Transformation Theory - Postmodern Issues

This paper briefly comments on selected issues raised by postmodern writers regarding Transformation Theory, as developed by the author. Issues include situated learning, autonomy, teleology, meta-narratives, reason and the self. A brief summary of Transformation Theory will be available at this presentation

Achieving Education for Sustainable Development (ESD) in Early Childhood Education Through Critical Reflection in Transformative Learning

The central role of education in creating a more sustainable future has been already recognized by educators and policy-makers alike. This chapter argues that this can only be truly achieved through the efforts of teachers in implementing an “education of a different kind,” a general educational shift that seeks to encompass a converging transformation of the priorities and mindsets of education professionals. In this regard, the professional preparation of teachers, as the leading actors in shaping children’s learning processes, and their continuous professional development are vital considerations for Education for Sustainable Development (ESD) to be successfully achieved. Linking transformative learning and ESD has emerged as a distinct and useful pedagogy because they both support the process of critically examining habits of mind, then revising these habits and acting upon the revised point of view. This study aims to describe and evaluate the potential of transformative learning in innovating mainstream education toward sustainability by focusing on the role of critical reflection in a capacity building research project realized in Turkey. The data was gathered from 24 early childhood educators using a mixed-method research design involving learning diaries, a learning activities survey, and follow-up interviews. This chapter identified content, context, and application method of the in-service training as factors that have contributed to the reflective practices of the participants. In addition, presenting the implications regarding the individual differences in how learners engage in critical reflection practices, this research offers a framework for a content- and process-based approach derived from Mezirow’s conception of critical reflection

Chasing ambiguity: critical reflections on working with dance graduates

This paper questions whether are we able to foster uncertainty and ambiguity within higher education arts programmes, specifically alongside current institutional demands and embedded pedagogies. If not, then what effect does this have on current dance graduates? I attend to these questions through critical reflections upon my work as a pedagogue, specifically reflecting upon a series of artistic choreographic projects working in collaboration with recent dance graduates. During these choreographic projects, my interactions with the graduates illuminated their struggle to operate within ambiguous creative spaces outside of institutional environments. This struggle manifest in turbulent working relationships and highlighted perceived contradictions or ‘gaps’ between what creative arts education attempts to teach, how it is taught within the institution, and what graduates demonstrate within professional creative practice. Through a recognition and critique of these ‘gaps’, I question whether it is possible to actively work within these ‘messy’ spaces, to chase the ambiguities present, in order to foster sustainable dance graduates that can work more visibly alongside academics and professionals to shape the current dance landscape

Developing the Next Generation of Entrepreneurs: Giving Students the Opportunity to Gain Experience and Thrive

Higher Education Institutions (HEIs) have increasingly utilized experiential approaches in business education; however, some researchers have suggested that further research is required to investigate the effectiveness and student reaction to such approaches. The aim of this study is to determine the impact of an experiential learning approach on the perceived development of entrepreneurial traits and to measure the level of both student engagement and satisfaction. The approach was designed and tested during a Higher National Diploma (HND) entrepreneurship module in a British HEI. Traditional taught sessions were blended with applied activities that required students to utilize the skills they learned to complete steps of the activities, which increased in length and complexity. Results found both a high level of student satisfaction and engagement and the belief that the module’s experiential approach had, in many instances, helped to develop entrepreneurial traits. Successful practice and modifications are discussed

“One of the baddies all along” : Moments that challenge a player’s perspective

Reflection has become a core interest for game designers. However, empirical research into the kinds and causes for reflection within games is scarce. We therefore conducted an online questionnaire where participants (n=101) openly reported perspective-challenging moments within games, their causes, experience, and impact. Where past work has emphasised transformative reflection that changes player’s views and behaviour outside the game, we found that players report predominantly moments of ‘endo’-transformative reflection, which is focused on players’ game-related behaviour and concepts. We further identify some causes of perspective-challenging moments relating to narrative, game systems, game-external sources, and player expectations. Narrative reveals emerge as a key cause of perspective challenge

Learning and Educational Programs for Entrepreneurs

This chapter summarizes the latest studies in entrepreneurial learning in order to highlight their implications for the design of educational programs (Pittaway & Thorpe, 2012). It examines in detail the latest thinking on the subject, summarizes the key concepts and empirical contributions with a particular focus on expanding understanding of ‘situated’, social and contextual learning (Lave & Wenger, 1991). The chapter stems from Pittaway and Thorpe’s (2012: 850) summary of Cope’s framework. Here it highlights critical concepts, such as dynamic temporal phases, forms and characteristics of learning (Cope, 2010) and lays out the underlying principles of each concept. Following this initial framework recent contributions to the subject of entrepreneurial learning, both conceptual and empirical, are presented to provide an up-to-date picture of thinking in the field. The latter part of the chapter highlights implications of current thinking on the design of development programs for entrepreneurs. It focuses on how concepts in this field can be used to enhance efforts to consider, design and deliver educational programs for entrepreneurs. A number of forms of educational practice are recommended based on this analysis. The chapter closes by considering future developments and lines of inquiry in entrepreneurial learnin

Aikuiskasvattajien yhteiskunnallinen sitoutuminen

Artikkelissa tarkastellaan arvojen omaksumista lapsuudessa ja kriittisen tietoisuuden herättämistä aikuisuudessa. Erityisen tärkeänä pidetään dialogian kautta tapahtuvaa oppimista ja yhteiskunnallisen toiminnan aikaansaamista. – Esitelmä pidetty ensimmäisessä International League for social commitment in adult education’in konferenssissa Ruotsissa heinäkuussa 1985

How adults learn: The meaning of adult education

The process of critical reflection, rational discourse and reflective action is central to significant adult learning. This process implies criteria for planning emancipatory adult learning and education and for envisioning a learning society