teaching, learning, and transformation

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)


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)


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)


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)


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)


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)


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)


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)


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


A + B = A + B + C

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

Invitations

http://www.fruitioncoalition.com/

http://fruitioncoalition.wordpress.com/fruition-academy/2012-class-schedule/

http://fruitioncoalition.wordpress.com/