not about generating a thousand solutions you can implement tomorrow. It’s about doing more reflective thinking before engaging in making change. Consequently, I’m the catalyst to spur your thinking, and you are the change agent, not me. Your unique professional context and role is what will generate a take-home message. I do not have a one-size-fits-all message. However, if it helps you, think about a context-specific education change you would like to make and how you might approach such a change using one or more of the three constructs: Educa- tion as Product, Learning as Process, or Living as Progress.

Part 1: Education as Product

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