1. Teaching, Learning, and
Transformation
October 5, 2012
The Fruition Academy of Social Imagination and Action
2. Welcome to Class!
Agenda:
Preparation
Organizing Framework
Fieldsof Understanding
Education Matrix
Discussion/questions at le Salon Utopique
3. Goals for the Class
Purpose and meaning of education
Types of knowing/ways of understanding
Power, oppression, resistance
Implicit and explicit education
Intentionality and effectiveness
Strengthening relationships, leadership,
advocacy, fundraising, teaching, etc.
Your personal/organizational goals
4. My Experiences
Novice student
Advanced student
College teacher
Community leader/teacher
6. Organizing Framework for this Class
Assumptions
Learning is an ongoing everyday experience
Most learning takes place outside the classroom
People working for social change may have
limited exposure to educational research
Education is imperative for social change
We all have intellectual baggage
Understanding education can help us be more
intentional
Convergence of ideas leads to emergence of the
self
7. Organizing Framework for this Class
Resources
My experience and imagination
The experience and research of others
Time
Technology
8. Organizing Framework for this Class
Activities
Research – curation, organization, integration
Reflection
Lecture
Workbook
Salon
Integration, expansion, and application
9. Organizing Framework for this Class
Impact
Increased awareness of education
Expanded understanding of education
Connections made between education and
social change
Ability to intentionally integrate educational
processes into everyday experiences
Improved relationships and social change
outcomes
10. Organizing Framework for Education
Assumptions
Openness and ongoing learning sustains
commitment (Kovan & Dirkx, 2003)
The position we are in is often more
influential than what we actually do (English &
Peters, 2012)
We learn through both positive and negative
experiences (English & Peters, 2012)
11. Organizing Framework for Education
Assumptions
Students are engaged and learn when there is
trust, respect, fun, order, emotional
intelligence, and compassion (Busher, 2012;
Smollan & Parry, 2011)
We all have unique views about knowledge
and learning (Nielsen, 2012)
We all learn in different ways (Gardner, 1993;
Neville & Cha-Jua, 1998; MIndTools, 2012)
12. Organizing Framework for Education
Assumptions
Knowledge is created by unique individuals
(Antonacopoulou, 2004)
Learning organizations are positively
influenced by participatory decision making
and openness (Flores et al., 2012)
Education may focus on the need of the
individual, the collective, or both (Chongde &
Tsingan, 2003)
13. Organizing Framework for Education
Assumptions
Disconfirmation leads to learning and change
(Schein, 1996)
Making sense of problems is an important
function of leadership (Dunoon, 2011)
Education is also about creating openings
Teaching is not just intellectual (Palmer, 1998)
14. Organizing Framework for Education
Impact
Critical thought (Friere, 1970; Newman, 2012)
New ways of understanding and behaving
(Gazel, 2007)
Better outcomes for participants (Su & Osisek,
2011)
Social integration and reform (Cho, 2008;
Hamalainen, 2003)
15. Organizing Framework for Education
Impact
Adaptation (Ackermann, 2002)
Increased competition and cooperation
(Ostrom, Martin, & Zacharakas, 2008)
Shift in values and identity (Hamalainen, 2003;
Harman, 2012)
Production of new knowledge (Kempner,
Merz, & Bosk, 2011)
16. Organizing Framework for Education
Impact
Integration into self (Ackermann, 2002)
Integration into practice (Yang, 2011)
Self-understanding (English & Peters)
Understanding and compassion for others
(Gazel, 2007)
Collective knowledge and meaning (Nelson,
2010; Peters, Liu, & Ondercin, 2011)
17. Organizing Framework for Education
Impact
Personal transformation (Freire, 1970; Giroux,
1981)
Cultural change (Coghlan & Jacobs, 2005)
Social and political change (Castree et al.,
2008; Freire, 1970; Perriton & Reynolds, 2004)
Freedom, authenticity, and responsibility
(Freire, 1970)
18. Organizing Framework for Education
Resources
People
Relationships
Diverse perspectives (McCaslin & Scott, 2012)
Content
Process
Time – reflection (English & Peters, 2012) and
sequencing (Bingham & Davis; Heyes, 2012)
Prior knowledge (Shafto, Goodman, & Frank,
2012)
33. Education Matrix
One source/few sources Multiple interactive sources
Information Truth
Knowledge Wisdom
Individual Power Collective Power
“Epistemological bulimia”1 Creativity
Predetermined plan Transformation/freedom
Oppression/repression Trust, vulnerability, risk
Conformity Possibility
Control
1. Hughey, 2007
34. Education Matrix
Control Creativity
Remembering
Affirmation and Maintenance
Understanding
Applying
Analyzing
Meaningful sustainability
Evaluating
Creating
35. Education Matrix
Ego Affirmation
Confirm pre-exiting ideas
Communication
Banking
Commodification of knowledge
Initiation
36. Education Matrix
Meaningful Sustainability
Create new meaning
Knowledge is living and fluid
Knowledge is experience
37. Education Matrix
Some examples
Paradigms of education (Humble &
Morgaine, 2002)
Socratic dialogue vs. dialogue (Boghossian,
2006; Freire, 1970)
Agency and communication (Schechtman
& Horowitz, 2006)
38. Summary
We can be more intentional about
integrating leadership and education to
realize organizational, community, and
social change goals by:
Articulatingassumptions, resources, activities,
impact, and external factors for various roles
and contexts
Expanding fields of understanding
Matching educational strategies to the
situation
39. Education Matrix
Making a decision
Time/urgency
Depth of relationship
Importance of issue
Self-efficacy
Flexibility
and integration
Opening up and filling up