Pub Date : 2023-09-13DOI: 10.1177/15413446231199138
Les Lancaster
{"title":"Book Review: Critical Reflection, Spirituality and Professional Practice","authors":"Les Lancaster","doi":"10.1177/15413446231199138","DOIUrl":"https://doi.org/10.1177/15413446231199138","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135784937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.1177/15413446231177653
Max Elsey
This article shows how a student centered pedagogy called the Improvisational Theater Art Form (ITAF) empowers transformative awareness, growth, and change. In this particular study representative of a larger body of work, 30 undergraduate researcher/participants created improvised games and scenes as expressions of their inner selves to explore “habits of the mind” negatively affecting social living and daily life. ITAF draws upon action research, transformative learning theory, improvisational theater, a democratic learning environment, and learning through play. The purpose of this article is to show how ITAF inspired learners to study the nature of the self, achieve progressive growth and development, and advance the craft of transformative learning and education.
{"title":"ITAF Pedagogy in Theory and Practice: An Action Research Study of Transformative Growth and Development in University Classrooms","authors":"Max Elsey","doi":"10.1177/15413446231177653","DOIUrl":"https://doi.org/10.1177/15413446231177653","url":null,"abstract":"This article shows how a student centered pedagogy called the Improvisational Theater Art Form (ITAF) empowers transformative awareness, growth, and change. In this particular study representative of a larger body of work, 30 undergraduate researcher/participants created improvised games and scenes as expressions of their inner selves to explore “habits of the mind” negatively affecting social living and daily life. ITAF draws upon action research, transformative learning theory, improvisational theater, a democratic learning environment, and learning through play. The purpose of this article is to show how ITAF inspired learners to study the nature of the self, achieve progressive growth and development, and advance the craft of transformative learning and education.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46951640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-14DOI: 10.1177/15413446231183418
Collette Christoffers, S. Bano, M. Gorz
Our study explored the experiences of fully online nursing faculty during COVID-19. Using Mezirow’s transformative learning theory and Hoggan’s typology as our framework, we engaged in qualitative hermeneutic phenomenology, interviewing 10 online nursing faculty members to learn about their experiences teaching online during the pandemic. Results from our findings suggest COVID-19 was a collective disorienting dilemma. While working through this disorienting dilemma, faculty discovered the importance of both collaboration and professional development in the sense-making process. Furthermore, faculty pedagogical practices transformed as flexibility and compassion emerged as a necessary part of supporting students during the pandemic.
{"title":"COVID-19 and Collective Transformation: Changes in Online Nursing Faculty Pedagogical Practices","authors":"Collette Christoffers, S. Bano, M. Gorz","doi":"10.1177/15413446231183418","DOIUrl":"https://doi.org/10.1177/15413446231183418","url":null,"abstract":"Our study explored the experiences of fully online nursing faculty during COVID-19. Using Mezirow’s transformative learning theory and Hoggan’s typology as our framework, we engaged in qualitative hermeneutic phenomenology, interviewing 10 online nursing faculty members to learn about their experiences teaching online during the pandemic. Results from our findings suggest COVID-19 was a collective disorienting dilemma. While working through this disorienting dilemma, faculty discovered the importance of both collaboration and professional development in the sense-making process. Furthermore, faculty pedagogical practices transformed as flexibility and compassion emerged as a necessary part of supporting students during the pandemic.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48868406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1177/15413446231179896
Lotta Bergman, Frida Hessel
This article explores students’ experiences of intellectual, social, and emotional growth during the first year at university and the extent to which these experiences can be considered transformative (Mezirow, 1981). The study is a qualitative interpretive multiple-case study built on semi-structured interviews with students in two higher education contexts, Argentina and Sweden. The results show that most students experience similarly interrelated changes concerning self-confidence, knowledge- and language-abilities, critical thinking, and values and beliefs. For some students, these changes lead to profound shifts in how they perceive themselves and their possibilities. Such transformative experiences are emancipatory and empowering, giving students more control over their lives. Other students are gradually changing, experiencing growth in knowledge, literacy, and self-confidence. However, they do not yet experience profound changes in their worldview and how they perceive themselves. Contextual factors related to family life and future profession affect the significance students attach to experienced changes.
{"title":"From “Confusion” and “Fear” to “Broadened Horizons.” Students’ Transformative Experiences in Two Higher Education Contexts: Argentina and Sweden","authors":"Lotta Bergman, Frida Hessel","doi":"10.1177/15413446231179896","DOIUrl":"https://doi.org/10.1177/15413446231179896","url":null,"abstract":"This article explores students’ experiences of intellectual, social, and emotional growth during the first year at university and the extent to which these experiences can be considered transformative (Mezirow, 1981). The study is a qualitative interpretive multiple-case study built on semi-structured interviews with students in two higher education contexts, Argentina and Sweden. The results show that most students experience similarly interrelated changes concerning self-confidence, knowledge- and language-abilities, critical thinking, and values and beliefs. For some students, these changes lead to profound shifts in how they perceive themselves and their possibilities. Such transformative experiences are emancipatory and empowering, giving students more control over their lives. Other students are gradually changing, experiencing growth in knowledge, literacy, and self-confidence. However, they do not yet experience profound changes in their worldview and how they perceive themselves. Contextual factors related to family life and future profession affect the significance students attach to experienced changes.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43622676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1177/15413446231180240
Daniel J. Glisczinski
{"title":"Book Review: The Palgrave Handbook of Learning for Transformation","authors":"Daniel J. Glisczinski","doi":"10.1177/15413446231180240","DOIUrl":"https://doi.org/10.1177/15413446231180240","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"434 - 441"},"PeriodicalIF":1.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48421256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1177/15413446231181637
Laura Montanari
This study investigates how songs and songwriting can facilitate transformative learning experiences. Semi-structured interviews conducted with three professional singer-songwriters from different backgrounds helped define how songs and songwriting can nurture one’s soul work, that is, emotions individuation, dialogue between conscious and unconscious, and self-perception and self-understanding. According to these singer-songwriters, songs are psycho-sounds, an intimate space where one can train their emotional side in that they can transport the listener into others’ inner states, thus acting as unmediated emotion-laden images of one’s soul. Songs are defined as parallel universes that facilitate emotional connection between people, generations, and cultures, offering a sublime and mystical dimension intended as the connection to one’s heart. Songwriting favors autoanalysis practices that result in gained inner clarity, energy shifting, and perceived cellular transformation. A prolonged exposure to the emotional aspect of the songwriting craft can thus support the flourishing of intrapersonal intelligence and favor empathy between people.
{"title":"Songs and Songwriting as Transformative Learning Experiences: Three Singer-Songwriters Reflect on Their “Soul Work”","authors":"Laura Montanari","doi":"10.1177/15413446231181637","DOIUrl":"https://doi.org/10.1177/15413446231181637","url":null,"abstract":"This study investigates how songs and songwriting can facilitate transformative learning experiences. Semi-structured interviews conducted with three professional singer-songwriters from different backgrounds helped define how songs and songwriting can nurture one’s soul work, that is, emotions individuation, dialogue between conscious and unconscious, and self-perception and self-understanding. According to these singer-songwriters, songs are psycho-sounds, an intimate space where one can train their emotional side in that they can transport the listener into others’ inner states, thus acting as unmediated emotion-laden images of one’s soul. Songs are defined as parallel universes that facilitate emotional connection between people, generations, and cultures, offering a sublime and mystical dimension intended as the connection to one’s heart. Songwriting favors autoanalysis practices that result in gained inner clarity, energy shifting, and perceived cellular transformation. A prolonged exposure to the emotional aspect of the songwriting craft can thus support the flourishing of intrapersonal intelligence and favor empathy between people.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46241866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/15413446231177632
Monique Potts, Bem Le Hunte, Katie Ross
The experience of interbeing – or a deep, authentic feeling of the continuum between our inner-selves, each other and the natural world – gives a profound sense of interconnectedness. Teachings of interbeing have roots in ancient knowledges yet offer insight into how we might respond collectively and purposefully to the challenges of today. It is also proposed as a core meta-competency contributing to resilience and wellbeing for young people, creating a sense of unity in response to fragmented and technologically mediated environments. This article explores what learning activities and environments support experiences of interbeing and how these might be integrated into secondary school education, focusing on transformative, place-based learning. We present findings from participatory action research in an Australian secondary school undertaken as a pilot program focused on building resilience and wellbeing for students – and contribute ideas for transformative learning practices that support resilience in the face of uncertain futures.
{"title":"On Learning Interbeing","authors":"Monique Potts, Bem Le Hunte, Katie Ross","doi":"10.1177/15413446231177632","DOIUrl":"https://doi.org/10.1177/15413446231177632","url":null,"abstract":"The experience of interbeing – or a deep, authentic feeling of the continuum between our inner-selves, each other and the natural world – gives a profound sense of interconnectedness. Teachings of interbeing have roots in ancient knowledges yet offer insight into how we might respond collectively and purposefully to the challenges of today. It is also proposed as a core meta-competency contributing to resilience and wellbeing for young people, creating a sense of unity in response to fragmented and technologically mediated environments. This article explores what learning activities and environments support experiences of interbeing and how these might be integrated into secondary school education, focusing on transformative, place-based learning. We present findings from participatory action research in an Australian secondary school undertaken as a pilot program focused on building resilience and wellbeing for students – and contribute ideas for transformative learning practices that support resilience in the face of uncertain futures.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42533471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-01DOI: 10.1177/15413446231180237
C. Baldwin
{"title":"Nuances in Professional Practice-Focused Transformative Learning","authors":"C. Baldwin","doi":"10.1177/15413446231180237","DOIUrl":"https://doi.org/10.1177/15413446231180237","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"327 - 331"},"PeriodicalIF":1.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49014076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1177/15413446231180238
G. Koulaouzides
{"title":"Book Reviews: Formenti L. & West L. (2018)Transforming Perspectives in Lifelong Learning and Adult Education: A Dialogue","authors":"G. Koulaouzides","doi":"10.1177/15413446231180238","DOIUrl":"https://doi.org/10.1177/15413446231180238","url":null,"abstract":"","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"21 1","pages":"427 - 434"},"PeriodicalIF":1.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42018639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-26DOI: 10.1177/15413446231178897
Björn Peters, Michael Göhlich
Our study examines transformative learning outcomes of a group coaching format in a postgraduate program of a German University that is based on the cognitive-developmental approach to coaching. We administered a survey based on Kirkpatrick’s 4-Level Evaluation Model and its advancement by Alliger et al. that includes items from the Transformative Outcomes and Processes Scale. Findings suggest that the group coaching was effective on all levels and fostered transformative learning.
我们的研究考察了德国一所大学研究生课程中基于认知发展指导方法的小组指导形式的变革性学习成果。我们根据Kirkpatrick’s 4-Level Evaluation Model进行了一项调查，其中包括来自变革结果和过程量表(Transformative Outcomes and Processes Scale)的项目。研究结果表明，小组辅导在各个层次上都是有效的，并促进了变革学习。
{"title":"Transformative Learning Through Group Coaching","authors":"Björn Peters, Michael Göhlich","doi":"10.1177/15413446231178897","DOIUrl":"https://doi.org/10.1177/15413446231178897","url":null,"abstract":"Our study examines transformative learning outcomes of a group coaching format in a postgraduate program of a German University that is based on the cognitive-developmental approach to coaching. We administered a survey based on Kirkpatrick’s 4-Level Evaluation Model and its advancement by Alliger et al. that includes items from the Transformative Outcomes and Processes Scale. Findings suggest that the group coaching was effective on all levels and fostered transformative learning.","PeriodicalId":51740,"journal":{"name":"Journal of Transformative Education","volume":"171 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65436580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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