scholarly journals The Heroine’s/Hero’s Journey—A Call for Transformation? Transformative Learning, Archetypal Patterns, and Embodied Knowing/Learning

2021 ◽  
pp. 154134462110070
Author(s):  
Daniela Lehner
Keyword(s):  
Transformative Learning ◽  
Ways Of Knowing ◽  
Hero's Journey ◽  
Gestalt Therapy ◽  
Depth Psychological ◽  
Psychological Understanding ◽  
Transformative Experiences ◽  
Personality Patterns ◽  
Experiential Workshop ◽  
Embodied Representation

This article explores the phenomena of personal transformation within the frame of a self-experiential workshop, named the Heroine/Hero’s Journey. The Heroine/Hero is the archetype who sets out on an adventurous journey, in pursuit of her or his call for transformation. Rebillot based on Campbell’s (1949) mythological work, The Hero with a Thousand Faces created an experiential approach in the form of a one-week workshop, which utilizes methods from theatre and Gestalt therapy. This phenomenologically oriented vignette research draws on interviews and co-experienced observations, which were conducted during the workshop in order to explore the participants’ experiences and the content of participants’ transformation. The embodied representation of personality patterns, conscious and unconscious and especially the confrontation of these patterns, created transformative experiences for the participants. The depth psychological understanding of transformative processes, highlighting the potential of embodied and archetypal ways of knowing, provides the theoretical frame for giving meaning to these experiences.

Transformative Learning in Mastery-Oriented CS0 Course

2021 ◽  
pp. 234763112110072
Author(s):  
Srinivasan Lakshminarayanan ◽  
N. J. Rao ◽  
G. K. Meghana
Keyword(s):  
Transformative Learning ◽  
First Year ◽  
Guided Discovery ◽  
Engineering Programs ◽  
Transformative Experiences ◽  
Significant Difference ◽  
Cognitive Levels ◽  
Almost All ◽  
Core Course

The introductory programming course, commonly known as CS1 and offered as a core course in the first year in all engineering programs in India, is unique because it can address higher cognitive levels, metacognition and some aspects of the affective domain. It can provide much needed transformative experiences to students coming from a system of school education that is dominantly performance-driven. Unfortunately, the CS1 course, as practiced in almost all engineering programs, is also performance-driven because of a variety of compulsions. This paper suggests that the inclusion of a course CS0 can bring about transformative learning that can potentially make a significant difference in the quality of learning in all subsequent engineering courses. The suggested instruction design of this course takes the advantage of the unique features of a course in programming. The proposed CS0 course uses “extreme apprenticeship” and “guided discovery” methods of instruction. The effectiveness of these instruction methods was established through the use of the thematic analysis, a well-known qualitative research method, and the associated coding of transformative learning experiences and instruction components.

Reaching Across the Divide (RAD): Aboriginal Elders and Academics working together to improve student and staff cultural capability outcomes

2020 ◽  
pp. 1-9
Author(s):  
Louise Hansen ◽  
Percy Hansen ◽  
Joanna Corbett ◽  
Antonia Hendrick ◽  
Trudi Marchant
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Systems Change ◽  
Ways Of Knowing ◽  
Committed Relationships ◽  
Indigenous Pedagogy ◽  
Working Together ◽  
Indigenous Ways Of Knowing ◽  
Aboriginal Elders ◽  
Australian Universities

Abstract This article, written by Aboriginal Nyoongar Elders, Louise and Percy Hansen and Joanna Corbett in collaboration with two Wadjella (white) academics, details the design and delivery of The Reaching Across the Divide: Aboriginal Elders and Academics working together project (RAD) which aimed to develop student cultural capabilities. It is encouraging that many Australian universities aim at embedding Indigenous ways of knowing, being and doing yet there remains little information on how to do this. RAD, guided by a Nyoongar framework for engagement, the Minditj Kaart-Moorditj Kaart Framework, provides one example. RAD developed student and staff capabilities, through building trusting, committed relationships, and promoting systems change. The results highlight how co-creating to embed Indigenous pedagogy through yarning and oral storying (Hansen & Corbett, 2017; Hansen, 2017) produces transformative learning outcomes which also meet key national, local and professional directives.

scholarly journals Pedagogy, Places And People

2012 ◽  
Vol 14 (2) ◽  
pp. 147-167 ◽  
Author(s):  
Ros Wade
Keyword(s):  
Transformative Learning ◽  
Virtual World ◽  
New Technologies ◽  
Global Solutions ◽  
Ways Of Knowing ◽  
Active Role ◽  
Human Beings ◽  
Local And Global Solutions ◽  
The World ◽  
New Forms Of Learning

Abstract The paper will explore the potential of new technologies in helping educators to play an active role in creating and promoting the learning that is needed for local and global communities to live sustainably. In particular, it will examine the potential of the virtual world to develop local and global communities for transformative learning for sustainable development. It is organised into three sections: 1) the need for new ways of knowing, learning and understanding; 2) the challenges an opportunities of the virtual world; 3) the role of virtual learning communities in education for sustainable education; 4) regional centres of expertise as a mobilising mechanism. Faced with the major challenges of climate change, environmental degradation, poverty and social inequality, it is clear that learning to live sustainably has never been more urgent. The credit crunch has thrown these into sharp relief and provided an opportunity to take stock of our current ways of organising the world economy which have led us to this unsustainable impasse. We are faced with a critical moment in world history which offers the chance to make the changes needed to set human beings on a path to a more sustainable future. In order to address these immense challenges, new forms of learning are needed, and the paper will argue that all educators, as responsible members of local and global communities, need to play key roles as agents for change. Globalisation and new technologies have changed the way we think about the world and about what constitutes the global and the local. It is clear that both local and global solutions must be found to address the serious dilemmas of the 21st century. This paper will see to examine the opportunities and challenges of the virtual world in enabling and supporting the development of effective ESD communities of practice.

Transformative Learning and the Arts: A Literature Review

2020 ◽  
Vol 18 (4) ◽  
pp. 338-355
Author(s):  
Jennifer Blackburn Miller
Keyword(s):  
Adult Education ◽  
Literature Review ◽  
Transformative Learning ◽  
Ways Of Knowing ◽  
Future Research ◽  
Research Programs ◽  
The Arts ◽  
Fertile Ground ◽  
Art Forms ◽  
Critical Reflections

Between 2005 and 2017 yielded fertile ground for research studies and articles about transformative learning and the arts within the field of adult education. The main questions this article seeks to answer are: What art forms are being used for transformative learning, how are they being used, and with what effect? The article begins by establishing the rationale for Artistic Ways of Knowing and gives a brief summary of the topic. The remainder of the article focuses on transformative learning and is organized around a variety of artistic categories. The conclusion includes critical reflections and suggestions for further applications of this topic, through research, programs, and policy. The overall goal for this literature review is to serve as a foundational source, to gather the research on this topic together, and to provide a springboard for future research in this area.

scholarly journals Wholistic Management Education (WME): Theorizing the Contextualized Applicability of Transformative Learning in Management Education Discourse

2017 ◽  
Vol 4 (1) ◽  
pp. 42
Author(s):  
Naveed Yazdani ◽  
Hassan Sohaib Murad ◽  
Aleena Shuja
Keyword(s):  
Discourse Analysis ◽  
Transformative Learning ◽  
Critical Discourse Analysis ◽  
Social Dynamics ◽  
Management Education ◽  
Ways Of Knowing ◽  
Future Research ◽  
Future Research Directions ◽  
The Individual ◽  
Education Discourse

Traditional management education discourse is in crisis. It does not prepare students to face real world complexities and challenges because it is devoid of context and historicity and localness. It focuses narrowly on the means and not ends of managing and organizing. To address these glaring and gaping fissures between concepts and reality. This paper utilizes Mezirow’s theory of transformative learning approach in management education so that the future managers are on course for individual transformation. Later developments in the transformative learning theory connecting it with extra-rational thinking, multiple ways of knowing and critically evaluating social dynamics are also incorporated so that the individual transformation leads to more broader collective transformation. The discursive interplay between texts, actions and discourses are captured in the proposed Wholistic Management Education (WME) model. The model’s validity and its relation with Discourse Analysis and Critical Discourse Analysis are briefly discussed along with future research directions.

scholarly journals Transformative Learning Experiences of International Graduate Students from Africa

2014 ◽  
Vol 4 (2) ◽  
pp. 109-125
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Graduate Students ◽  
Transformative Learning ◽  
Learning Experiences ◽  
International Graduate Students ◽  
Transformative Experiences ◽  
Classroom Activities ◽  
International Graduate ◽  
Program Of Study ◽  
Field Notes

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences were associated with education, 28.3% by non-education, and 30.4% were by both education and non-education. Follow-up interviews were conducted from 12 participants who were randomly selected to ensure representations across gender, age group, country of origin, and program of study. They identified classroom activities, faculty support, and learning a new language as the educational transformative learning, and factors related to new life experiences, as non-educational. Field notes and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicate that participants experienced transformative learning through both educational and non-educational related activities.

scholarly journals Metamorphosis Inside and Out: Transformative Learning at Portland State University

2018 ◽  
Vol 29 (3) ◽  
Author(s):  
Vicki Reitenauer
Keyword(s):  
General Education ◽  
Transformative Learning ◽  
State Agency ◽  
State University ◽  
Transformative Experiences ◽  
Exchange Program ◽  
University Studies ◽  
Portland State University ◽  
Inside Out ◽  
Reflective Essay

In this article, the authors (a faculty member and two former students) describe the trajectory that Portland State University has taken over its history to institutionalize transformative learning opportunities within its comprehensive general education program, University Studies. Following a description of the institutional changes that resulted in the community-based, experientially focused courses at the heart of University Studies, the authors explore one particular community partnership involving both a state agency and the national Inside-Out Prison Exchange Program, dedicated to offering transformative experiences in which incarcerated and non-incarcerated students learn together inside correctional facilities. Finally, each author shares a reflective essay about the personal transformation experienced through these Inside-Out courses and the implications of these changes on their lives.

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