LEARNING IMAGOES AS A MEANS OF REINVENTING THE … paper_1.4 Learning Imagoes.pdfEducational...
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LEARNING IMAGOES AS A MEANS OF REINVENTING THE TAE PRACTITIONER Introduction Learning imagoes is a concept from the educational field of Transactional Analysis, a form of social psychology. Every TAE practitioner holds a learning imago in his/her subconscious. This learning imago is a mental picture of the learning group (Newton, 2003, 2014). It is influenced by the educational philosophy that the TAE practitioner subscribes to (consciously or otherwise). Each TAE practitioner’s learning imago thus defines his/her view of what learning is about, his/her role in relation to the learners and how learning can be conducted. Raising this to the practitioner’s awareness allows him/her to adapt more effectively by being able to intentionally build different learning dynamics in the learning space for greater effectiveness. This paper provides a brief introduction of different learning imagoes and the associated educational philosophy, along with guiding questions for the reader to apply these concepts to self through reflection. Finally, this paper provides a suggestion for how this concept can be applied to some newer modes of learning being introduced in the TAE industry now: classroom learning that is more learner-centric, technologically- enabled learning and workplace learning. Learning Imagoes and Educational Philosophy Philosophy can be defined as “A theory or attitude that acts as a guiding principle for behavior” (Oxford English Dictionary). Educational philosophy is therefore the theory or attitude that acts as a guiding principle for how the TAE practitioner behaves in relation to learning and the adult learners. Elias and Merriam proposed a classification of six main educational philosophical approaches in their book, Philosophical Foundations of Adult Education (Elias and Merriam, 2005). Newton built on this classification and derived corresponding learning imagoes for each educational philosophy (Newton, 2003, 2014). Each learning imago spells out the role of the teacher in relation to the learners, and the objective for learning. An extract, summarized from Newton’s summary table, is in Table 1 below: Table 1: Educational Philosophy and Associated Learning Imagoes Liberal (Traditional) Progressive Humanistic Technological Radical Dogmatic Learning is… Filling the learners with knowledge / theory Guiding the learner to be responsible and committed to society Growing or developing the individual Shaping the learner to obtain a competency Setting the learner free from old mindsets or ideas Handing down values and the truth The Educator is… The transmitter of knowledge. “You learn from me.” The guide. “I may guide you, and we problem solve together.” The support or farmer. “I support you in your search for growth.” The instructor. “I assess and accredit you when competent.” The catalyst. “We learn and change together.” The guru, or authority figure. “I will show you what is right.” Roots Socrates, Plato, the Enlightenment Social action and political movements, democracy Person-centric ideas, e.g. Rogers and Maslow Behavioural psychology, systems theory Liberation theology, Freire, Illich Cultural and religious models of law and authority Imago * The large circle contains the entire learning group. The shaded circle represents the educator, while the other shapes within the larger circle represent the learners in relation to the educator.
Transcript of LEARNING IMAGOES AS A MEANS OF REINVENTING THE … paper_1.4 Learning Imagoes.pdfEducational...
LEARNINGIMAGOESASAMEANSOFREINVENTINGTHETAEPRACTITIONERIntroductionLearningimagoesisaconceptfromtheeducationalfieldofTransactionalAnalysis,aformofsocialpsychology. Every TAE practitioner holds a learning imago in his/her subconscious. This learningimago is a mental picture of the learning group (Newton, 2003, 2014). It is influenced by theeducationalphilosophythattheTAEpractitionersubscribesto(consciouslyorotherwise).EachTAEpractitioner’s learning imago thus defines his/her viewofwhat learning is about, his/her role inrelation to the learners and how learning can be conducted. Raising this to the practitioner’sawarenessallowshim/hertoadaptmoreeffectivelybybeingableto intentionallybuilddifferentlearning dynamics in the learning space for greater effectiveness. This paper provides a briefintroductionofdifferent learning imagoesand theassociatededucationalphilosophy,alongwithguidingquestionsforthereadertoapplytheseconceptstoselfthroughreflection.Finally,thispaperprovidesasuggestionforhowthisconceptcanbeappliedtosomenewermodesoflearningbeingintroducedintheTAEindustrynow:classroomlearningthatismorelearner-centric,technologically-enabledlearningandworkplacelearning.LearningImagoesandEducationalPhilosophyPhilosophycanbedefinedas “A theoryorattitude thatactsasaguidingprinciple forbehavior”(OxfordEnglishDictionary).EducationalphilosophyisthereforethetheoryorattitudethatactsasaguidingprincipleforhowtheTAEpractitionerbehavesinrelationtolearningandtheadultlearners.EliasandMerriamproposedaclassificationofsixmaineducationalphilosophicalapproachesintheirbook,PhilosophicalFoundationsofAdultEducation(EliasandMerriam,2005).Newtonbuiltonthisclassificationandderivedcorrespondinglearningimagoesforeacheducationalphilosophy(Newton,2003,2014).Eachlearningimagospellsouttheroleoftheteacherinrelationtothelearners,andtheobjectiveforlearning.Anextract,summarizedfromNewton’ssummarytable,isinTable1below:Table1:EducationalPhilosophyandAssociatedLearningImagoes Liberal
(Traditional)Progressive Humanistic Technological Radical Dogmatic
Learningis… Fillingthe
learnerswithknowledge/theory
Guidingthelearnertoberesponsibleandcommittedtosociety
Growingordevelopingtheindividual
Shapingthelearnertoobtainacompetency
Settingthelearnerfreefromoldmindsetsorideas
Handingdownvaluesandthetruth
TheEd
ucatoris…
Thetransmitterofknowledge.“Youlearnfromme.”
Theguide.“Imayguideyou,andweproblemsolvetogether.”
Thesupportorfarmer.“Isupportyouinyoursearchforgrowth.”
Theinstructor.“Iassessandaccredityouwhencompetent.”
Thecatalyst.“Welearnandchangetogether.”
Theguru,orauthorityfigure.“Iwillshowyouwhatisright.”
Roo
ts
Socrates,Plato,theEnlightenment
Socialactionandpoliticalmovements,democracy
Person-centricideas,e.g.RogersandMaslow
Behaviouralpsychology,systemstheory
Liberationtheology,Freire,Illich
Culturalandreligiousmodelsoflawandauthority
Imago
*Thelargecirclecontainstheentirelearninggroup.Theshadedcirclerepresentstheeducator,whiletheothershapeswithinthelargercirclerepresentthelearnersinrelationtotheeducator.
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
SurfacingYourLearningImago:ReflectiveQuestionsEach TAE practitioner subscribes to one or two educational philosophies, and therefore holds alearning imago in his/her mind. This is shaped by the practitioner’s early learning experiences(Barrow, 2009; Napper and Newton, 2000). Surfacing the TAE practitioner’s learning imago ispossible by having the individual reflect on his/her early learning experiences and how thepractitionerseeshis/herroleinlearning.IusethefollowinglistofreflectivequestionswhenIworkwithTAEpractitionerstosurfacesomeaspectsofthelearningimagoestheyholdinmind:
1. Complete this sentence to describe what learning is to you: Learning is_____________________________.
2. Myroleasatraineris____________________________________________.3. WhenIfacilitatealearningprogramme,myobjectiveis______________________.
IfinditusefulfortheTAEpractitionerstowritedowntheirresponseseitheronpost-itnotesoronseparatesheetsofpaper.Thenextstep is tocomparetheirwrittenresponseswiththeconceptssummarizedinTable1above.WhichlearningimagoesoreducationalphilosophieswouldbealignedwiththeresponseswrittenbytheTAEpractitioner?Asanexample,herearesomeresponsesfrompreviousreflectivesessions: “Tome,learningisgrowingandexpandingcapacity” “Learningisaboutgrowthandchange” “Gaininginsight,knowledgeandapplicableskills” “Tome,learningisallaboutattitude”Thewords“growingandexpandingcapacity”suggestanalignmentwiththehumanisticphilosophy,while“allaboutattitude”suggestsaprogressivephilosophy.Itisquitecommonthatpractitionersholdamixoflearningimagoesintheirsubconscious.Thewords“growthandchange”suggestamixbetween a humanistic and a radical philosophy. The phrase ‘Gaining insight, knowledge andapplicableskills”suggestamixofliberalandtechnologicalphilosophies.The reflections are a useful first step to surface awareness.What is frequently useful after thereflectionisafacilitateddiscussionabouthowthepractitionersworkwithadultlearners,andtheupsidesanddownsidesofeacheducationalphilosophy.Forexample,askingeachotherquestionslike, “What do you mean when you say learning is all about attitude?”, helps the practitionerelaboratefurtheraboutwhathe/shebelievesaboutlearning.Nooneeducationalphilosophyisidealorperfectineverysituationorlearningneed.Theawarenessofthepractitioner’sowntendenciesallowshim/hertointentionallythinkaboutmanagingdynamicsthatworkeffectivelyineachlearningproject.LearningImagoesandSingaporeTAEPractitionersManyTAEpractitionersinSingaporepracticingtodaywouldhaveearlylearningexperiencesintheSingaporeaneducationsysteminthe1970sto1980s.Inaworkshopwithmyfacultyteam,thewordsthat cameup from reflectingon their early learningexperiences included theChinesewords for
spelling,‘听写’(Chinesespelling)and‘默写’(memorizedpassage),whichrelymainlyonrotelearning.Otherwordsthatcameupincluded“homework”,“examinations”and“memorizingfacts”.Stillotherwordsincluded“rightandwrong”and“beingtheoddoneout”.Collectively, these suggest that many TAE practitioners lean towards the liberal and dogmaticeducational philosophies instinctively. Thesewould correspondwith the approach to learning inSingaporeschoolsduringthe1970sto1980s.Diagrams1and2showswhatthelearningimagoinatypicalSingaporeclassroomcouldhavelookedlikeadoptingtheliberalanddogmaticeducationalphilosophiesrespectively.Theeducatoristheleaderofthelearning.His/herroleislargelytopassdown information or theory to the students. In termsof the power dynamic, the teacher is theauthorityfigureintheclassroom,andverypowerful.Academiclearningisemphasizedandvalued.Diagram1:Liberallearningimago Diagram2:Dogmaticlearningimago
ATAEpractitionercommentedthatdiagram1remindedhimofhowheusedtobeconfidentthathecouldsleepduringlecturesunnoticed.Thelecturehallwaspackedwithsomanystudents,andtherewasonlyonelecturer,whomheidentifiedastheshadedcircle.Itwasveryunlikelythatthelecturercouldspottheindividualsleepingstudent,letaloneknowhisname.Diagram2broughtoutguffawsfrom some practitioners. First, there was identification with the looming figure of the teacher,sometimesbeinglargerthanlifebothinclassandinmemory.Theyalsoidentifiedwiththesmallercircles,whowereboththeteacher’sfavouritesandthosewhomisbehaved.OneTAEpractitionersharedthathisformerteachercouldnotrememberhisnamebecause“Teacherstendtorememberthegoodkidsorthereallynaughtyones.Themediocreonesjustblendintothecrowd.”ImpactonTAEStylesTheseearlylearningexperiencesshapethelearningimagoesthatTAEpractitionersholdwhentheylead learning. A TAE practitioner shared that his response to the reflective questions included“helpinglearnersfindtherightwaytomanagetheirstaff”,and“Learningisvalues-driven”.WhendiscussingtheimpactoftheseonhisroleasaTAEpractitioner,hesuddenlychuckledthat“Ihavetohave a right answer when participants discuss airy-fairy topics”. He then connected this withfeedbackgiventohimbyclientsthathetendedtobeverydirectiveinclassroomtraining,withverylittleemphasisgiventofacilitatingdiscussionwithlearners.The fact thatmanyHumanResource (HR)managersandadult learnersemphasise that that theydon’twantacademiclearninginadultprogrammessuggestthatthiswaspartlythesituationinthepastforTAE,i.e.academicconceptswere“taught”byTAEpractitionerswhoholdliberalordogmaticphilosophieswithregardstolearning.Suchpractitionersdesignthelearningcurriculumwithafocusontheoreticalconcepts.Practicalapplicationsuffersasaresult.Themethodofdeliveryalsoreflectstheliberalanddogmatic learningimagoes.TheTAEpractitionerlecturesontheconcept,perhaps
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
he/she showsavideo,and the learners listenandabsorb.The liberalanddogmatic imagoesaresometimesliterallyplayedoutinthephysicallearningspace.Learningtakesplacein“classrooms”,wherechairsandtablesarearrangedtofacetheTAEpractitionerandprojection,andthelearnersarereferredtoas“students”.TheearlyWSQ frameworkmoved learning towards competenciesand skills, and thereforemorealigned to the technological (behaviourist) educational philosophy. The corresponding learningimagoisinDiagram3below. Diagram3:WSQTechnologicalLearningImagoInthis imago,theTAEpractitionerhasgreaterclarityofspecific learners,becauseeachlearner isassessed in terms of his/her competency in the skills being learnt. WSQ curricular includesopportunitiesforpracticeofskillsandofobservationofcompetence.However,theTAEpractitionerisstillthepowerfulfigureofauthorityinthislearningdynamic.TheWSQframeworkisarguablymoresuitedtotechnicalskillsthansoftskills,sincecompetencyintheformerismoreeasilyassessed.Yet,TAE practitioners very easily fall back into the liberal or dogmatic learning imagoes in theWSQframework.Assessmentsinviteatendencytowardsarightversuswrongdogmaticapproach.ATAEpractitioner was known among his peers for rejecting written assessment answers that did notcontainthe“rightkeywords”,eventhoughtheessenceoftheanswerdisplayedthecompetencybeing assessed. Similarly, a WSQ auditor from SSG once returned an assessment plan for anapplicationofwherethelearnerwasonaninterpersonalspectrum(frompassivetoassertiveandtoaggressive).Thetrainingorganizationwasrequestedtoprovideamodelanswerinaquestionwherethe learners were asked to demonstrate their capacity to reflect and apply this spectrum tothemselves.LearningImagoesforNewLearningApproachesTheWSQframeworkhaschangedsignificantlyinrecentyears.Inaspeechdeliveredin2016,thenActingMinisterforEducation(HigherEducationandSkills)OngYeKungreportedlynotedthatdeeptechnicalskillsandessentialsoftskillshavetobeacquiredatthesametime(MinistryofEducation,2016).TheTAESectorTransformationPlan(TAESTP)putforwardthatthemarketneedsjust-in-time,relevantlearningthatisintegratedwithworkpractices,learningthatisimpactfulandtranslatedtoperformanceoutcomes,andlearningthatcreatesvalue,enhancesone’sperformanceandimprovesbusiness outcomes (SkillsFuture Singapore, 2017). To accomplish that, the role of the TAEpractitionerwillhavetochange.TheTAESTPsuggeststhatTAEprofessionalswillneedtopossess
TAEpractitioner
Learner
Learner
Learner
LearnerLearner
Learner
Learner
Learner
pedagogicalskillswithdeepdomainexpertise,possessnewskillsthatareindustryrelevant,embracelifelong learning and innovation, and share best practices, collaborate and co-create. Blendedlearningisakeynewlearningapproach,whichcomprisesamixofclassroomlearning,technology-enabledlearning,work-basedlearningorworkplacelearning.Eveninclassroomlearning,learningdesignanddeliverywillhavetochangetobecomemorerelevantandwork-related.ReinventingtheroleoftheTAEpractitionerinthisnewlandscapewillrequireanintentionalmoveawayfromthecommonlyheld liberalanddogmatic learning imagoes. Inmany instancestheTAEpractitionerisnolongerthesubjectmatterexpert.Whatisbeinglearntisnolongersomethingfinalorfixedandmaytakeplaceinvariousnewvenues,includingavirtuallearningspaceorthelearner’sworkplace.Table 2 shows some suggestions for learning imagoes that might be more effective in threecomponentsofblendedlearning;namelyamorefacilitatedclassroomlearning,technology-enabledlearningandworkplacelearning.Table2:SuggestedLearningImagoesforNewLearningApproaches Learner-Centric
ClassroomLearningTechnology-enabledLearning WorkplaceLearning
Learningis… Drivenbythelearners
Relevant,applicable,skills-basedCo-createdandemergent
EasilyaccessibleBite-sizedRelevant,applicable,skills-based
PartoftheworkprocessTailoredtoworkBite-sizedandjust-in-time
TheTA
EPractitione
ris…
AguideforthelearningjourneyAfacilitatorofdiscussions
Notpresentattimes,ornotpresentatallModeratorofthevirtualgroup
AconsultantAguideAfacilitator
LearningIm
ago Humanistic
ProgressiveTechnological(behaviourist)
ProgressiveTechnological(behaviourist)
Person-centricideas,e.g.RogersandMaslow
HowcanaTAEpractitioneradoptanewlearningimagoforanewlearningapproach?Acknowledgingtheneed for newdynamic and articulating thenew learning imago is a helpful first step.A TAEpractitioner expressed some concern when asked to deliver a blended WSQ programme thatcontained an e-learning component. His concerns about delivering the technology-enabledcomponentstemmedfromamisfitbetweentheliberalphilosophyandamoreprogressivedynamicmoresuitable.Forexample,hefeltuneasythathewouldnotbeonlineattheexactsametimeasthelearners,andasked ifhewasrequiredto“mark”everycommentonthediscussionforumboard.Therewasalsoaslightresistancetothetimerequirementoutsideofnormalclassroomlearningtime.In the liberal learning imago, learning is contained within the classroom. Delivering the onlinecomponenteffectivelymeanthehadtotakeonamoreprogressivelearningimago.Hisroleintheonlinespacewasaguideandmoderator.Hecametounderstandthatintheprogressivelearningimago, the learnershaveanequalpart toplay in theirown learning.Thismeant respecting thatlearnerswouldgoonlineintimessuitableforthem.Italsomeantacknowledgingthatthecontent
onthediscussionforumboardsdependedonthelearners,andthathewouldhavetoworkwithwhatemerged.SomeQualificationsThethoughtslaidoutinthispaperhavetakentheperspectiveoftheTAEpractitionerindiscussingtheconceptoflearningimagoes.Learnershavelearningimagoestoo,andthesearealsodevelopedfromtheirearlylearningexperiences.MovingintonewmodesoflearningrequiresboththelearnersandTAEpractitioner toco-createnewanddifferentkindsof learning imagoes. BecausetheTAEpractitioner is frequently tasked with the delivery of the learning experience, the onus falls onhim/hertointentionallyinvitethelearnersintoanewdynamictogetherwithhim/herforthenewmode of learning to be successful. In some cases, it is also the TAE practitioner’s role to rejectinvitations by learners to fall back into less suitable learning imagoeswithwhich they aremorefamiliar.Forexample,manyadultlearnershavealearntpassivityinthelearningimagoesassociatedwiththedogmaticandliberalphilosophies,wheretheyarespoon-fedconceptsbytheirteachers.Someadultlearnersmayfallbackintothesefamiliarlearningimagoesduringatechnology-enabledlearningexperience.TheTAEpractitionerwillhavetoinvitetheselearnersintothenewdynamic,byexplainingandmanaginglearnerexpectationsofwhatisrequired.Inthemovetopromotenewermodesof learning, it isalso importanttobemindfulthatwecanbecome dogmatic about the reinventing the role of TAE practitioners. There are upsides anddownsidesofeachbranchofeducationalphilosophy,whicharealsomoreeffective fordifferentcontent.ThistoowitheachnewmodeoflearningandthecorrespondingroleoftheTAEpractitioner.ItmightbemoreusefultoallowTAEpractitionersthefreedomtonavigatethesenewdevelopmentsandchangesintheindustryratherthandictate,bymeansofpolicyandfunding,thatcertainmodesoflearningshouldbeuseduniformlyacrosstheboard.ConclusionWhat TAE practitioners think about learning impacts the way they design and deliver learningexperiences.UnderstandingourexistinglearningimagoeshelpsTAEpractitionersbecomeawareofsome inherent barriers or challenges in reinventing themselves. Understanding other learningimagoes enables them to intentionally choose to operate in newways, designnew formats anddelivernewlearningexperiencesthatwillsupportadultlearningforthefuture.
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References:Brown,A.,Karmel,A.Ye,R.(November2012),ProfessionalisingAdultEducatorsinSingapore:whatpractitionersmakeofit,IALResearchReport.Barrow,G.(2009).Teaching,learning,schooling,andscript.TransactionalAnalysisJournal,39(4),298-304.Elias,J.L.,&Merriam,S.B.(2005).Philosophicalfoundationsofadulteducation(3rded).Malabar,FL:Kreiger.(Originalworkpublishedin1980)MinistryofEducation,Singapore.(2016,June25).KeynoteAddressbyMrOngYeKung,ActingMinisterforEducation(HigherEducationandSkills),attheStraitsTimesEducationForumatSingaporeManagementUniversity,25June2016.RetrievedOctober8,2018,fromhttps://www.moe.gov.sg/news/speeches/keynote-address-by-mr-ong-ye-kung--acting-minister-for-education-higher-education-and-skills--at-the-straits-times-education-forum-at-singapore-management-universityNapper,R.,&Newton,T.(2000).TACTICS:Transactionalanalysisconceptsforalltrainers,teachersandtutorsplusinsightintocollaborativeteachingstrategies,SectionI:LearningandAdults.Ipswich,England:TAResources.Newton,T.(2003).IdentifyingeducationalphilosophyandpracticethroughimagoesinTransactionalAnalysisTrainingGroups.TransactionalAnalysisJournal,33(4),321-331.Newton,T.(2014).Learningimagoesupdate.TransactionalAnalysisJournal,44(1),31-40.SkillsFutureSingapore,TrainingandAdultEducationSectorTransformationPlan,retrievedonOctober8,2018fromhttp://www.skillsfuture.sg/taestp
