Theory U Applied in Transformative Development

2013 ◽  
pp. 114-127
Author(s):  
Geoff Fitch ◽  
Terri O’Fallon
Keyword(s):  
Transformative Learning ◽  
Practical Knowledge ◽  
Transformative Change ◽  
Learning Context ◽  
Theory U ◽  
Transformative Development ◽  
Collective Processes

In this chapter, the authors demonstrate how Theory U can be integrated into a long-term transformative learning context that involves both individual and collective processes of development and growth. They begin by examining the theoretical underpinnings of Theory U and how they relate to and inform other theories and practices. They then go on to share more specific practical knowledge of how this model informs Pacific Integral and its Generating Transformative Change (GTC) program in each of these three areas. Finally, the authors explore some of the research that has resulted from the use of Theory U.

scholarly journals Sticky Impact – Building Teaching and Learning on Performative Practice

2018 ◽  
Vol XII (2) ◽  
pp. 74-75
Author(s):  
Fionn Woodhouse
Keyword(s):  
Goal Setting ◽  
Teaching And Learning ◽  
Learning Context ◽  
Learning Methods ◽  
Warm Up ◽  
Long Term Impact

Based on research into the long term impact of participation in drama-based workshops focusing on goal setting, this workshop hoped to investigate how we can make the performative more ‘sticky’. How can performative approaches be combined with other modes of learning, methods of teaching to allow students and teachers new pathways to learning? Taking inspiration from the symposium question – ‘Wherein exactly lies the benefit of applying performative approaches?’ – this workshop asked participants to play with, and reflect on, different approaches to performativity in the classroom/seminar/lecture setting, with the aim of allowing participants to create ‘sticky impact’ – impact from participation that stays with the learner. The workshop was a practice based session with a focus on performative exercises and activities that have been/could be used in a teaching and learning context. The session began with an initial introduction via slides outlining the workshops themes, theoretical contexts, and the practice based nature of the workshop. Following this the workshop section began with participants engaging in a series of performative drama activities that allowed participants to suggest/influence/lead how the activity developed. An initial ‘warm up’ activity of a name game involved participants individually saying their name followed a sound and ...

scholarly journals Design of an Online Curriculum Promoting Transformative Learning in Post Professional Doctoral Students

2015 ◽  
Vol 19 (3) ◽  
Author(s):  
Ingrid Mary Provident ◽  
Joyce Salls ◽  
Cathy Dolhi ◽  
Jodi , Schreiber ◽  
Amy Mattila ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Doctoral Program ◽  
Learning Activities ◽  
Cohort Model ◽  
Online Program ◽  
Learning Context ◽  
Online Curriculum ◽  
Work Settings ◽  
Curricular Design

Written reflections of 113 occupational therapy clinical doctoral students who graduated from an online program between 2007 and 2013 were analyzed for themes which reflected transformative learning and characteristics of curricular design which promoted transformative learning. Qualitative analyses of written reflections were performed. Several themes emerged which are presented using the framework of Person/Learner, Environment/Learning Context, and Occupation/Engagement in Learning Activities. Strategies such as active learning; assignments that directly apply to students’ work settings; implementation of a cohort model; and use of reflection, dialog, and project implementation appear to be effective in facilitating transformative learning in an online clinical doctoral program.

scholarly journals Global AgeWatch Index and Insights

2020 ◽  
Author(s):  
Gibran Cruz-Martinez ◽  
Gokce Cerev
Keyword(s):  
Older People ◽  
Composite Index ◽  
Quality Data ◽  
Transformative Change ◽  
Middle Income ◽  
Middle Income Countries ◽  
Good Quality Data ◽  
Low And Middle Income

Global AgeWatch Index and Insights by HelpAge International aim to contribute to achievement of long-term transformative change in respect to ageing and the lives of older people by advocating for better production of timely and good quality data to inform policy and program response.The Global AgeWatch Index is a composite index that measures quality of life of older people, and ranks countries based on four domains – income security, health status, enabling environment and capability. The index was developed in partnership with Professor Asghar Zaidi. The index was published during 2013-2015.The Global AgeWatch Insights is a research-based advocacy tool that examines situation of older people in low- and middle-income countries, assesses availability of relevant data and evidence to support the analysis, and identification of policy actions. The Insights are produced in partnership with AARP. The reports were launched in 2018 are planned to be released every three years with a different thematic focus. The first report focuses on the inequities of the health systems in twelve low- and middle-income countries.

scholarly journals Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach

2018 ◽  
Vol 10 (12) ◽  
pp. 4479 ◽  
Author(s):  
Magnus Boström ◽  
Erik Andersson ◽  
Monika Berg ◽  
Karin Gustafsson ◽  
Eva Gustavsson ◽  
...  
Keyword(s):  
Sustainable Development ◽  
Transformative Learning ◽  
Social Practices ◽  
Cultural Changes ◽  
Technological Advances ◽  
Institutional Structures ◽  
Sustainability Problems ◽  
Cultural Constraints ◽  
Critical Literature

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

Thinking differently: An education for the Anthropocene from Uttarakhand, India

2019 ◽  
Vol 35 (3) ◽  
pp. 250-261
Author(s):  
Susan Germein ◽  
Neema Vaishnava
Keyword(s):  
Education Research ◽  
Transformative Learning ◽  
Educational Approach ◽  
Material Practice ◽  
Object Lesson ◽  
Thinking Differently ◽  
Long Term Impact ◽  
Girls School ◽  
Community Writing

AbstractTheoretical and philosophical underpinnings of education and activism in the Anthropocene will be enriched by an embrace of non-hegemonic thinking. Lakshmi Ashram, a small girls’ school in the Himalayan mountains of Uttarakhand, India, provides an object lesson in thinking differently: in an imbrication of education/research/activism. This article acknowledges a continuing lack of attention in the literature to local, cultural and place-based diversity in transformative learning for sustainable community. However, the central story in this article is not one of critique, but rather one of a Himalayan approach to creating the pedagogical conditions for transformation in thinking and behaviour, in a connected socio-ecological community. Writing across an intercultural space, the two authors describe their ethnographic methodologies, exploring the long-term impact of a Lakshmi Ashram education on students and inhabiting the pedagogical experience of the school. A seamless flow of socio-material practice between pedagogy, research and activism in the school’s educational approach speaks to a Gandhian philosophy-in-action that is worth considering as a contribution to global educational praxis in the Anthropocene. In telling this tale of one small school’s pedagogical philosophy, the authors aim not towards ideological posturing, but towards creating further openings in thinking differently in education.

Action Confidence as an Indicator of Transformative Change

2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Process ◽  
Online Course ◽  
Transformative Change ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Systemic Learning ◽  
Taking Action ◽  
The Impact

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.

Journeys From Addiction to Recovery

2008 ◽  
Vol 22 (4) ◽  
pp. 256-272 ◽  
Author(s):  
Mary Hansen ◽  
Barbara Ganley ◽  
Chris Carlucci
Keyword(s):  
Transformative Learning ◽  
Transtheoretical Model ◽  
New Combination ◽  
Transtheoretical Model Of Change ◽  
Behavior Support ◽  
The Road ◽  
The Family ◽  
The Individual ◽  
Recovering Addicts

Addiction affects us all. It has wide-reaching consequences for the individual, the family, and society as a whole. This article attempts to assist providers and addicts in understanding the road to recovery. Transformation from addiction to recovery is best explained by recovering addicts themselves. In this qualitative study, nine participants describe their experiences with long-term recovery. The transtheoretical model of change (Prochaska & DiClemente, 1983) was combined with Mezirow’s (1997) transformative learning theory to structure a framework that highlights the transition of these individuals as they moved from addiction to recovery. This new combination model can be used to anticipate behavior, support, and encourage patients in the change from active addiction to a healthier lifestyle without drugs and alcohol.

scholarly journals Take the Opportunity Afforded by the COVID-19 Experiences: Progressive Non-growth Policies for Sustainable Lifestyles

2021 ◽  
Vol 2 ◽  
Author(s):  
Magnus Boström
Keyword(s):  
Lifestyle Changes ◽  
Transformative Change ◽  
Top Down ◽  
Public Places ◽  
Rebound Effects ◽  
Sustainable Lifestyles ◽  
Vested Interests ◽  
Key Policy ◽  
Policy Measures

The COVID-19 pandemic has led to significant restrictions on lifestyles and consumption everywhere. Many consumer practices have been disrupted due to the shutting down of economic and social activities, limiting of mobility in public places, closing of shopping centers and non-essential stores, and closing of borders. These restrictions have had a significant impact on climate emissions. Much public and scholarly attention has been given to the question of whether the pandemic also offers a window of opportunity for long-term sustainability transformation. The article elaborates on this issue by specifically discussing progressive non-growth policies for sustainable lifestyles and reduced consumption. What potential for long-term transformative change results from lifestyle changes like these? How can societies be restructured to take advantage of the experiences from the pandemic? Bottom-up drivers and possibilities for top-down enforcement are both important to consider. The article limits its focus to top-down policy measures with transformative potential related to sustainable lifestyles (reduced consumption) by summarizing and discussing some key policy lessons identified in recent COVID-19 literature. It considers the need to address likely rebound effects and the vested interests in bouncing practices back toward the previous unsustainable “normality.” The argument is generally inspired by post-growth and degrowth perspectives, as the dominant pro-growth, neo-liberal doctrines are seen as unable to transform societies and guide them onto sustainable paths.

scholarly journals Remote Microgrids for Energy Access in Indonesia—Part I: Scaling and Sustainability Challenges and A Technology Outlook

Energies ◽  
2021 ◽  
Vol 14 (20) ◽  
pp. 6643
Author(s):  
Ilman Sulaeman ◽  
Desmon Petrus Simatupang ◽  
Brandon Kristiano Noya ◽  
Amalia Suryani ◽  
Niek Moonen ◽  
...  
Keyword(s):  
Renewable Energy ◽  
Social Engagement ◽  
Practical Knowledge ◽  
Renewable Energy Sources ◽  
Energy Sources ◽  
Preliminary Survey ◽  
Energy Access ◽  
Sustainability Challenges ◽  
High Level

Although Indonesia’s electrification ratio reached 99.2% in 2020, it has shown stagnating electrification since 2018. This is because most of the remaining areas that need to be electrified are remote and have unique characteristics that hamper implementation of microgrids for providing energy access. Furthermore, not only the deployment but also the long-term sustainability of microgrids is crucial for ensuring continuity of energy access. This paper aims to investigate the scaling and sustainability challenges of remote microgrid development in Indonesia by analyzing microgrids in the Maluku and North Maluku provinces. This study is a two-part publication; the first part focuses on identifying challenges in Indonesia’s remote microgrid development, while the second part focuses on potential technology solutions. In the first part, an assessment of energy access within a multi-tier framework was conducted, which was then analyzed using a multi-dimensional (institutional, social, technical, economic, environmental, and policy) approach adapted from the literature. The framework was expanded by mapping the challenges onto specific phases of the microgrid development, which is intended to be helpful for the parties involved in specific phases. It is shown that the challenges related to unclear land status, lack of social engagement, preliminary survey, technical and practical knowledge, and O&M procedures—especially for remote microgrids with renewable energy sources—are the most prominent issues. Additionally, issues caused by electrical events and environmental conditions such as relatively humid and high-temperatures, and uncontrolled vegetation, rodents, insects, and lizards are often found. Furthermore, a high-level technological outlook to address some of these issues is presented.

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