Epistemic/Techne/Phronesis

As a Township High School District 211 Board Member, I will focus on three major stakeholders and provide direction and response to Administration based on fundamental philosophical principles.

The three stakeholders are Students/Parents; Teachers; and Community.  Each are tied together in very symbiotic ways.  Each is unique with different needs, and they are tied together in philosophy that dates as far back as ancient Greece and Aristotle.

Our primary stakeholders are the Parents and Students. These are the district users; they are the ones gaining and acquiring information, facts, and fundamentals. This group is engaged in the Epistemic portion of knowledge. There is little direct application or experience related to this part of knowledge, and it is often projected upon our youth as if they are a sponge. As a Board Member, I review text and material proposed by the administration and recommended by teachers to ensure that this goal is met with the most rigorous standards.  This may include contacting the authors and/or publishers as I strive to stay current with the material presented after review and supplement by our leaders in that particular field.  
As a practicing Licensed Structural Engineer, it is not uncommon for me to have to contact an author or an organization to discuss and correct information that may be unclear or not applicable to certain applications.

The second group of stakeholders is our Teachers. In District 211, the teacher is our craftsman of knowledge. These are the people directly engaged in working day in and day out educating students. In Greek philosophy, the portion of knowledge associated with the work of a craftsman was called the Techne. As a farmer knows soils, seeds, and seasons, so our teachers know the unique characteristics of maturing students--their motivations, habits, and learning styles. As a Board Member, I maintain a professional and open mind to all the challenges and needs of our teachers. The opportunities for innovation are often found within the context of overcoming challenges while applying our crafts. Solutions and improvements are not generated in the context of repeating past successes. Although District 211 has had success for many years, there will always be room for improvement. The way education systems adapt is through our teachers and their success in the classroom.

The final stakeholders are our communities.  These communities include Palatine, Arlington Heights, Inverness, Hoffman Estates, Rolling Meadows, South Barrington, Schaumburg, Hanover Park, Elk Grove, and Roselle. The members of our communities are the ones who will engage the graduates of District 211 to be productive members of our society. This stakeholder applies the prudence of knowledge, or as Aristotle might call it, the Phronesis of knowledge. This stakeholder, as either a business leader or a senior citizen, has the wisdom to inform the district of the direction that will benefit all D211 graduates as they integrate into society. As a Board Member, I will seek out members within our communities to share their expertise and wisdom. I will personally reach out to professional organizations to facilitate internships that provide direct applications of knowledge that is influenced by and beneficial to our communities. District 211 should focus on the needs of the stakeholder community and limit competing programs that could dilute the focus on preparing students for the future. 

To do this, I advocate STEM programs be evaluated by at least three community stakeholders with feedback towards replacing or improving the existing programs. This will have the added benefit of establishing relationship for an internship program where the Epistemic knowledge, facilitated by the Techne knowledge leads to the opportunity of Phronesis knowledge. 

Our school board currently operates in a constant state of reaction. Re-electing Peter R. Dombrowski will continue proactive governing.  This will be accomplished through the following goals:

·         Constant evaluation of material used in D211.

·         Open doors and open lines of communication for teachers, students, parents, and community.

·         Engaging the community.  Personally call and encourage members of our community to be a larger part of the D211 process of knowledge.