Transformative Learning by Nick Davis

 EDAC 634, Module 6

Nick Davis

 

Goal: To Investigate the Spiritual-Cultural, Race-Centric and Planetary Approaches to Transformative Learning.

 Objectives: Upon completion of this module, the student will:

1.     Factors fostering Spiritual-Cultural Transformative Learning.

2.     What is needed in the Race-Centric Approach to Transformative Learning.

3.     The connection to the physical world utilizing the Planetary Approach to Transformative Learning.

 

Rationale: The works of several researchers in the Transformative Learning Field of Study:

 

1. Mezirow’s psycho-critical approach is based upon how adults make sense of their life experiences and defines learning as a process of using prior interpretations to put together a new or revised interpretation of one’s experiences to guide future actions. 
2. The four main components of Mezirow’s theory: experience, critical reflections, reflective discourse, and action.
3. Daloz’s psycho-developmental perspective uses an approach to challenge students to examine the world and conceptions of self to develop perspectives and uses storytelling to promote developments.
4. Freire’s Self Emancipatory View on Transformative Learning. This view is manifested through the lens of poverty and oppression and focuses on social change.

 

Design:

 

Design	Rationale
Break students up into groups of different cultural backgrounds to discuss spirituality and their connection to a higher power or purpose as they define their “authentic identity”. https://soulsalt.com/how-to-be-your-authentic-self/	This will allow the students to engage in learning from other people fostering a cross-cultural relationship, authenticity opens students up to experiences where transformation can occur, this will allow there to be a culturally relevant community-based setting which aids in the students engaging in learning through multiple dimensions. Mezirow’s psycho-critical approach is used as adults reflect upon their life experiences in search of their “authentic identity”.
Review the Civil Rights Act of 1964, and events that made those who were oppressed to fight for social justice and have open discussion about them. https://www.history.com/topics/black-history/civil-rights-act	Why was it necessary for new legislation to be introduced and passed into law? Students will gather that social justice is called for from those who are either oppressed or living in poverty. The necessity of such is the basis of Race-Centric approach Transformative Learning. This displays Freire’s Self Emancipatory View on Transformative Learning is utilized for this step.
Students will be broken up into groups, each group will be assigned a different body of water, researching its history. To answer questions pertaining to its usefulness. Was it plentiful with food sources? Has it ever needed legislation to protect it from humans? Has there been a change in temperature? https://news.climate.columbia.edu/2019/09/23/climate-change-impacts-water/	Ihe Planetary Approach to Transformative learning will be applied here. The questions will satisfy the three different modalities necessary in this approach survive, critique, create. Survival Mode examines community and planetary issues we face. Critique or the critical resistance education mode which calls for a deep cultural criticism of Western European way of thinking and any ecological issues created by it.  Lastly, create which is concerned with education for planetary consciousness. This is an example of using Daloz’s Psycho-developmental Perspective.

References:

Christian, L. (2021, March 22). How to Be Your Authentic Self: 7 Powerful Ways to Be True. Retrieved from Soul Salt: https://soulsalt.com/how-to-be-your-authentic-self/

Fecht, S. (2019, September 23). How Climate Change Impacts Our Water. Retrieved from State of the Planet : https://news.climate.columbia.edu/2019/09/23/climate-change-impacts-water/

History.Com Editors. (2010, January 4). Civil Rights Act of 1964. Retrieved from History.com: https://www.history.com/topics/black-history/civil-rights-act

Merriam, S. B., & Baumgartner, L. M. (2020). Learning in Adulthood: A Comprehensive Guide. Hoboken, NJ: Jossey-Bass.