Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Accordingly, the approach taken to academics will center on the refinement of more generally applicable skill sets such as interpersonal communication, team orientation and learning through practical usage of emergent skills. Accordingly, Moore points to instances of interdisciplinary learning as the manifestation of this set of values which is increasingly seen as essential to yielding the best results from one's higher education. Accordingly, Moore indicates that "new models of interdisciplinary education promote student teamwork in a shift toward transformative, experiential, and collaborative learning." (p. 77)
The text goes on to note that in spite of the rising scholarly consensus on the value of such approaches, they contrast from actually practices across the general higher education spectrum. Here, there is instead a tendency toward retrenchment in traditional modes of instruction, pedagogy and evaluation. This suggests that the absence of transformational strategies in many higher education contexts is not as a consequence of curricular restrictiveness or limited resources. Instead, these seems to emerge from a cultural commitment to familiar, comfortable and predictable modes of instruction and testing. As Moore points out, "despite having academic freedom in teaching and research, few professors engage in alternative models for teaching and learning in their classrooms or emphasize social... 77)
...
Moore suggests that this may be both an outcome of cultural constructs and of the university system's broader mode of operation. Accordingly, the text makes the argument that certain educational prerogatives such as formal graded evaluation and strict degree course paths will tend to dominate the experience of students in a way that defies the opportunities for transformation which might otherwise be keyed into by coursework. An example which Moore provides and which therefore forms the basis of the recommendations emerging from the present discussion is that relating to environmental education. Here, the researcher proceeds from the argument that a transformational curriculum will recognize the opportunity of a higher learning institution to seize on the individualized talents, competencies and ambitions of students for the benefit of society as a whole. By imbuing all course content with an interdisciplinary sustainability lens, Moore indicates, her university successfully brought about a transformation in the culture of the institution as a whole. The unifying emphasis would help to transform myriad students into a multi-disciplinary, socially conscious generation of professionals.
Works Cited:
Glisczinksi, D.J. (2007). Transformative Higher Education: A Meaningful Degree of Understanding. Journal of Transformative Education, 5(4), 317-328.
Moore, J. (2005). Is Higher Education Ready for Transformative Learning? Journal of Transformative…
Works Cited:
Glisczinksi, D.J. (2007). Transformative Higher Education: A Meaningful Degree of Understanding. Journal of Transformative Education, 5(4), 317-328.
Moore, J. (2005). Is Higher Education Ready for Transformative Learning? Journal of Transformative Education, 3(1), 76-91.
They are also learning new ideologies that transform their perspectives and broaden their viewpoints to gain a greater sense of understanding and awareness of the values of their jobs and how they subsequently change them as people -- which is the very essence of transformative learning. The proclivity for those who are in increasingly higher levels of education, particularly those in graduate school as opposed to undergraduate school to demonstrate
Transformative Learning in Adults Adult learners desire more than just knowledge and resist academic teachings strategies such as notes memorization and examinations. They desire something more than just what is offered in the classrooms- the learning goes beyond content knowledge acquisition, or learning equations, learning historical facts and data. It is a desirable process for adults to learn to think for themselves, through true emancipation from sometimes mindless or unquestioning acceptance
People need look no further than their own homes to see the interdependence of world trade; no further than their neighborhoods to see the results of international migration and multiculturalism; no further than the news to see the causes and effects of global economics, ecology and ethnic conflicts. "While domestic debate continues over the nature of these connections, few can doubt their existence. As these connections increase, educators, utilizing a
Abdelsayed, L. M., Bustrum, J. M., Tisdale, T. C., Reimer, K. S., & Camp, C. A. (2013). The impact of personality on God image, religious coping, and religious motivation among Coptic Orthodox priests. Mental Health, Religion & Culture, 16(2), 155-172. doi:10.1080/13674676.2011.652604 The authors of this article show how intrinsic motivation is linked to personality characteristics among priests in the Coptic Orthodox tradition. Using a sample of 75 Orthodox priests, all of
learning can be categorized into three distinct groups: behaviorism, cognitivism, and constructivism. Behaviorism refers to the student's interaction with the environment and focuses on the external aspects of learning and on that which encourages learning such as positive reinforcement on the one hand and punishment on the toehr. Cogntivism, on the other hand, focuses on attitudes, motivation, and ideas and refers to the brain's interaction with the academic environment
E. The adult learners are always encouraged to understand why they need to study or learn a certain aspect, what can be its various potential categories and how it can be applied with minor adjustments in different scenarios. Furthermore, the andragogic learning processes encourage that the adult learner is an independent and self-dependent thinker and is able to draw in the previous experiences whenever required. Andragogic learning also encourages the