The Complex Journey of William Doll, Teacher Educator
Chapter 4. Pedagogy of Patterns
Pedagogy of Patterns
When we shift our gaze from the particular to the interconnected and to the generativity of all life and creation, a sense of awe arises. It is this focus, rather than our own personal salvation, I am advocating we adopt—a focus on the “pattern which connects,” rather than on the individual objects connected. (Doll, 2002b/2012, p. 36)
Playing with patterns has been a life theme and a pedagogical orientation for William Doll. In childhood, he had been encouraged by his parents, particularly his mother, to see patterns, and this “eye” for patterns has stayed with him in teaching. In his own words:
When we, as a family, took a Sunday drive, Mother encouraged me to look for patterns, sometimes as we crossed bridges, more often as we looked out the window at clouds and their shapes. The same would be when we hung out wash to dry in the blowing wind. I liked the wind blowing and Mother would look to the sky and see imaginary creatures in the clouds. We lived on a hill, overlooking a bay. The wind blew, the clouds flew, and Mother encouraged my imagination as to the shapes—often animals—the clouds took. I was probably seven or eight or nine years of age. (Personal communication, November 11, 2015)
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