transformative college curriculum a meaningful degree of understanding daniel j. glisczinski,...

Transformative Transformative College College CurriculumCurriculum

A meaningful degree of understandingA meaningful degree of understanding

Daniel J. Glisczinski, University of Minnesota Duluth, U.S.A

[email protected]

•The university has shaped itself into an industrial ideal—the knowledge factory. •Overloaded,top-heavy with expertness, information. •has become a know-how institution•ought to be a know-why institution. •goal should be deliverance from crushing weight of unevaluated facts, •from bare-bones cognition or ignorant knowledge: •knowing in fragments, knowing without direction, knowing without commitment (Rowe, 1990)

The University As

Knowledge Factory

Education: A “complementary convergence”

Between information and understanding

•ecology between informational, cultural, and values-rich understanding

•likely to empower those who understand it

•contains potential to isolate those who choose not to learn it (Friedman, 2005).

Types of Learning Habermas (1984)

critical assessment of

assumptions supporting the justification of

existing norms in order to

think and act in a self-

authoring manner.

critically understanding context, history, social structures,

and power structures which shape epistemological perspectives.

mastering tasks, solving problems, and learning how to manipulate environments and people toward specific

ends

Instrumental

Transformative Learning QuadrantsMezirow (1970) and Herbers (1998)

I.Disorienting

Dilemma

II.Critical

Reflection

III.Rational Dialogue

IV.Action

1. To what extent are higher education students experiencing transformative learning?

2. How do transformative learning experiences affect higher education students’ present behavior?

Research Questions

Transformative Learning Higher Education Findings

Disorienting Experiences

(Mezirow, 1970; Herbers, 1998)

73% of population reported experiencing

disorienting experiences

CommittedAction(Mezirow, 1970; Herbers, 1998)

35% of population reported trying to figure out ways to adopt transformed ways of acting

Instrumental Learning(Habermas, 1984)

Critical Reflection

(Mezirow, 1970; Herbers, 1998)

43% of population reported experiencing critical reflection that

their assumptions don’t fit current reality

Com

mu

nica

tive Le

arn

ing

(Hab

erm

as, 1

98

4)

•Preparing learners for present realities and future unknowns.(Maslow, 1971)

Rational Dialogue (Mezirow, 1970; Herbers, 1998)

47% of population reported experiencing rational dialogue about constructing more accurate assumptions

Quadrant I.

Quadrant II.Quadrant III.

Quadrant IV.

Em

an

cip

ato

ry L

earn

ing

(Hab

erm

as,

19

84

)

04/19/23 D. Glisczinski | [email protected]

8

Student Voices Reflecting Transformative Cycle

• Quad I:– Do I think this? Do I think that? What do I do now?– Man, my marbles were rolling around.

• Quad II:– The question “Why” became central– I realized there were other options than . . .

• Quad III:– I’d listen, read, discuss, listen some more, read more...– Now I go to be taught by those things which confused me

• Quad IV:– I’ve opened up my thinking and approach to . . . – And I try to do the same with my students and peers

04/19/23 D. Glisczinski | [email protected]

9

Statements from Instrumentalists

• I don’t think about other people’s assumptions.

• What matters is what I want to achieve.

• I used to think about what other people, but have learned that that’s not how the world works

Assessment of LearningWiggins & McTighe (1998) and Bloom (1976)


Rational Dialogue

Action

Explanation (Wiggins & McTighe,1998)

Knowledge, Comprehension(Bloom, 1976)

Interpretation (Wiggins & McTighe, 1998)

Comprehension, Analysis

(Bloom, 1976)

Application (Wiggins & McTighe, 1998)

Synthesis (Bloom, 1976)

Perspective(Wiggins & McTighe, 1998)

Empathy: (Wiggins & McTighe,1998)

Self Knowledge(Wiggins & McTighe ,1998)

Evaluation(Bloom, 1976)

Critical

Reflection

Transformative Learning Theory of Action Transformative Learning Theory of Action and Assessmentand Assessment

Concrete, Disorienting Experiences

(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Critical Reflection, Observation

assumptions don’t fit current reality



Comprehension, Analysis (Bloom, 1976)

•Prepare learners for present realities and future unknowns.

(Maslow, 1971)

Asse

ssmen

t Meth

od

sAss

ess

men

t M

eth

od

s









Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)

Quadrant I.

Quadrant II.

Quadrant III.

Quadrant IV.



(Kolb,1984; Mezirow, 1970; Herbers, 1998)73% of population reported experiencing



35% of population reported trying to figure out ways to adopt transformed ways of acting Begin:


and

and

and

and




43% of population reported experiencing critical reflection that their assumptions don’t

fit current reality

Com

mu

nica

tive Le

arn

ing

(Hab

erm

as, 1

98

4)



•Prepare learners for present realities a•nd future unknowns.

(Maslow, 1971)

Asse

ssmen

t Meth

od

sAss

ess

men

t M

eth

od

s










47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions

Quadrant I.

Quadrant II.

Quadrant III.

Quadrant IV.

Em

an

cip

ato

ry L

earn

ing

(Hab

erm

as,

19

84

)











(Maslow, 1971)

Asse

ssmen

t Meth

od

sAss

ess

men

t M

eth

od

s










Quadrant I.

Quadrant II.

Quadrant III.

Quadrant IV.

Experiential Learning CycleKolb (1984)

Concrete Experiences

Reflective Observation

AbstractConceptualization

ActiveExperimentation



(Kolb,1984; Mezirow, 1970; Herbers, 1998)73% of population reported experiencing



35% of population reported trying to figure out ways to adopt transformed ways of acting Begin:


and

and

and

and




43% of population reported experiencing critical reflection that their assumptions don’t

fit current reality

Com

mu

nica

tive Le

arn

ing

(Hab

erm

as, 1

98

4)




(Maslow, 1971)

Asse

ssmen

t Meth

od

sAss

ess

men

t M

eth

od

s










47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions

Quadrant I.

Quadrant II.

Quadrant III.

Quadrant IV.

Em

an

cip

ato

ry L

earn

ing

(Hab

erm

as,

19

84

)

transformative college curriculum a meaningful degree of understanding daniel j. glisczinski,...

Documents

action slide

types of learning habermas

emancipatory learning

knowledge factory slide

experiences mezirow

critical reflection

transformative cycle

rational dialogue mezirow