Transformative learning - European Society of Cardiology · Transformative learning may not always...
Transcript of Transformative learning - European Society of Cardiology · Transformative learning may not always...
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Jack Merizow (1923-2014)
Transformative learning
https://en.wikipedia.org/wiki/Transformative_learning
The Journal of Transformative Education (SAGE publications Ltd, London)
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Message
Transformative learning may not
always be a goal of education but its
importance should not be overlooked
As people responsible for education,
we should strive to understand it even
if we choose not to foster it
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Agenda
1. Reflect on some paradigms
2. Transformative learning in practice
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The access to information creates
cognitive conflict, or dilemma,
and new needs
Could these new needs be a catalyst for
a change in perspective on the learning
processes
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Our educative actions are targeting
learners with experience and knowledge
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The faculty define what learners
need to hear, see, learn and how
this should be done
Is this paradigm still available?
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Uncritically lectures by authority
figure should remain the core of
a relevant syllabus
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Do our proposed syllabus have
a real impact on the proficiency
of our participants?
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2- Transformative learning in practice
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Change our frames of reference by
critically reflecting on our assumptions
and habits
Develop alternative perspectives that
bring about new ways of teaching
Transformative learning → Dilemmas
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Examining-questioning-revising
how „learners‟
Construe, validate, reformulate the meaning of their experience or knowledge
Develop expectations
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Community of learners united in a shared experience of trying to make meaning of
their experience and knowledge
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Educator → Facilitator
Roles
Set objectives which include
autonomous thinking
Foster learners' critical reflection
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Facilitators‟ roles
Scaffold learners to participate
To become critical in assessing
assumptions
To collaborate to construct
knowledge about themselves
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Facilitators‟ roles
Facilitate the development of
relationships among „peers‟ and
encourage dialogue
Guide participants to arrive
at collaborative learning contents
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The learner‟s roles
Construct learning about themselves
Critically reflecting on assumptions that
underlie references and beliefs
Critically examining arguments and
alternate points of view
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The learner‟s roles
Effectively participate in a collaborative
judgment on essential
Validate what is being communicated to
them
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Role of professional development
To scaffold educators in
Gaining awareness of their habits of mind regarding teaching
Critically examine the assumptions that underlie their practice
Developing alternative perspectives
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Strategy for a professional development
- Action plans
- Reflective activities
- Case studies
- Critical-theory discussions
- Curriculum development
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Curriculum development
Connect theory and practice
Introduce progressively new
teaching/learning processes
Test and compare new concepts and
practices with previous processes
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Message
The importance of the process of
transformative learning should not be
overlooked
We should strive to understand it
even if we choose not to foster it
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“All learning is change, but not all
change is transformative”
https://en.wikipedia.org/wiki/Transformative_learning
The Journal of Transformative Education
(SAGE publications Ltd, London)