Search results

1

Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship

100%

Bell D. V. J.

Journal of Teacher Education for Sustainability

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2016

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vol. 18

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issue 1

48-56

EN

Many ministries of education focus on twenty-first century education but unless they are looking at this topic through a sustainability lens, they will be missing some of its most important elements. The usual emphasis on developing skills for employability in the current global economy begs the question whether the global economy is itself sustainable over the course of this century. According to the World Business Council on Sustainable Development (WBCSD) whose membership comprises 29 of the largest, most important companies on the planet, it is not. Continuing on the current development path would require approximately 2.3 planets earth to support existing levels of resource and energy use, and waste production, projected out for a global population which will reach 9 billion by 2050. And yet most discussions of 21st century education are premised on servicing, rather than transforming, the current global economy. This paper explores the opportunities and benefits of connecting the discourse on twentyfirst century education with Education for Sustainable Development (ESD) which seeks to prepare learners for the varied and interrelated environmental, social, and economic challenges they will meet as they confront a changing world. ESD emphasizes futures thinking and strategic planning that will enable learners to help create and flourish in a more sustainable economy. Conventional teaching models must also shift to a “transformative” style of education for the twenty-first century in order for humankind to learn how to live more sustainably on this planet.

2

Autobiographical Memories as Islands of Certainty in an Ocean of Complexity

88%

Cuppari A.

Teraźniejszość – Człowiek – Edukacja

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2021

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vol. 23

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issue 2(90)

89-104

EN

In a historical moment characterised by uncertainty and concern about the future, autobiographical memories can be a source of inspiration for orientation and learning to change. In social work, this possibility becomes a necessity that cannot be postponed, especially where the usual patterns of action prove inadequate to deal with the problems generated by the crisis. Within the framework of a systemic epistemology and complexity, this contribution describes a cooperative inquiry involving some coordinators of disability services in Lombardy, Northern Italy. The re-enactment of autobiographical memories was used as a basis to explore themes related to the professional practices of these coordinators. The memories, recalled and re-signified within the training device, facilitated the opening to a complex thought, in which certainty and uncertainty and different ways of knowledge are connected.

3

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

88%

Kostoulas-Makrakis N.

Journal of Teacher Education for Sustainability

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2010

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vol. 12

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issue 2

17-26

EN

A reflective case study approach, including focus interviews, reflective/reflexive journals and analysis of project-based works of 30 pre-service teachers participating in an undergraduate course was employed to investigate the discrepancy between the teachers' constructivist conceptions and the actual practice. The identified discrepancy seemed to be an outcome of the difficulty translating constructivism into teaching practice, but also of the misleading conception of constructivism as a homogeneous philosophy. Through reflective practice, participants were able to deconstruct and reconstruct their theories and practices of teaching in more emancipatory ways addressing issues of education for sustainable development (ESD). This case study helped understand the nature of change process towards teaching and learning for more sustainable futures.

4

Projektowanie pomocy edukacyjnych: transformacyjna wartość procesu. Narracje nauczycielek i nauczycieli o własnym uczeniu się podczas stacjonarnych i zdalnych Letnich Szkół Prototypowania

88%

Iłowiecka-Tańska I., Gop A., Jaskulska S.

Studia Edukacyjne

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2021

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issue 62

169-186

EN

The article discusses the transformative value of the process of prototyping teaching aids during a fiveday workshop for teachers. Based on sequential narrative data collected by using the diaries method, we analyze changes in individual aspects of learning in a group of teachers, the dynamics of these changes, and differences resulting from the form of classes (in-person vs online). At the end of the article, we present practical conclusions that can be implemented in educational projects dedicated to teachers.

5

In search of transformative moments: Blending community building pursuits into lifelong learning experiences

88%

Pstross M., Talmage C. A., Peterson C. B., Knopf R. C.

Journal of Education Culture and Society

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2017

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vol. 8

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issue 1

62-78

EN

This article presents an exploration of the relationship between community building and lifelong learning. Using a reflective style, the authors propose that the fusion of community building principles with lifelong learning practice can positively transform educational practice. Seven positive pursuits are highlighted regarding their potential to assist the implementation of community building into lifelong learning programs: (1) asset-based thinking; (2) critical reflection; (3) systems thinking; (4) cognitive vibrancy, (5) inclusiveness; (6) creative expression; and, (7) purpose in life. These pursuits draw upon the power of the community development field to bring about more positive transformative moments for individuals and communities participating in lifelong learning programs. The metaphor of bread making is used to illustrate how such transformative moments occur and why they are meaningful to individuals pursuing lifelong learning.

6

Education in the post-scientific culture

88%

Kobylarek A.

Journal of Education Culture and Society

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2019

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vol. 10

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issue 1

5-13

EN

This essay presents an interdisciplinary study of the role of the net society in education, and the appearance of a post-scientific culture in the Internet. However, the theory of a society rendered stupid by the Internet is one-sided and does not bear closer analysis. The appearance of incompetence and stupidity is only one of many behavioural traits of people using the Internet, and the net society, despite its specific nature, is in many ways similar to those functioning outside the Internet. Post-scientific culture need not be the only (or even the dominant) voice in the general Internet discussion. The creation of net societies which can perform the role of groups relating to a new scientific culture in the Internet have particular significance. A significant role can be played by new leaders and educated individuals who should be engaged in promoting a scientific culture. The Internet creates suitable conditions for transformative and emancipative learning, and it is only necessary to perceive them and use them appropriately.

7

Teachers as Agents of Societal Change

88%

Iliško D.

Journal of Teacher Education for Sustainability

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2007

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vol. 7

14-26

EN

This article discusses theoretical and practical aspects of transformative learning that can become a way for adults to critically evaluate and essentially comprehend themselves and their input in education, whose goal is to create action towards a sustainable society. The review of contemporary literature focuses on sustainability as a holistic concept linked to the idea of vision as significant in engendering alternative transformative power. The framework of a sustainable development has a potential to stimulate teachers' engagement with educational and societal processes with respect to the future development of a society within an ethical framework around values of democracy and active societal engagement. The aim of the research presented here is to explore the effect of critical transformative learning process for revitalizing adults' societal action brought about by engagement with in-service course for adults, aiming to gradually assist adults helping them to become creative producers of self and agents of transformations in education.

8

Transformative Learning of Educationally Active Women in the Context of the COVID-19 Pandemic

88%

Ciechanowska D., Kozerska A.

The New Educational Review

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2022

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vol. 70

57-67

EN

Objective: The study aims to determine whether educationally active women present signs of transformative learning in their own experiences of the COVID-19 pandemic. The focus of the study is the relationship between experiencing transformative learning in a pandemic and the sense of loneliness, received social support, sense of life satisfaction and age. Methods: The study was conducted among 258 educationally active women – part-time students, as well as students of the Universities of the Third Age. Age of the surveyed women: from 19 to 87 years. Data were collected using the online test method. A statistical significance of differences was tested with the U Mann-Whitney test and the two proportion z-test. Results: Most of the surveyed women manifested elements of transformative learning in their experience of the pandemic. Those scoring high on the Transformative Learning in a Pandemic Situation scale have had their life satisfaction decrease to a greater extent than those scoring low. The group scoring high on the Transformative Learning in a Pandemic Situation scale is characterised by a higher sense of loneliness. No relationship was found between perceived manifestations of transformative learning and age, social support, place of residence and education. Discussion: The transformative potential of learning can be seen in a pandemic situation. The obtained data provide arguments supporting the supposition that the feeling of loneliness, influencing the lowering of satisfaction from life, is a factor triggering learning and leading to the change of habits of thinking and acting of educationally active women.

9

Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników

75%

Filipiak E.

Kwartalnik Pedagogiczny

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2019

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vol. 64(1(251))

33-46

PL

Setting up cooperation and teachers’ self-education networking has been determined by a top-down regulation of the Minister of Education. It seems that in the course of implementation activities, legislative and administrative interventions related to this recommendation, one has lost the thinking of the nature and special characteristics of this type of learning and knowledge. The article analyses the special features of the collective learning process, and presents the fundamental theories constituting the interpretive and paradigmatic framework for the learning interpreted in such a way: Lev S.Vygotski’s cultural-historical theory, Jerome S. Bruner’s socio-cultural theory, Yrjö Engeström’s expansive learning theory and learning by expanding, Jack Mezirow’s transformative learning, Etienne Wenger’s situated learning theory and Jean Lave and Etienne Wenger’s community of practice concept, a participant of “teaching conversation”, the specific tools and strategies necessary to equip the cognitive box with teachers’ tools, have been selected and characterised. An example of a network of learning professionals is shown. In conclusion, one highlights the apparent activities of the created networks, projecting a certain understanding and instrumental understanding of the practice on practitioners, which hinders Bruner’’s challenge of transforming the school into a culture of learning communities.

10

Teoria uczenia się transformatywnego autorstwa Jack’a Mezirowa

75%

Pleskot-Makulska K.

Rocznik Andragogiczny

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2007

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vol. R. 2007

81-96

PL

Przedmiotem teorii autorstwa znanego amerykańskiego andragoga, Jack’a Mezirowa jest uczenie się transformatywne, czyli specyficzny dla człowieka dorosłego proces uczenia się, polegający na zmianie sposobu, w jaki nadawane jest znaczenie indywidualnemu doświadczeniu. Strukturą wykorzystywaną do interpretowania doświadczeń jest tzw. rama odniesienia (frame of reference). Jest to zespół przyjmowanych przez nas założeń (przesłanek) i przewidywań dotyczących stanu rzeczy podlegającemu interpretacji. W sytuacjach gdy istniejąca rama nie pozwala na sprawne interpretowanie nowych doświadczeń, na skutek krytycznej refleksji, może dojść do jej zmiany (reframing). Może się to odbyć przez zmianę punktu widzenia (points of view) lub nawyku mentalnego (habit of mind). Zdolność do krytycznej refleksji jest zdaniem Mezirowa istotą uczenia się ludzi dorosłych, a transformacja – celem edukacji dorosłych.

EN

The theory of Jack Mezirow, the famous American andragogue, is that of transformative learning, a process of learning particular for adults, which is based on a change in the method, in which an individual experience is given significance. The structure used for interpreting experiences is a so-called frame of reference, that is a set of assumptions and expectations of an individual pertaining to what is interpreted. In situations where the existing frame of reference does not allow for efficient interpretation of new experiences, reframing may occur following a critical reflexion. This can entail a change in point of view or a habit of mind. The ability of critical reflexion is, according to Mezirow, the essence of adult learning and transformation the aim of that teaching.

11

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

75%

Lavrysh Y.

Comparative Professional Pedagogy

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2015

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vol. 5

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issue 4

62-67

EN

The characteristics of transformative learning as a factor of life-long learning have been presented in the article. The paper offers analysis of foreign theorists and practitioners’ views on transformative learning at Canadian universities. A special attention has been paid to the exploration of transformative learning methods and techniques implemented during vocational training at universities. The analysis of theoretical background evidences that the transformative learning concept is based on the theory of person’s transformations depending on the life experience, cognitive development and critical reflection skills. The significance of transformative learning concepts implementation into Ukrainian educational process has been substantiated. The main principles of transformative learning have been described (education, science and manufacture integration, selfrealization through values and assumption transformation, focus on dialogue and critical self-reflection). The key elements of transformative learning have been determined, namely, disoriented dilemma, critical reflection and rational discourse. The importance of nonformal and non-linear educational techniques implementation has been proved.

12

Edukacja – od transmisyjnego nauczania do transformatywnego uczenia się

63%

Perkowska-Klejman A.

Journal of Modern Science

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2022

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vol. 48

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issue 1

477-494

PL

Celem artykułu jest zaprezentowanie przemian w zakresie edukacji – od transmisyjnego nauczania do transformatywnego uczenia się. Artykuł przedstawia podstawowe założenia i definicje uczenia się, nauczania oraz edukacji. W dalszej kolejności przedstawiono główne paradygmaty uczenia się: transmisyjny, behawioralny, kognitywny oraz konstruktywny. Kluczowe dla tej pracy uczenie się transformatywne oparte jest na paradygmatycznej ramie konstruktywizmu społecznego, ale wyraźnie nawiązuje do teorii krytycznych. Transformatywne uczenie się jest ukazane jako najodpowiedniejszy – odpowiadający czasom współczesnym – wzorzec edukacyjny. Końcowe rozważania dotyczą uczenia się transformatywnego w nawiązaniu do współczesnych regulacji edukacyjnych: krajowych, europejskich i globalnych.

EN

The aim of the article is to present the changes in the education – from transmissive teaching to transformative learning. The article presents the basic assumptions and definitions of learning, teaching and education. Next, the main learning paradigms are shown: transmissive, behavioral, cognitive and constructive. Transformative learning – key to this work, is based on the paradigmatic framework of social constructivism, but it is clearly related to critical theories. Transformative learning is presented as the most appropriate educational pattern corresponding to the modern times. The final considerations show transformative learning in relation to contemporary educational, national, European and global regulations.

13

Lekcje z podróży. Doświadczanie mobilności jako krok w stronę transformatywnego uczenia się studentów

63%

Bielinis L., Grochalska M., Maciejewska M.

Teraźniejszość – Człowiek – Edukacja

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2018

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vol. 21

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issue 2(82)

47-67

EN

The article concerns the experience of mobility in the context of transformative learning, as described by J. Mezirow. University-based mobility programmes enable communication between studentsand academics from different countries, creating also potentially favourable circumstances to distance themselves from the hitherto-accepted habits and as a result, can lead to transformative learning. The aimof the presented pilot study was to verify the thesis that students’ mobility could be an opportunity forsuch learning. The survey questionnaire allowed to acknowledge the changes in selected mental habitsobserved by the students participating in the Erasmus+ programme. According to the collected data, morethan a half of the respondents reported strengthening of as many as 13 out of the 16 listed mental habits. Such a wide range of changes reported by students can be a proof of the significant developmental potential inscribed in mobility experiences.

PL

W artykule poruszona została kwestia doświadczeń mobilności w kontekście uczenia się trans-formatywnego, opisanego przez J. Mezirowa. Prowadzone przez uczelnie wyższe programy mobilności umożliwiają komunikację pomiędzy studentami i pracownikami pochodzącymi z różnych krajów, przez co stwarzają potencjalnie sprzyjające okoliczności do nabrania dystansu do dotychczasprzyjętych nawyków i w efekcie mogą prowadzić do uczenia się transformatywnego. Przeprowadzone badania pilotażowe miały na celu weryfikację tezy, że wyjazdy zagraniczne studentów mogą być okazją do takiego uczenia się. Przygotowany na potrzeby badania kwestionariusz ankiety pozwoliłna poznanie zmian zachodzących w zakresie wybranych nawyków mentalnych, które zaobserwowaliu siebie studenci biorący udział w programie Erasmus+. Jak wynika z uzyskanych danych, ponadpołowa respondentów odnotowała wzmocnienie aż 13 spośród 16 wymienionych nawyków mentalnych. Tak szeroki zakres odczuwanych przez studentów zmian może świadczyć o znaczącym potencjale rozwojowym doświadczeń mobilności

14

Bez znieczulenia – transformatywne uczenie się seniora oddziału terapeutycznego

63%

Żeromska-Charlińska J.

Studia Paedagogica Ignatiana

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2023

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vol. 26

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issue 3

141-159

EN

In this article, I attempt to portray the symptoms of an elderly person being in crisis circumstances that encourage change through taking individual risks to increase control over one’s own life. The goal of my research was to (re)construct the process of transformative learning trajectory of a senior patient in a therapeutic ward, which constitutes the stages of healing. This study was an attempt to understand the subject’s inclusive effort on the road to recovery from the perspective of a therapist working in the Alcohol Addiction Treatment Unit (AATU). My focus on the principles of the interpretative paradigm led me to choose the concept of the kinesthetic subject and attempt to reformulate it on the basis of Jack Mezirow’s transformative learning theory. The empirical part sought to find an answer to the question: how do interactions in AATU settings with a patient with alcohol use disorders enable transformative learning? The empirical material was derived from an in-depth interview with an addiction psychotherapy specialist, including the patient’s subjective testimonials on the effectiveness of intentional and unintentional therapeutic interactions which illustrate the patient’s learning experience during behavioral changes. The findings indicate that a change in the patient’s frame of reference may result from an adaptive commitment to the rules of the therapy process, which force radical transformations of their previous behavioral patterns.

PL

Inspiracją do podjęcia próby przedstawienia przejawów kryzysu kondycji starszego człowieka w okolicznościach mobilizujących do zmian była potrzeba zaakcentowania możliwości podejmowania ryzyka indywidualnego, zwiększającego kontrolę nad własnym życiem. Celem badań uczyniłam (re)konstrukcję konstytuującego etapy zdrowienia procesu trajektorii transformatywnego uczenia się pacjenta w wieku senioralnym w przestrzeni oddziału terapeutycznego. To próba rozumienia inkluzyjnego wysiłku podmiotu w drodze do zdrowienia z perspektywy terapeuty pracującego na Oddziale Terapii Uzależnień Alkoholowych (OTUA). Koncentracja uwagi badacza na założeniach paradygmatu interpretatywnego zadecydowała o wyborze koncepcji podmiotu kinestetycznego oraz próbie przeformułowania jego statusu w teorii uczenia się transformatywnego Jacka Mezirowa. Część empiryczna zmierzała do znalezienia odpowiedzi na pytanie: W jaki sposób oddziaływania w warunkach OTUA wobec podopiecznego z zaburzeniami używania alkoholu umożliwiają transformatywne uczenie się? Materiał empiryczny pochodzi z wywiadu pogłębionego ze specjalistą psychoterapii uzależnień, obejmującego odniesienia subiektywne pacjenta, efektywność celowych i niezamierzonych oddziaływań terapeutycznych w sytuacji doświadczenia uczenia się zmian zachowania pacjenta. Wyniki eksploracji wskazują, że zmiana ramy odniesienia pacjenta może wynikać z adaptacyjnego zobowiązania do przestrzegania reguł obowiązujących w procesie terapii, wymuszających na nim radykalne przekształcenia dotychczasowych schematów postępowania.

15

Transformatywne uczenie się w sytuacji doświadczenia zmiany zawodowej w kontekście dynamiki ponowoczesnego świata społecznego

63%

Wojciechowska Z.

Edukacja Dorosłych

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2019

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vol. 1(80)

103-118

PL

W artykule autorka podejmuje tematykę związaną z uczeniem się ludzi dorosłych w kontekście doświadczania przez nich zmiany. Odwołując się do przeprowadzonych badań biograficznych, rozważa kwestie związane z aktywnym i pasywnym uczeniem się z własnej biografii, najwięcej miejsca poświęcając uczeniu się w sytuacji doświadczenia zmiany w kontekście teorii transformatywnego uczenia się autorstwa Jacka Mezirowa. Ukazuje trzy etapy transformatywnego uczenia się na przykładzie narracji wybranych osób badanych. Charakteryzuje również procesy obiektywnego i subiektywnego przekształcania posiadanej przez człowieka ramy odniesienia. Artykuł zawiera również refleksje autorki związane z kwestią przystających do dynamiki współczesności sposobów uczenia się ludzi dorosłych.

EN

In this article, the author takes up issues related to adults learning in the context of experiencing changes. Referring to the conducted biographical studies, she considers the issues related to active and passive learning from biography and learning in the situation of experiencing changes in the context of transformative learning theory, by Jack Mezirow. The author shows three stages of transformative learning on the example of narration of selected narrators. She also characterizes the processes of objective and subjective transformation in the frame of reference. The article also contains the author’s reflections on the issue of the ways of contemporary adults learning, that are suitable in the perspective of the dynamics of postmodern reality.

16

Cultivating Reflective Practitioners through the Study of Human Development: a Transformative Graduate Program in Elementary Education at West Chester University

63%

Radich C. A.

The New Educational Review

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2005

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vol. 7

140-151

EN

The article expands on a presentation given by the author at an international symposium held at the University of Silesia from May 10-13, 2005, entitled Innovation in Higher Education: A Global Perspective. Perspectives on transformational processes in Higher Education vary widely even after forty years of exploration by psychologists, educators, sociologists, and neuroscientists. West Chester University of Pennsylvania’s Plan of Excellence includes five essential transformations in which is embedded the new Elementary Education Masters Degree Program in Applied Studies in Teaching and Learning. An essential catalyst for transformation is the experience of personal authenticity. As a goal of teacher development, authenticity paradoxically leads to heightened individuation as well as social connectedness and integration. Highlighted in this area of study are components of a six-area framework of Human Development as a formative study for personal, social, cultural, and global transformation. Future implications for questioning and enriching teacher development are explored.

17

Transformative Adult Learning in New Social Movement – a Case Study from South Africa

51%

Čubajevaitė M.

International Journal of Area Studies

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2015

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vol. 10

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issue 2

139-171

EN

New social movements in South Africa could play a prominent role in mobilizing the communities to reflect critically and address the repercussions of the neo-liberal agenda which manifests itself in perpetual exclusion of under-educated adults and provision of poor quality education. Few studies especially from the perspective of the activists leave a potential research area of a very interesting phenomenon of how people learn while struggling for social justice. Therefore this article based on a single multi-site case study on a social movement cohering around literacy issues in Gauteng, South Africa, aims at answering, what forms of learning and education the social movement encompassed, how did the group conscientization occur and what are the individual transformations. Semi-structured interviews and a focus group discussion were held with 13 learnersactivists and 2 adult educators. By applying Mezirow’s individual transformation and Freirean group conscientization models the analysis of primary and secondary data, revealed that the engagement in the social movement challenged and changed learnersactivists’ understanding of educational status within their respective communities. This in turn led to transformative action addressing the problems identified. On the individual level, some learners-activists became more tolerant and willing to cooperate with those of different political ideologies, able to tap into community resources. Finally, the potential of social movements as adult learning environments are outlined.

Refine search results

Twenty-first Century Education: Transformative Education for Sustainability and Responsible Citizenship

Autobiographical Memories as Islands of Certainty in an Ocean of Complexity

Developing and Applying a Critical and Transformative Model to Address ESD in Teacher Education

Projektowanie pomocy edukacyjnych: transformacyjna wartość procesu. Narracje nauczycielek i nauczycieli o własnym uczeniu się podczas stacjonarnych i zdalnych Letnich Szkół Prototypowania

In search of transformative moments: Blending community building pursuits into lifelong learning experiences

Education in the post-scientific culture

Teachers as Agents of Societal Change

Transformative Learning of Educationally Active Women in the Context of the COVID-19 Pandemic

Sieci współpracy i samokształcenia nauczycieli – pozory zmiany czy przestrzeń możliwości rozwoju kultury szkoły i jej uczestników

Teoria uczenia się transformatywnego autorstwa Jack’a Mezirowa

Transformative Learning as a Factor of Lifelong Learning by the Example of Vocational Education in Canada

Edukacja – od transmisyjnego nauczania do transformatywnego uczenia się

Lekcje z podróży. Doświadczanie mobilności jako krok w stronę transformatywnego uczenia się studentów

Bez znieczulenia – transformatywne uczenie się seniora oddziału terapeutycznego

Transformatywne uczenie się w sytuacji doświadczenia zmiany zawodowej w kontekście dynamiki ponowoczesnego świata społecznego

Cultivating Reflective Practitioners through the Study of Human Development: a Transformative Graduate Program in Elementary Education at West Chester University

Transformative Adult Learning in New Social Movement – a Case Study from South Africa