scholarly journals Partnership Studies in Transformative Education

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Susan G Carter
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Cultural Transformation ◽  
Transformative Education ◽  
Learning Activities ◽  
University Teaching ◽  
Transformation Theory ◽  
Effective Learning ◽  
Partnership Models ◽  
Life Work

This article provides a brief overview of Eisler's Cultural Transformation Theory and domination/partnership models. Its main objective is to share ways in which these important ideas and constructs can be included in educational curricula, with a focus on university teaching, to encourage and support personal development and positive social change. It offers examples of effective learning activities developed over nearly a decade of teaching partnership, as well as ways in which students have included partnership in their life, work, and studies.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

Actualization of reflexive and didactic potential of students’ independent learning activities in the learning process

2021 ◽  
pp. 14-20
Author(s):  
Marina A. Fedorova
Keyword(s):  
Learning Process ◽  
Personal Development ◽  
Learning Activities ◽  
Independent Learning ◽  
Self Assessment ◽  
Pedagogical Research ◽  
The University ◽  
Relationship Of ◽  
Educational Paradigms ◽  
The Relationship

The change in educational paradigms has led to the need to define new methodological regulations that allow to consider the objects of pedagogical reality from a different angle. This led to the need to study traditional issues of pedagogy in an innovative context. The issue of forming students’ independent learning activities is not new for pedagogy. However, we present it from the perspective of an integrative-reflexive approach, which allowed us to identify its internal potential for personal development. The theoretical methods of pedagogical research used in the study: analysis, synthesis, comparison, generalization, method of causal relationships research, etc., which allowed to mentally penetrate into the essence of the studied pedagogical phenomenon and rethink it in a new educational reality. It is established that the educational independent activity accumulates the reflexive and didactic potential for professional and personal formation and development in the process of studying at the university. The possibilities of reflexive discourse as a way of realizing the reflexive-didactic potential of educational independent activity in the learning process are determined. According to the structure of the process of reflection in educational independent activity we distinguish the stages of reflexive discourse: reflexive-indicative, reflexive-presentative and reflexive-realizational. We consider the relationship of these stages of the discourse with various types of reflection and features of self-assessment, self-analysis, self-design and self-realization as structural components of educational independent activity.

The Archaeology of Vanuatu

2014 ◽  
Author(s):  
Stuart Bedford ◽  
Matthew Spriggs
Keyword(s):  
Social Change ◽  
Social Interaction ◽  
Natural Hazards ◽  
Late Holocene ◽  
Far East ◽  
Cultural Transformation ◽  
Initial Settlement ◽  
Colonization Patterns ◽  
Human Colonization ◽  
Resident Populations

The more than 1,000-kilometer stretch of eighty-two inhabited islands comprising the Vanuatu archipelago is centrally situated in the southwest Pacific. These islands were first settled in the late Holocene by Lapita colonists as part of a rapid migratory event that travelled as far east as Tonga. Over three millennia Vanuatu has transformed into an extraordinarily diverse country both linguistically and culturally. The challenge to archaeology is to explain how such diversity has arisen. This chapter addresses a range of themes that are central to the definition and understanding of the timing and nature of initial settlement, levels of interconnectedness, cultural transformation and diversification, human impact on pristine environments, and impacts of natural hazards on resident populations. Vanuatu research contributes to regional debates on human colonization, patterns of social interaction, and the drivers of social change in island contexts.

scholarly journals STRATEGI PEMBELAJARAN DI ANTARA GURU TERHADAP SISWA DALAM KONTEKS MEMECAHKAN KESULITAN BELAJAR

2021 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Pudun Tadam
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Difficulties ◽  
Learning Activities ◽  
Learning Material ◽  
Self Awareness ◽  
Strategic Learning ◽  
Effective Learning ◽  
Teachers And Students ◽  
To Receive

Abstract: Strategic Learning involves Learning Strategies and Teaching Strategies that can help bring success to a student. The research objective answers the question: What is the meaning of a Learning Strategy? What is an Effective Learning Strategy? What are the Learning Strategies among Teachers against Students in the Context of Solving Learning Difficulties? The answer is: Learning strategies are the methods that will be selected and used by a teacher to deliver learning material that aims to make it easier for students to receive and understand learning material, which in the end can be mastered learning objectives at the end of learning activities. Three aspects of effective learning strategies are: (1) Students Need Continuous Strategic Instruction. (2) Teachers Promote Self-Awareness in Metacognition in the Classroom. (3) Teachers Can Recognize and Understand Different Learning Profiles. Learning Strategies between Teachers and Students in the Context of Solving Learning Difficulties are: (1) learning difficulties manifested in classrooms, (2) difficulties demonstrated by students in classrooms, and (3) strategies to help students who have difficulty paying attention in class . Abstrak: Strategic Learning melibatkan Strategi Pembelajaran dan Strategi Pengajaran yang dapat membantu membawa kejayaan kepada seorang mahasiswa. Tujuan penelitian menjawab pertanyaan: Apakah pengertian Strategi Pembelajaran? Bagaimanakah Strategi Pembelajaran yang Efektif? Bagaimanakah Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar? Jawabannya adalah: Strategi pembelajaran adalah cara-cara yang akan dipilih dan digunakan oleh seorang pengajar untuk menyampaikan materi pembelajaran yang bertujuan untuk memudahkan peserta didik menerima dan memahami materi pembelajaran, yang pada akhirnya tujuan pembelajaran dapat dikuasainya di akhir kegiatan belajar. Tiga hal strategi pembelajaran yang efektif adalah: (1) Siswa  Memerlukan Instruksi Strategi yang Berkelanjutan. (2) Guru  Mempromosikan Kesadaran Diri dalam Metakognisi di Kelas. (3) Guru-guru Dapat Mengenali dan Memahami Profil Pembelajaran yang Berbeda. Strategi Pembelajaran di antara Guru terhadap Siswa dalam Konteks Memecahkan Kesulitan Belajar adalah: (1) kesulitan belajar dimanifestasi dalam bilik kelas, (2) kesulitan didemonstrasi oleh siswa dalam bilik kelas, dan (3) strategi-strategi untuk membantu siswa yang kesulitan perhatian di kelas.

scholarly journals Bringing Partnership Home: A Model of Family Transformation

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Julie De Azevedo Hanks
Keyword(s):  
Social Organization ◽  
Systems Theory ◽  
Language Use ◽  
Cultural Transformation ◽  
Transformation Theory ◽  
Societal Transformation ◽  
Family Organization ◽  
Partnership Model ◽  
Compassionate Communication

Eisler’s cultural transformation theory suggests that the global crises we face can be addressed only through movement to a partnership model of social organization. Drawing on cultural transformation theory and systems theory, a partnership model of family organization (PMFO) is outlined as a practical framework to guide families toward partnership relations. Eight components of PMFO are presented and expanded on as a path toward furthering familial and societal transformation. The eight tenets of a PMFO are: 1) cooperative adult leadership, 2) connecting orientation, 3) caretaking emphasis, 4) collaborative roles and rules, 5) celebration of unique contributions, 6) compassionate communication, 7) conscious language use, and 8) collection and creation of partnership stories. Finally, specific strategies of application of the PMFO will be discussed.

A Model for the Development of Anti-Racist Culturally Humble Educational Practitioners

2022 ◽  
pp. 1-22
Author(s):  
Veronica Keiffer-Lewis
Keyword(s):  
Social Change ◽  
Personal Development ◽  
Diversity Training ◽  
Identity Negotiation ◽  
Theoretical Framework ◽  
Conflict Transformation ◽  
Cultural Humility ◽  
Full Extent ◽  
Self Reflection

Although diversity training has become an institutional norm for businesses, schools, and organizations, the full extent of its impact remains unclear. This chapter reports on research aimed as more fully understanding the transformational journeys of diversity practitioners and discovering how they deepen their sense of cultural humility. Following a review of the evolution of diversity training, the chapter presents a theoretical framework featuring five interrelated transformational processes: dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation. The chapter concludes with a discussion about how these processes can be applied to enhance the development of cultural humility and consequently better achieve the desired outcomes of diversity training. It argues for a multi-year model for the training of diversity practitioners and others committed to personal development and social change as well as a lifelong approach that supports the process of moving more deeply into a culturally humble way of being.

Cultural Transition in a Kibbutz Industry from Clan to Hierarchical Control Attributes

2018 ◽  
Vol 17 (6) ◽  
pp. 829-862 ◽  
Author(s):  
Yaffa Moskovich
Keyword(s):  
Social Change ◽  
Financial Crisis ◽  
Cultural Change ◽  
Hierarchical Control ◽  
Cultural Transformation ◽  
Cultural Transition ◽  
Hierarchic Structure ◽  
Clan Culture ◽  
The Impact ◽  
Private Individual

Abstract This article describes changes in a kibbutz factory as an outcome of social change in the kibbutz community and in Israeli society. The study estimates the cultural transformation in the specific kibbutz industry and analyzes the transition from its original clan culture to a Weberian hierarchic structure. The findings serve as a basis for comparing the impact of cultural change in various kibbutz industries and other types of enterprises as well. When founded, the plant operated according to socialist values: Equity, democracy, rotation among managers and familial features. From the 1980s, when the kibbutz underwent privatization, its factory also shifted away from strict socialist principles. After a financial crisis in the 1990s, the factory experienced a period of decline and finally closed. Later, a private individual from outside the kibbutz bought and reopened the factory, drastically changing its organizational culture as the business became a stratified hierarchic organization.

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