Transformative Learning for a New Worldview: Learning to Think Differently PDF
Preview Transformative Learning for a New Worldview: Learning to Think Differently
Transformative Learning for a New Worldview This page intentionally left blank Transformative Learning for a New Worldview Learning to Think Differently M. G. Jackson ©M.G.Jackson2008 Softcover reprint of the hardcover 1st edition 2008 978-0-230-55350-7 Allrightsreserved.Noreproduction,copyortransmissionofthis publicationmaybemadewithoutwrittenpermission. Noparagraphofthispublicationmaybereproduced,copiedortransmitted savewithwrittenpermissionorinaccordancewiththeprovisionsofthe Copyright,DesignsandPatentsAct1988,orunderthetermsofanylicence permittinglimitedcopyingissuedbytheCopyrightLicensingAgency, 90TottenhamCourtRoad,LondonW1T4LP. Anypersonwhodoesanyunauthorizedactinrelationtothispublication maybeliabletocriminalprosecutionandcivilclaimsfordamages. Theauthorhasassertedhisrighttobeidentified astheauthorofthisworkinaccordancewiththeCopyright, DesignsandPatentsAct1988. Firstpublished2008by PALGRAVEMACMILLAN Houndmills,Basingstoke,HampshireRG216XSand 175FifthAvenue,NewYork,N.Y.10010 Companiesandrepresentativesthroughouttheworld PALGRAVEMACMILLANistheglobalacademicimprintofthePalgrave MacmillandivisionofSt.Martin’sPress,LLCandofPalgraveMacmillanLtd. Macmillan(cid:2)isaregisteredtrademarkintheUnitedStates,UnitedKingdom andothercountries.PalgraveisaregisteredtrademarkintheEuropean Unionandothercountries. ISBN 978-1-349-36325-4 ISBN 978-0-230-58994-0 (eBook) DOI 10.1057/9780230589940 Thisbookisprintedonpapersuitableforrecyclingandmadefromfully managedandsustainedforestsources.Logging,pulpingandmanufacturing processesareexpectedtoconformtotheenvironmentalregulationsofthe countryoforigin. AcataloguerecordforthisbookisavailablefromtheBritishLibrary. AcatalogrecordforthisbookisavailablefromtheLibraryofCongress. 10 9 8 7 6 5 4 3 2 1 17 16 15 14 13 12 11 10 09 08 In memory of my wife Pramila This page intentionally left blank Contents ListofFigures ix Preface x Part I Transformative Learning in Contemporary Global Culture 1 Introduction 3 2 Contradictions,IncoherenceandConfusion 11 Contradictions,incoherenceandconfusionintheschool classroom 11 Analternativeapproachtoenvironmentaleducation 14 Gaiatheoryandculturaltransformation 20 Comingtogripswithsustainability 25 3 LearningtoThinkDifferently 27 Anadequateterminologyforlearningtothinkdifferently 28 Anoverviewoftheprocess 31 Criticalelementsoftheprocess 33 4 Atoms,PeopleandOtherThings 47 Theenlightenmentanswerstotheperennialquestions 48 Critique 49 5 TheLawsofNature 62 Thelawsofnature–anoverview 63 Understandingtheconceptoflawasimmanentthrough myth 72 6 AFlawedSystemofIdeas 80 Incoherence 81 Contradiction 82 Theoriginoftheconceptofthedetachedobserver 83 7 AlternativeAssumptions 87 Theworldasaprocess 87 Everythingisradicallyinterconnectedwitheverythingelse 95 Detachedparticipation 99 vii viii Contents 8 AReturntothePerennialQuestions 102 Whatisreal? 103 Whatistheworldlike? 106 Alittlemoreaboutterminology 112 9 TowardsaNewCulturalModel 116 Community 119 Science 125 Anadequatetheoryofhistory 135 Part II Transformative Learning in Post-colonial Societies 10 Transform,Reform,Reaffirm 145 Theimpactofcolonialism 146 Interpretingthepast,visualisingthefuture 149 Afreshanchorage 161 Part III Transformative Learning in Practice 11 SecureTheirFoundation 165 Theprocessofculturaltransformation 165 Prioritiestoday 174 Avarietyofpossibletransformativelearningexercises 175 Thefacilitator 177 Some suggestions for planning and conducting transformativelearningexercises 180 Suggestionsforeachstepinthetransformativelearning course 183 Appendix1:PesticideUseandHumanHealth 189 Appendix2:Pests 192 Notes 195 References 200 Index 206 List of Figures 2.1 Conventionalschooleducationaimsattransferring concepts and parcels of information to students. Collaborativelearningfostersaninteractiveprocessof learning among teachers, students and community members.Newinsights,knowledgeandtechniquesare createdinthisprocessandsharedbyall. 17 3.1 Thisdiagramshowshowaworldviewtranslatesinto acceptedwaysofdoingthings,andhowfailureofthese acceptedwaysofdoingthingsfeedsbacktothestageof theworldview,modifyingit. 31 3.2 This diagram describes the transformative learning process.Alternativepracticesaredevisedandtested.The results then feed back into the process, confirming alternativeassumptions,orindicatingtheneedforstill furtherthinking. 34 ix
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