Statement of Educational Philosophy

That we treat each other with respect ought to be at the core of all educational endeavors. For without this precious quality we do not advance greatly as people.

Fairness, critical knowledge, discipline and flexibility ought to also form the foundation of the educated citizen. Education, training, sensitivity, and fullness could become bridges for building understandings, which help transform seemingly insurmountable barriers to bringing people, ideas, and institutions together in mutually productive ways.

Education as freedoms that buttress and ultimately eliminate prejudice, fear, ignorance, and persecution is a worthy ideal to construct.

Self-discovery is a flowing stream of awareness that resonates with the enlightened person.

The enjoyment of learning, the struggles with knotty problems, the embrace of refined human values is ultimately the ends of education in many times and climes, despite the constant battle with barbarity.

To do unto others, as you would have them do unto you, is still the Golden Rule for me.

To discover others perceiving of and acting on their fullest potentials in whatever they strive to do, is what never ceases to thrill me- especially when we use integrity, intelligence, and intuition to better ourselves! Nature gifts should form the basis for an education that takes account of intrinsic worth.

Yet in all things, to let moderation guide learning is a wise precept to follow.

ABCAPE Educational Consulting Services

With an educational approach that fosters success through effort, you can raise your creative powers through our holistic education means.

• Consultation
• Second Opinion
• Review of School or Special Education, Enrichment, Gifted, Learning Differences Records and Psychoeducational Assessment
• Individual Educational Plan (IEP) Meetings, School Conferences
• In-service Training
• Assessment
• Testing and Language Learning
• Individual or Small Group Sessions
• Study Skills and Organization
• organization of time, materials, information, knowledge, values, communication
• listening, learning, and memory
• note taking and observation
• effective work habits
• planning for and preparing for writing examinations
• communication with peers, teachers, and parents
• Academic Preparation for Postsecondary Education (colleges, CEGEPS, Universities)
• Transformative Education Methods
• Editing
• Academic Guidance for Thesis and Dissertation
• Speaking Engagements
• Conferences
• Personal Coaching
• Research
• Tutoring
• Language
• Cultural Values Education
• First Nations Education
• Professional Development
• Teacher Renewal
• Administrative and School Evaluation
  • program
  • curriculum
  • teaching
  • student development
  • materials and resources
  • finance and funding special programs
  • voluntarism and community service
  • Theory of Integral Education ©

Integral Learning: A Noetic Assessment Kit (NAK) and its Impact on the Development of Linguistic Capital (LC)

The aim is this Kit is to tap into potentials for their realization. It is used with children and adults from kindergarten to adult and incorporates the diversity of learning abilities and disabilities of native talents and language habits. Performance, its improvement, and unleashing patent and latent creativity is the primary objective of this Kit.

This Kit is directly based on similar orientations of Integral Yoga as expounded through the ages and more recently on the teachings and practices of yoga in the East and West including the Egyptian use of Maat.

AIM: EDUCATION AND TRAINING TO IMPROVE AND ENHANCE LEARNING IN PERSONS AND ENVIRONMENTS

• Intellect
• Integrity
• Intention
• Information
• Initiative etc.

Effects of Linguistic Capital on Social and Economic Integration of New Arrivals into Canadian Society

There is a notion that the Host language that is not equivalent to the mother tongue leads to:

• Acquisition of the host language in school or formal settings
• Shift means habitual use if one language to another
• Acquisition is not universal
  • Native speakers = mother tongue
  • Shifters = mother tongue that is neither English or French
  • Acquisition = use of but do not speak Official Language
  • Immigrant = one who is not able to use English/French (de Vries, 1996)
• According to de Vries (1996) English Language Acquisition depends on:
  • Language Environment
  • Language Processing
  • Age and Receptivity to learning
  • Personality
  • Language One and Two used
  • Acquisition Order

The transfer of Theory to Practice

I want to apply these research concepts to educational services that help learners adjust better to language development through:

• Literacy Projects
• English as a Second Language Programs
• Tutoring
• Peer Learning
• Multilingualism
• Multiculturalism
• Multifaith/Ethical approaches to individual/group learning; and
• Acquire Leadership Development Training

I want to then include the following terms of reference to Speakers’ linguistic assets:

• Speech
• Phonics
• Linguistics
• Linguistic Capital
• Hearing
• Hearing Impaired
• Listening Skils
• Listening Tests
• Tomatis’ Research

I wish to also subsume teachers’ perceptions of where their methods intersect or diverge from learners objectives to acquire linguistic skills, attitudes, and knowledge in general:

• Modules for ESL
• Materials for ESL
• Cultural Relativity of Materials
• Learning Disabilities (K-12)
• Talent Pools

Objectives

• Measures: Quantitative, Qualitative, and Holistic
• Comparisons: Intrapersonal and Group

Boundaries

• Grey Areas: Cross Boundary Transgressions
• Intertexuality
• Problem Areas
• Successes

© Philip J. Taylor 2012

What's New?

Excerpt from Firing Up Imagination, coming soon to our Book Shop

According to Professor Juliet Schor: (2003) and I quote her at length for she is so tuned into our contemporary corporate consumer pulse: By the time many children reach early elementary school, they have already been incorporated into the universe of junk entertainment, listening to music and watching movies and television that offer them unprecedented levels of violence along with the presentation of young people as sexual objects. (MTV isn't just for teenagers, it's a kid phenomenon, too.) By the time these kids enter the 8 to 12 "tween" stage, they've adopted the junk values of materialism and the desire to be rich. When I interviewed Martin Lindstrom, a branding expert, he cited a recent survey by the Millward Brown global market research agency. It reveals that nowhere else in the world are 8- to 12-year-olds more materialistic (75 percent desire to be "rich,") or more likely to believe that their clothes and brands describe who they are and define their social status.

All this is not only distasteful, it is unhealthy, as I found after surveying 300 children ages 10 to 13 in urban and suburban Boston in 2002 and 2003. Perhaps, as they focus on the consumer culture, kids spend less time in the reading and play that keeps them happy and healthy. Difficult as it is to explain, the connection is clear: The more enmeshed children are in the culture of getting and spending, the more they suffer for it. purveyors and reclaimed the culture of childhood. (Author, Juliet Schor, is a professor of sociology at Boston College and the author of a new book, "Born to Buy: The Commercialized Child and the New Consumer Culture" (Scribner). She is on the advisory board of Commercial.

In which ways might we now help our children redirect their energies to fulfill more of their authenticity?

Renee Sherkness Releases The "Nurturing Nature Collection"

Renee Sherkness: Passion for teaching, love of nature

Renee Sherkness attended Philadelphia College of Pharmacy and Science where she majored in Biology.  She earned her degree, Summa Cum Laude and her Academic Excellence Award for achievement in Early Childhood Education from Montgomery County Community College.

Her passion for teaching, her deep love of nature and her respect for the environment are interests that are combined in her children’s stories. While her stories are educational and informative, they are written in a kid friendly manner meant to entertain children as well as awaken a child’s interest in nature and an awareness of the connection we all share with our environment.

New Title in the "Nurturing Nature Collection"

Renee Sherkness is proud to release the second book from her Nurturing Nature Collection: connecting “with care” to our world. These books are a collection of fun, educational and entertaining stories that teach ways to create a healthier “us” and a healthier” world”.

All stories include a summary filled with educational information on the stories topic as well as a glossary and educational resources and web sites to educate and help our environment.

The book released today is The Day Mother Nature Decided to Paint Her House.  In The Day Mother Nature Decided to Paint Her House, children 4 and older are introduced to the whimsical character, Mother Nature, as she enlist the aid of her dear friend Father Time to help her paint her house. In her attempt to paint her house, an unexpected calamity turns out to be the creation of the season autumn, with the changing colors of the leaves on the trees.

Children and their parents will be amused with the adventures they share with Mother Nature.

At the same time they will gain an understanding of the four seasons, and discover in the glossary and summary at the end of the book how and why leaves “really” change colors in the fall. They are also informed as to ways to help protect the trees in our  environment and are exposed to web sites(including yours) for further information on conservation and places to visit and experience the beauty of the fall foliage. The author's goal through the writing of this book is to spark an interest and spread awareness to our youth to the important connection we all share with our environment and our need for tree conservation.

This and other books of mine( Stories That Come Alive Through Yoga) can be purchased in print and e book on Amazon.com, Barnes and Noble, Borders.com, and apple I pad.