Transformative Learning

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James Atherton

Brief introduction to the idea of transformative learning

Educação

“ Transformative Learning” 27 January 08 www.bedspce.org.uk/adultlearning/

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A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990). Walkers Model of Curriculum develop by Decker Walker 1971. The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models. Platform The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized. Deliberation When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ). Design In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.

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Many people appear to object to the approximation of a 'culture of learning.' Every formal education institution has a culture of its own, which imitates a system of implicit and explicit beliefs about learning. Learning also has a cultural dimension that is the manner we see and perceive education which may shift depending on situations and environment. A culture of teaching and learning is collaboratively constructed by students and teachers. It is about their expectations of 'what should be known' and 'who should experience it.'

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February 2011 | Vol. 32 no. 1 www.learningforward.org | JsD 57 g eoffrey Canada said in a recent presentation, “Education is the only business I know of where you can change anything you want, as long as you change nothing” (2010). After so much debate and so many policies, why is our education system still failing so many of our children? What are we either missing or pretending not to know? Reforms only work when people who implement them are on board, engaged, and valued. What gets talked about from the boardroom to the classroom, how it gets talked about, and who is invited to join the conversation determines what will happen or won’t. Are the driving conversations dividing or connecting stakeholders? Are they catalysts for change and accountability, or are they further entrenching people in fear and blame? Is mandating accountability preventing us from hearing and seeing the competing truths that exist about our students, classrooms, and schools? Amid the spinning wheels of education reform, an essential component seems to be missing: conversations that speak directly to the heart of the issue, engage people’s curiosity to uncover the truth, galvanize people, and create collective responsibility. Leadership that attempts to create accountability with top-down mandates, rather than by engaging and connecting people, leads to or exacerbates a culture of blame and excuses. Mandating accountability, while it may sound effective, simply doesn’t work. Why? Because most often in practice this approach is fueled by the same thing victimhood is fueled by — blame. And as long as that’s the case, there’s no time, energy, or vision left to create real solutions. A NeW VIeW OF AccOuNTABILITY The long-term benefits of accountability have enormous implications for the quality of our lives and of our education system. There is a direct correlation between any organization’s health and the degree of accountability displayed by its employees, top to bottom. Accountability is an attitude, a personal, private, and nonnegotiable choice about how to live one’s life. It’s a desire to take responsibility for results, and for that reason, it cannot be mandated. It requires a personal bias toward solutions, toward action. Rather than hold people accountable, hold them “able.” Rather than equate the word accountability with culpability, begin with yourself and model the kind of accountability that is empowering. Accountability has to come from within. Model it and show people how accountability benefits them. When it’s clear how accountability benefits someone, accountability becomes an internal drive. While we don’t always have a choice about the situation in which we find ourselves, we do have a choice about how we view or judge it. Consider shifting your perspective from ‘Since this is a tough situation, I can’t do it, I’m not willing to muster the courage, will, skill, energy, focus, needed to do or say what needs doing,’ to taking the stance that ...

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