teaching, learning, and transformation
TRANSCRIPT
Teaching, Learning, and Transformation
October 5, 2012
The Fruition Academy of Social Imagination and Action
Welcome to Class!
Agenda:Preparation
Organizing Framework
Fields of Understanding
Education Matrix
Discussion/questions at le Salon Utopique
Goals for the Class Purpose and meaning of education
Types of knowing/ways of understanding
Power, oppression, resistance
Implicit and explicit education
Intentionality and effectiveness
Strengthening relationships, leadership, advocacy, fundraising, teaching, etc.
Your personal/organizational goals
My Experiences
Novice student
Advanced student
College teacher
Community leader/teacher
Organizing Framework
Organizing Framework for this Class Assumptions
Learning is an ongoing everyday experience
Most learning takes place outside the classroom
People working for social change may have limited exposure to educational research
Education is imperative for social change
We all have intellectual baggage
Understanding education can help us be more intentional
Convergence of ideas leads to emergence of the self
Organizing Framework for this Class Resources
My experience and imagination
The experience and research of others
Time
Technology
Organizing Framework for this Class Activities
Research – curation, organization, integration
Reflection
Lecture
Workbook
Salon
Integration, expansion, and application
Organizing Framework for this Class Impact
Increased awareness of education
Expanded understanding of education
Connections made between education and social change
Ability to intentionally integrate educational processes into everyday experiences
Improved relationships and social change outcomes
Organizing Framework for Education Assumptions
Openness and ongoing learning sustains commitment (Kovan & Dirkx, 2003)
The position we are in is often more influential than what we actually do (English & Peters, 2012)
We learn through both positive and negative experiences (English & Peters, 2012)
Organizing Framework for Education Assumptions
Students are engaged and learn when there is trust, respect, fun, order, emotional intelligence, and compassion (Busher, 2012; Smollan & Parry, 2011)
We all have unique views about knowledge and learning (Nielsen, 2012)
We all learn in different ways (Gardner, 1993; Neville & Cha-Jua, 1998; MIndTools, 2012)
Organizing Framework for Education Assumptions
Knowledge is created by unique individuals (Antonacopoulou, 2004)
Learning organizations are positively influenced by participatory decision making and openness (Flores et al., 2012)
Education may focus on the need of the individual, the collective, or both (Chongde & Tsingan, 2003)
Organizing Framework for Education Assumptions
Disconfirmation leads to learning and change (Schein, 1996)
Making sense of problems is an important function of leadership (Dunoon, 2011)
Education is also about creating openings
Teaching is not just intellectual (Palmer, 1998)
Organizing Framework for Education Impact
Critical thought (Friere, 1970; Newman, 2012)
New ways of understanding and behaving (Gazel, 2007)
Better outcomes for participants (Su & Osisek, 2011)
Social integration and reform (Cho, 2008; Hamalainen, 2003)
Organizing Framework for Education Impact
Adaptation (Ackermann, 2002)
Increased competition and cooperation (Ostrom, Martin, & Zacharakas, 2008)
Shift in values and identity (Hamalainen, 2003; Harman, 2012)
Production of new knowledge (Kempner, Merz, & Bosk, 2011)
Organizing Framework for Education Impact
Integration into self (Ackermann, 2002)
Integration into practice (Yang, 2011)
Self-understanding (English & Peters)
Understanding and compassion for others (Gazel, 2007)
Collective knowledge and meaning (Nelson, 2010; Peters, Liu, & Ondercin, 2011)
Organizing Framework for Education Impact
Personal transformation (Freire, 1970; Giroux, 1981)
Cultural change (Coghlan & Jacobs, 2005)
Social and political change (Castree et al., 2008; Freire, 1970; Perriton & Reynolds, 2004)
Freedom, authenticity, and responsibility (Freire, 1970)
Organizing Framework for Education Resources
People
Relationships
Diverse perspectives (McCaslin & Scott, 2012)
Content
Process
Time – reflection (English & Peters, 2012) and sequencing (Bingham & Davis; Heyes, 2012)
Prior knowledge (Shafto, Goodman, & Frank, 2012)
Organizing Framework for Education Activities
Dialogue (Freire, 1970)
Questioning assumptions (Cotter & Cullen, 2012; Freire, 1870; Perriton & Reynolds, 2004)
Dealing with challenge (Kovan & Dirkx, 2003)
Role modeling (English & Peters, 2012)
Storytelling (English & Peters, 2012)
Listening (Dunoon, 2011)
Organizing Framework for Education Activities
Resistance (Pacheco, 2012; Calderon, 2004; Edwards, 2010; Nelson, 2011)
Individual and group reflection (Cotter & Cullen, 2012; Keith, 2010)
Thinking (Chongde & Tsingan, 2008)
Practice (Bergman, 2004)
Creating a safe environment (Freire, 1970; Noddings, 2020; Schein, 1996)
Organizing Framework for Education Activities
Self-expression (Ackermann, 2002)
Connections to everyday life (Busher, 2012)
Immersion (Love, 2012)
Praxis (Freire, 1970)
Organizing Framework for Education External Factors
B = f(P, E) (Lewin, 2008)
Social context (Shafto, Goodman, & Frank, 2012)
Learning environment (Neville & Cha-Jua, 1998)
Power (Castree, et al., 2008; Cho, 2010; Foucalt, 2010a)
Organizing Framework for Education External Factors
Maintenance (Miner & Torrez, 2012)
Forbidden knowledge (Kempner, Merz, & Bosk, 2011)
Culture (Hughey, 2007)
Oppression (Freire, 1970)
Organizing Framework for Education
Fields of Understanding
A + B = A + B + C
Fields of Understanding
Fields of Understanding
Fields of Understanding
Fields of Understanding
Education Matrix
Education Matrix Internal – Bloom’s taxonomy (Anderson et
al., 2001)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Education Matrix
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Education Matrix
1. Hughey, 2007
One source/few sources
Information
Knowledge
Individual Power
“Epistemological bulimia”1
Predetermined plan
Oppression/repression
Conformity
Control
Multiple interactive sources
Truth
Wisdom
Collective Power
Creativity
Transformation/freedom
Trust, vulnerability, risk
Possibility
Education Matrix
Control Creativity
Remembering
Affirmation and MaintenanceUnderstanding
Applying
Analyzing
Meaningful sustainabilityEvaluating
Creating
Education Matrix Ego Affirmation
Confirm pre-exiting ideas
Communication
Banking
Commodification of knowledge
Initiation
Education MatrixMeaningful Sustainability
Create new meaning
Knowledge is living and fluid
Knowledge is experience
Education Matrix Some examples
Paradigms of education (Humble & Morgaine, 2002)
Socratic dialogue vs. dialogue (Boghossian, 2006; Freire, 1970)
Agency and communication (Schechtman& Horowitz, 2006)
SummaryWe can be more intentional about
integrating leadership and education to realize organizational, community, and social change goals by:
Articulating assumptions, resources, activities, impact, and external factors for various roles and contexts
Expanding fields of understanding
Matching educational strategies to the situation
Education MatrixMaking a decision
Time/urgency
Depth of relationship
Importance of issue
Self-efficacy
Flexibility and integration
Opening up and filling up