David V. Guerin, Ed.D
NOT A RESUME
but

A collection of information about David Guerin that highlights what makes him tick, explains the depth of his philosophy and dedication to his work, and the extent of his talent.

I EARLIEST YEARS
His mother and father were both deaf mutes. He did not know his mother, who died when he was 1 1/2. He was reared by his aunt and uncle who could speak and hear. He was, at an early age, cast in the role of translator - and because of being very sensitive to communication - saw it early on as more than words, but as a process.

II SCHOOL YEARS
Ran for class president in high school - came in third. Took undergraduate work at Fordham University for a B.S.. Enjoyed four years of Philosophy and Religion - philosophy as disciplines: Cosmology, Epistemology, Logic, and Ontology. The most intriguing exchange to him was over the definition of sin because it was defined as a violation of conscience, which led him to the question of personalization and the role of the church.

Went on to Columbia and took an M.A. in English. Switched to Teachers College and majored in Curriculum Development and minored in Communication for the Ed.D.. Designed a Group Process and Interaction Analysis Laboratory as a doctoral project. As a result, he acquired a deep understanding of group process and group dynamics. The communication thread continued.

He met John Dewey. He became even more sensitized to communication, seeing public education (and private) as a societal effort to “communicate” or “pass on” heritage. During this time, he developed insight on how educational methodology could be improved by taking cues from the communication process.

III EMPLOYMENT
Held a series of progressive civil service positions.
- Director, Film Library Ft. Monmouth, NJ
- Head of Human Factors Branch, Battlefield Surveillance System, Ft. Huachua, AZ
- Developer, Training Requirements and Programs, Battlefield Surveillance System, Ft. Huachua, AZ

This led to private employment with:
- The RAND Corporation -Systems Development Div., Santa Monica, Cal
- The Arabian American Oil Co. - Saudi Arabia
- Kepner and Tregoe - Mgmt. Training, NY, NY

His strongest experience was in dealing with hundreds of fellow think-tankers, regularly thinking “out of the box”. He learned the power of training through close simulation and learned to apply the basic principles of teaching methodology to the training of Arabs (using the “discovery approach").

After returning from Arabia, he went back to education per se.
- The University of Delaware, Newark, Del
- Adjunct Professor with NYU, U of Iowa, Hofstra, Adelphi
- The Garden City Public Schools, Long Island, NY

At U of Del. he specialized in developing appropriate materials to solve teaching/learning problems. The same happened at the Garden City Public School District where he also servedas the Director of Adult Education and prepared grants. He found it wonderful working with an entire district. He also gave environmental education a strong push.

IV RETIREMENT
- Founded R.E.A.P. - the Institute for Retired Executives and Professionals - a year long curriculum built on sharing the members’ professional knowledge and personal interests with one another and the community. Also ran public issue discussions. He received support from the local community college and the local paper in Bradenton/Sarasota Florida.

- Founded the Pre-University Institute, a special effort to teach thinking skills to middle and high school students.

- Brought the extraordinary film MINDWALK to the Beaucatcher Cinema, Asheville NC.
A panel discussion followed in the theatre after each showing. There was great astonishment when it repeatedly sold out. After the Beaucatcher Cinema showings, the program continued in the Diana Wortham Theatre. Ever since, he has used it as a standard in teaching thinking skills.

Fritjof Capra, upon whose work the film is based, has given permission for duplication of the entire script for use in the course. Each student receives a copy.

- Created the Skill of Thinking course at Haywood Community College. Based in the paradigm that everything in the universe is totally interrelated and interconnected, the course is fueled by the concept that intelligence is the ability to see relationships. Putting these two concepts together opens the door to never ending exploration of connections. The numerous guests he involved were asked to be sure to relate their special area of interest to the paradigm, stressing its interrelatedness to the entire field of knowledge. He always dealt with the ultimate epistemological problem: “How do we know what we know?”

- Founded the non-judgmental, non-proselytizing discussion group - Philosophy, Phun and Phellowship - an enjoyable, free-wheeling exploration of philosophy, culture and community.

- Organized a large open forum discussion - “What Does It Mean To Be Human?” -
based on the book of the same name. The question was addressed not only by distinguished panelists but also by distinguished dancers and musicians. By request, he did a sequel entitled “What Will It Mean To Be Human In An Advanced Technological Age?”.

- Now serving on the Board of the Black Mountain College Museum and Arts Center.
This experimental school was one of the worlds most extraordinary and highly successful educational institutions. It married the arts and the sciences and attracted the interest and support of such influential thinkers as Albert Einstein, John Dewey, and Buckminster Fuller, plus an array of great artists. BMCMAC is dedicated to passing on the inspiration and creativity of Black Mountain College.

NOTES: David is looking forward to doing something at the Lake Logan locale because it speaks so eloquently to everything he has come to believe.

SUMMARY
As I look back at my life I see one constant thread: Communication. I see it running through my earliest childhood years as the child of deaf mute parents, reared in a speak and hear environment - right through my work at RAND, as well as overseas and back to the world of academe.

As I continued with my enlightenment, the core concept of communication became more and more pronounced and profound, merging as it did with the concept of universal interconnection and the systems concept.

My history may seem to some to be a clash of ideas. It turns instead into a new ever-developing symphony, bringing part/whole, whole/part, absolute/relative, relative/absolute into unity; shaping itself into the ultimate paradigm.

The implications for good are tremendous. My hope and belief is that the vision of total connection will lead to the acquisition of such a clear perception that it will ultimately lead to over-coming problems with all manner of relationships or social crisis issues. Where there are perceived relationships there is common ground.... and hope.

That is why I have found putting the paradigm forward (in various guises) to be my life work.

P.S. Would doubly enjoy doing it all at beautiful Lake Logan.

DAVID V. GUERIN, August 2006
PO BOX 203
WAYNESVILLE, NC 28786
(828)452-6211

born: 8/23/16