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kelsey beaudry

on 5 June 2010

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learning experiences focused on generating 'thick descriptions' of social, cultural, and ecological relationships. A 'Deep' historical and aesthetic exploration of community with investigations of power/knowledge relationships transformative learning Intro teacher as mediator thick descriptions authentic questions community involvement QUOTE THE ARTICLE DISCUSSION TIME Teacher knows that there is no end destination, only stops along a learning journey. Students and teacher explore community to take in the learning experience. There is no set destination because the students navigate their own learning experience EthnographiesRaising AwarenessArt ExhibitsActivismConnecting with community Leaders Field TripsMeeting/petitioning government officialsOral Histories Article: Finding Our Way in the Great Work by Edmund O'Sullivan Joe Kincheloe: “From the post-formal, new paradigmatic perspective the well-prepared teacher is not one who enters the classroom with a fixed set of lesson plans but a scholar with a thorough knowledge of subject, an understanding of knowledge production, the ability to produce knowledge, an appreciation of social context, a cognizance of what is happening in the world, insight into the lives of her students, and a sophisticated appreciation of critical educational goals and purposes.” With Transformative Education there is a much thicker description of information. Transformative learning is not about understanding information as black and white but about viewing information in terms of relationships. By relating information to greater social contexts, students begin to see relationships between environments and concepts. They may also begin to see the tension in these relationships. Authentic Questions explore social, cultural and ecological relationships embedded in the curriculum; They are grounded in asking what relationships are to learning discoveries. In generating and responding to Authentic questions, the focus is not finding a right or wrong answer. It is a good idea to ask questions about interesting, real-world and relevant connections Intro The Great Work
the great turning Conclusion/hope “Great Work” –oHistory is governed by those overarching movements that give shape and meaning to life by relating the human venture to the larger destinies of the universe. Creating such a movement might be called the Great Work of a people. . . . The Great Work now, as we move into the new millennium, is to carry out the transition from a period of human devastation of the Earth to a period where humans would be present to the planet in a mutually beneficial manner. The Great Work before us . . . is not a role we have chosen. It is a role given to us, beyond any consultation with ourselves. We are, as it were, thrown into existence with a challenge and a role that is beyond any personal choice. We did not choose. We were chosen by some power beyond ourselves for this historical task. The nobility of our lives, however, depends upon the manner in which we come to understand and fulfill our assigned role. (p. 1) Definition of Transformative Learning/Education:•The foundation of this course is based on the assumption that we are in the midst of a major historical transformation of both human and Earth history. It is a time fraught with cataclysmic dangers as well as creative opportunities.•Major transition as a movement from an industrial mode of being to an Ecozoic mode of being. The transition to the Ecozoic period involves the reinvention of the human at the species level into the community of life systems. •What we are beginning to recognize is that the Great Work is being accomplished in every nook and cranny of this globe.•Transformation as a “great turning.”•The great turning involves three integral and interrelated dimensions: The first dimension of the great turning involves actions to slow the damage to Earth and it beings. The second dimension is equally crucial and involves a deep-order critical understanding of the dynamics of structural institutions of power. Critical questioning and study need to be pursued to bring to light the tacit agreements that create obscene wealth for a few while progressively impoverishing the rest of humanity? Finally, the third dimension of the great turning involves a shift in consciousness that comes through the creative visioning of structural alternatives. •I think as human beings that we must not succumb to the incredible darkness that we all sense. We have to develop an active compassion•In the Great Work of reconstituting the world, hope is absolutely necessary•“Hope” is an absolutely essential feature in our lives and essential for a critically conscious and visionary education that is necessary in our critical historical moment.•We all must experience joy. We owe it to ourselves to experience the joy of being alive. It is a natural part of living, and it helps us with our sorrow for the enormous losses in the world today.•I end this piece with a quote from the final paragraph of my book on transformative learning (O’Sullivan, 1999): a) Discuss first question with small group.
b) Re-read own written answer and discuss with group if you feel differently from your original answer, discuss any feelings which may have come up during your initial discussion time relating to your position and that of others in your group.c) Repeat this with another question a) Form a single large circle sitting on the floor to debrief 'Transformative theory' and the Ecozoic age of O'Sullivan b) Introduce questions for discussion and facilitate discussion c) Summarize theory/article
d) Closing comments small group large group - There's a right answer and a wrong answer
- Teacher as director
- Focused on the transfer of knowledge, not the exploration of knowledge
- Limited to the classroom environment
- Focus on curriculum and facts as opposed to real-world, contemporary issues Traditional Learning Quote oWe find cause for celebration around significant core events such as the solstice, equinox, births and wedding and funeral rituals that include a multiplicity of friends and relations. The loss of our sense of place in the cosmos and the corresponding loss of ritual concerning our participation in the great mystery of life is significant. The inability to express our sense of ecstasy and gratitude for the gift of life constitutes a loss of meaning about our vocation and place in the larger life processes. We live in an incredible time in Earth history and we must capture the sense of our purpose through celebrating the fullness of our existence in both time and space. Celebration is an essential part of the ritual of existence. For creatures of the millennia, we must remind ourselves that we are about a great work. It is a joy to be part of this grandeur. (p. 281) What does transformative education look like in the Classroom?

Moving from the WHAT to the HOW
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