When we learn, we are knowing and doing and being—educators work with all three. While that may seem like common sense, the value of bringing them together cohesively is not understood as well as it should be.
." But like the rest of the curriculum, they are not often drawn on in co-curricular activities, even though they are just as relevant there.This is because, when authentically taught, capabilities are expressed directly in experience, and not just encountered through sanitized scenarios involving abstract others.
—which is achieved through enforcing"being-a-student," in its various guises, via expectations of behavior. For example, being-a-math-student is, as many of us probably recall, a specific way of being that involves a set of practices that prescribe much of the"doing" and application of the"knowing."
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