scholarly journals Sustaining Faculty Development through Visiting Scholar Programmes: A Transformative Learning Perspective

2022 ◽  
Vol 14 (1) ◽  
pp. 525
Author(s):  
Xiantong Zhao ◽  
Xu Liu
Keyword(s):  
Transformative Learning ◽  
Intercultural Communication ◽  
International Experience ◽  
Faculty Members ◽  
University Faculty ◽  
Transformative Learning Theory ◽  
Travel Experience ◽  
Chinese University ◽  
The World ◽  
Key Concepts

International academic visits by university faculty members are common around the world. While most researchers approach such an international experience in terms of intercultural communication and acculturation, in this study we view the travel experience as a learning opportunity in light of Mezirow’s transformative learning theory (TLT). Drawing on Singleton’s ‘3H model’ (head-heart-hands), we find that the outcomes of transformative learning (TL) are related to cognitive, affective and behavioral domains, the prevalence of which were then explored among 314 visiting scholars. The results are further interpreted by drawing on key concepts from TLT to better understand the learning process. We conclude that the international experience is beneficial for scholars’ sustainable development, and call for more study abroad opportunities for Chinese university faculty.

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

scholarly journals Learning to Be: Emerging Discourse in Awakening Transformation in Education

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 99-114
Author(s):  
Vanessa V. Tse ◽  
David F. Monk
Keyword(s):  
Social Justice ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Discourse ◽  
Habits Of Mind ◽  
Transformative Learning Theory ◽  
The World ◽  
Personal Accountability ◽  
The One

This paper explores the disconnection between knowledge of social and environmental injustices and actions to right them. Through our discussion, we consider possible reasons for this disconnection, whether a lack of knowledge, personal accountability and responsibility, or a fear of being swallowed up in the depths of the suffering in the world. We then critically reflect on our role and the role of education to broach this gap. We adopt O’Sullivan’s (2002) transformative learning theory as a guide and suggest that disruptive dialogues, like the one that has guided this paper, can challenge habits of mind, shift perspectives, and lead to action for a better, more equitable world. Ultimately, we conclude that such conversations are organic and ever changing and are integral to education.Keywords: Social justice; critical discourse; transformation 

scholarly journals Fair-Minded Critical Thinking in Development Education: Reflections on pedagogies for transformation

2014 ◽  
Vol 6 (1) ◽  
pp. 5-25 ◽  
Author(s):  
Eleanor J. Brown
Keyword(s):  
Critical Thinking ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Reflection ◽  
Theory Development ◽  
Transformative Learning Theory ◽  
Development Education ◽  
Key Concepts ◽  
Pedagogical Approaches

This article discusses research with development education practitioners in Britain and Spain, to explore their conceptions of pedagogical approaches to development education and how these relate to transformative learning theory. Development education is a process designed to generate informed action, which implies the objective of transformation through learning. By considering two key concepts of transformative learning theory – critical reflection and dialogue – the aim of this article is to analyse how practitioners understand and facilitate these through development education.

Meritocracy and the Making of the Chinese Academe, 1912–1952

2020 ◽  
Vol 244 ◽  
pp. 942-968
Author(s):  
Bamboo Yunzhu Ren ◽  
Chen Liang ◽  
James Z. Lee
Keyword(s):  
University Student ◽  
Faculty Members ◽  
University Faculty ◽  
Republic Of China ◽  
Japanese University ◽  
Chinese University ◽  
The Social ◽  
The Republic ◽  
The Pearl River ◽  
Almost All

AbstractThis article takes advantage of three new big historical datasets to identify four salient features of the Chinese academe during the Republic of China. First, it was highly international in terms of training. Second, the proportion of female students was unexpectedly large. Third, there was a heavy emphasis on STEM subjects. Finally, the social and spatial origins of China's university students and university faculty members changed from a national population of civil servant families to business and professional families largely from Jiangnan and the Pearl River Delta. The datasets are the China University Student Dataset – Republic of China, which includes almost half of all students to graduate from a Chinese university during the first half of the 20th century; the China University Student Dataset – Overseas, which includes the vast majority of all Chinese students to graduate from a North American, European or Japanese university during this same period; and the China University Employee Dataset, which includes almost all university faculty members in China, 1941–1950.

scholarly journals A Case for Mezirow’s Transformative Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Rieswan Pangawira Kurnia
Keyword(s):  
Adult Learners ◽  
Adult Learning ◽  
Transformative Learning ◽  
Frame Of Reference ◽  
Adult Educators ◽  
Transformative Learning Theory ◽  
Transformation Theory ◽  
Childhood Experience ◽  
Self Reflection ◽  
The World

<p>Jack Mezirow’s transformative learning theory is one of the most referenced adult education theories. In his theories, transformative learning is the process of effecting change in a frame of reference, using structures of assumption to understand our experiences. Transformative learners move toward a frame of reference with more inclusive self-reflection and more integration of experience. Adult educators should help students become aware and critical of assumptions, their own, and others’. As adult learners, we should be part of transformative learning by being critical with our frames of reference, starting from understanding the world unconsciously in childhood experience, and moving toward a frame of reference with more self-reflection and integration of experience. We should understand the forms, autonomous thinking in transformation theory, and the two domains of learning—instrumental and communicative—as well as their definitions, comparisons, and applications in adult learning. Our experience’s premises, distortions, and situations should be identified and analysed through a transformative lens. Our meaning perspectives are broadened as they are challenged through many deformations and reformations.</p>

Critical Theory and Transformative Learning

2018 ◽  
Vol 9 (3) ◽  
pp. 1-13 ◽  
Author(s):  
Ted Fleming
Keyword(s):  
Critical Theory ◽  
Transformative Learning ◽  
Learning Theory ◽  
Critical Reflection ◽  
Social Dimension ◽  
Transformative Learning Theory ◽  
Transformation Theory ◽  
The Social ◽  
Adequate Understanding ◽  
Key Concepts

Mezirow relies on the critical theory of Habermas to give his theory of transformative learning rigor. Yet critiques persist and focus on whether the theory has an adequate understanding of the social dimension of learning and whether it is overly rational. This article addresses these issues and explores relevant ideas from Habermas and Honneth. Critical theory has evolved and Honneth's theory of recognition has implications for transformative learning. Following the communicative turn of Habermas, Honneth makes recognition and freedom key concepts that contribute to developing transformative learning theory. Intersubjectivity and recognition become the necessary preconditions for critical reflection, discourse, democracy and transformative learning. Freedom is also reconfigured and these ideas address the main critiques of transformation theory.

Lived Catholicity

2019 ◽  
Vol 3 (1-2) ◽  
pp. 149-163
Author(s):  
Jeffrey S. Kirch
Keyword(s):  
Pope Francis ◽  
The World ◽  
Key Concepts ◽  
Multiple Levels ◽  
The Church

Both Pope Francis and Robert Schreiter recognize that the world has been profoundly affected by conflict, globalization, and the breakdown of relationships on multiple levels. They also assert that the Church must address these situations. The ecclesiologies of both Schreiter and Francis offer effective tools for this work. This article will examine several key, shared concepts within their ecclesiologies. Specifically, their understandings of the missionary nature of the Church and their robust understanding of catholicity prove to be key concepts in the Church's response to a world marred by sin.

Flow

2019 ◽  
Author(s):  
Mitchell Ohriner
Keyword(s):  
Hip Hop ◽  
Rap Music ◽  
Music Analysis ◽  
The United States ◽  
Close Reading ◽  
South Bronx ◽  
The World ◽  
Key Concepts ◽  
Voice Flow ◽  
Computational Music Analysis

Originating in dance parties in the South Bronx in the late 1970s, hip hop and rap music have become a dominant style of popular music in the United States and a force for activism all over the world. So, too, has scholarship on this music grown, yet much of this scholarship, employing methods drawn from sociology and literature, leaves unaddressed the expressive musical choices made by hip-hop artists. This book addresses flow, the rhythm of the rapping voice. Flow presents theoretical and analytical challenges not encountered elsewhere. It is rhythmic as other music is rhythmic. But it is also rhythmic as speech and poetry are rhythmic. Key concepts related to rhythm, such as meter, periodicity, patterning, and accent, are treated independently in scholarship of music, poetry, and speech. This book reconciles those approaches, theorizing flow by integrating the methods of computational music analysis and humanistic close reading. Through the analysis of large collections of verses, it addresses questions in the theories of rhythm, meter, and groove in the unique ecology of rap music. Specifically, the work of Eminem clarifies how flow relates to text, the work of Black Thought clarifies how flow relates to other instrumental streams, and the work of Talib Kweli clarifies how flow relates to rap’s persistent meter. Although the focus throughout is rap music, the methods introduced are appropriate for other genres mix voices and more rigid metric frameworks and further extends the valuable work on hip hop from other perspectives in recent years.

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