Empathy: The Stepchild of Critical Reflection and Transformative Learning

2015 ◽  
pp. 5-22
Author(s):  
Edward W. Taylor
Keyword(s):  
Transformative Learning ◽  
Critical Reflection

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

Mentoring in Graduate Education

2014 ◽  
pp. 101-117 ◽  
Author(s):  
Catherine A. Hansman
Keyword(s):  
Transformative Learning ◽  
Graduate Education ◽  
Critical Reflection ◽  
Program Design ◽  
Educational Institutions ◽  
Future Research ◽  
Higher Educational Institutions ◽  
Research And Practice ◽  
Higher Educational

The purpose of this chapter is to examine and analyze the concepts of power, critical reflection, and potential for transformative learning in graduate mentoring models and programs, exploring research and models that reflect these concepts in their program design and “curriculum” for mentoring. The chapter concludes with an analysis of two mentoring models/programs and suggestions for future research and practice in mentoring in higher educational institutions that may lead to transformative learning among mentors and participants in these programs.

The Bridge Between Education for Sustainable Development and Transformative Learning: Towards New Collaborative Learning Spaces

2019 ◽  
Vol 13 (2) ◽  
pp. 242-253 ◽  
Author(s):  
Tobias Schnitzler
Keyword(s):  
Sustainable Development ◽  
Collaborative Learning ◽  
Transformative Learning ◽  
Social Engagement ◽  
Social Transformation ◽  
Critical Reflection ◽  
Education For Sustainable Development ◽  
Learning Spaces ◽  
Core Element ◽  
Key Features

Recent research has become increasingly interested in the concepts of education for sustainable development (ESD) and transformative learning (TL). However, even as ESD can be described as holistic and transformational education with the purpose to transform our society, only few studies have examined potential bridges between these two concepts. The article at hand gives an indication on this issue by studying the literature of ESD and TL. Strengthening the transformative aspect of ESD requires taking into account critical reflection, participation and social engagement, all of which all express key features of the new collaborative learning spaces (CLS). Subsequently, the potential of such CLS for the transformative mission of ESD are emphasized. In ESD as well as in CLS, the bridge between learning and action is crucial and a core element of social transformation. In order to clarify this, the new method of WeQ is described, aiming to better understand and develop CLS.

Transformative Learning for Sustainability in a Business School Through the Analysis of Students’ Critical Reflection

2019 ◽  
pp. 1-42
Author(s):  
Janette Brunstein ◽  
Marta Fabiano Sambiase ◽  
Claudine Brunnquell ◽  
Denise Pereira Curi ◽  
Carlos Jonathan Santos
Keyword(s):  
Transformative Learning ◽  
Business School ◽  
Critical Reflection

Enhancing Transformation: The Value of Applying Narrative Therapy Techniques When Engaging in Critical Reflection

2019 ◽  
Vol 17 (4) ◽  
pp. 337-352
Author(s):  
Thomas Mark Edwards ◽  
Michael Walker
Keyword(s):  
Transformative Learning ◽  
Narrative Therapy ◽  
Critical Reflection ◽  
Central Mechanism ◽  
Personal Change ◽  
Powerful Approach ◽  
Current Article

Transformative learning (TL) is a powerful approach to education. Instead of promoting the efficient encoding and recall of information, TL has students identify, and consider, the assumptions they hold about their discipline and the wider world. Although disorientating dilemmas are the hallmark of TL, personal change cannot happen without subsequent critical reflection. For this reason, critical reflection represents the central mechanism of transformation. The current article identifies synergies between TL and narrative therapy (NT) valuable for the enhancement of critical reflection. In particular, the advantages of NT techniques such as externalisation, outsider witness, and identifying the absent but implicit within a story are discussed. By integrating NT practices within critical reflection it is hoped that a greater degree of transformation will result for students.

The Effects of Reflective Activities on Skill Adaptation in a Work-Related Instrumental Learning Setting

2014 ◽  
Vol 64 (4) ◽  
pp. 323-344 ◽  
Author(s):  
Kevin M. Roessger
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Critical Reflection ◽  
Behavioral Skills Training ◽  
Instrumental Learning ◽  
Skills Training ◽  
Error Rates ◽  
Behavioral Skills ◽  
Work Related ◽  
Reflective Activity

In work-related instrumental learning contexts, the role of reflective activities is unclear. Kolb’s experiential learning theory and Mezirow’s transformative learning theory predict skill adaptation as an outcome. This prediction was tested by manipulating reflective activities and assessing participants’ response and error rates during novel applications of an instrumentally learned skill (skill adaptation). Participants were randomly assigned to three conditions (interference, reflection, or critical reflection) according to blocking variables: gender, age, and reflective propensity. Participants then completed behavioral skills training with embedded reflective activities. Afterward, participants completed a novel application task. Analyses of variance did not reveal differences in response or error rates among conditions or an interaction between reflective activity and reflective propensity on response rate. An interaction was found between reflective activity and reflective propensity on error rate: In the critical reflection condition, nonreflective learners had higher error rates than reflective learners. Potential explanations and implications for research and practice are offered.

scholarly journals CRITICAL REFLECTION AND FEEDBACK FOR MEDICAL STUDENTS: A COMPARATIVE STUDY

2018 ◽  
Vol 7 (1) ◽  
pp. 84
Author(s):  
Imelda Ritunga ◽  
Gandes Retno Rahayu ◽  
Yoyo Suhoyo
Keyword(s):  
Medical Students ◽  
Transformative Learning ◽  
Critical Reflection ◽  
Intervention Group ◽  
Simple Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Giving Feedback ◽  
And Control

Background: The physician who reflects critically will interpret the experience, aware of its limitations, and will become life long learner. When implementing reflection learning in medical education, it is necessary to assess the ability of learners to help improve the ability of reflection. The objective of the research is to know the students 'reflection ability by giving feedback and different of reflection ability between intervention group and control group.Method: Research using pre and post control group design. The subjects of the study were 62 students medical students of Faculty of Medicine UGM year II who had collected narrative reflection to Gamel (n = 176 students) and willing to participate, divided into 2 groups with simple random sampling. Intervention of treatment group are giving feedback based on the result of narrative reflection from Gamel followed by narrative reflection assignment. The subjects' narrative reflection was assessed using the REFLECT rubric, and analyzed by Wilcoxon and Mann-Whitney tests.Results: The results showed that students' pre and post test reflection ability is in the reflection stage. Giving feedback once does not increase the ability from  reflection stage to the critical reflection stage. This result may be due to several things: critical reflection does not occur without significant / dramatic experience that shifts perspective resulting in transformative learning, feedback is given regularly, lack of trustworhty to instructors who are not university lecturers. Another result of a decrease in the ability of reflection in general after 6 months indicates the need to do reflection activity / assignment in each semester to maintain and improve the ability of reflection. Conclusion: Increased reflection ability from reflection stage to critical reflection stage does not occur with single feedback. If reflection is not done regularly, it can cause a decrease in reflection ability.

Sign in / Sign up

Export Citation Format

Share Document