scholarly journals Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory

Phronesis ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 26-34
Author(s):  
Kaisu Mälkki ◽  
Larry Green
Keyword(s):  
Transformative Learning ◽  
Critical Reflection ◽  
Theoretical Development ◽  
Social Aspects ◽  
Research And Practice ◽  
Cognition And Emotion ◽  
Sound Theory ◽  
Holistic Understanding ◽  
Mind And Body ◽  
Recent Theoretical Development

The connection between cognition and emotion, and between mind and body, has been well documented by neuroscience. The adult education practitioners of critical reflection and transformative learning processes have understood this more holistic understanding of human nature both empirically and intuitively. However, the key theory of the field, Jack Mezirow’s theory of transformative learning, has been given consistent criticism on its focus on rational and cognitive aspects of learning while understating its emotional and social aspects. Similarly, the conceptualization of the processes of reflection appears more appropriate to sophia than for phronesis. This, as is argued in the paper, leaves the theory rather idealistic while lacking understanding of the prerequisites for, and actualities of reflection. This paper presents a recent theoretical development that is both grounded in the analysis of Mezirow’s theory as well as extending and elaborating the theorization of reflection, by utilizing the insights from neuroscience. The presented theory explicates how cognition and emotion are intertwined in the processes of reflection. Further, the theory offers conceptual basis for further research and practice regarding reflection and transformative learning, not only showing the ideals, but offering conceptual tools to work with the challenges of reflection as well.

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.

Creation and Returns of Social Capital. A new Research Program

1999 ◽  
Vol 20 (1) ◽  
pp. 5-26
Author(s):  
Henk Flap
Keyword(s):  
Social Sciences ◽  
Social Capital ◽  
Research Program ◽  
Theoretical Development ◽  
Political Sciences ◽  
The Social ◽  
Relational Resources ◽  
New Research ◽  
Recent Theoretical Development

A recent theoretical development within the social sciences has been the emergence of the social capital research program. This is a program on relational resources, their creation, use. and effects. It took shape first within sociology and anthropology, nowadays it is also growing in popularity within political sciences and economics.

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.

scholarly journals Vulnerability: Ripples From Reflections on Mental Toughness

2017 ◽  
Vol 31 (3) ◽  
pp. 299-307 ◽  
Author(s):  
Mark A. Uphill ◽  
Brian Hemmings
Keyword(s):  
Sport Psychology ◽  
Critical Reflection ◽  
Cultural Analysis ◽  
Mental Toughness ◽  
Research And Practice ◽  
Current Thinking ◽  
Survivor Bias ◽  
Creative Analytic Practice ◽  
The Invisible ◽  
Wounded Healers

The aim of this paper is to present a critical reflection on mental toughness using a creative analytic practice. In particular, we move from intrapersonal technical reflections to an altogether more interpersonal cultural analysis that (re)considers some of the assumptions that can underpin sport psychology practice. Specifically, in the ripples that extend from these initial technical reflections, we argue that it is important to understand vulnerability, and consider (a) wounded healers, (b) the ideology of individualism, and (c) the survivor bias to help make sense of current thinking and applied practice. Emerging from these ripples are a number of implications (naming elephants, tellability, neoliberalism) from which sport psychologists may reflect upon to enhance their own practice. In making visible the invisible, we conclude that vulnerability can no longer be ignored in sport psychology discourse, research, and practice. Should this story of vulnerability resonate, we encourage you, where appropriate to share this story.

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
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