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 more of the effects of transformative learning than their counterparts in lower levels of education is evinced within "Development of a Questionnaire to Measure the Level of eflective Thinking," which was composed by David Kember et al. This study is of particular interest to the literature review conducted within this paper because it was qualitative and, as such, yielded little room for ambiguities. The authors used many of the theories propagated by Mezirow regarding transformational learning to devise a questionnaire…...

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References

Cooper, S. (no date). "Theories of Learning in Educational Psychology." Lifecircles-inc.com. Retrieved from http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html

Cheney, R.S. (2010). "Empirical measurement of perspective transformation." Michigan State University. Retrieved from  https://www.msu.edu/~mwr2p/Cheney-MR2P-2010.pdf 

Clark, M.C. (1993). "Transformational learning." New Directions for Adult and Continuing Education. 57: 47-56.

Cragg, C.E., Plotnikoff, R.C., Hugo, K., Casey, a. (2001). "Perspective Transformation in RN-to-BSN Distance Education." Journal of Nursing Education. 40 (7): 317-322.

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…...

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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.

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 of what we have come to know through our life experience, especially those things that our culture, religions, and personalities may predispose us towards, without our active engagement and questioning of how we know what we know.

In this paper therefore we are going to review articles relating to transformative learning in adults so that we can have a grasp of the issue. Transformative learning is the kind of learning we do as we make meaning of our lives. (Hill, 2001)…...

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Works Cited

Cortazzi M, & Jin L, Wall D, Cavendish S. (2001), Sharing Learning through Narrative Communication, Department o Education, Brunel University, Midlesex,

Hill, L. (2001) New directions for Adult & Continuing Education: Complete List of issues, UK, Jossey-Bass

Mezirow J (1991) Transformative Dimensions of Adult Learning (Jossey-Bass Higher and Adult Education)

Mezirow J. (2006) Understanding and Promoting Transformative Learning: A Guide for Educators of Adults; UK, Jossey-Bass

He attempts to show that this concept has emerged and is slowly developing in adult education to an extent that it has attracted both researchers and practitioners in the field. Actually, the author's main goal is to provide better understanding of the complexity of transformative learning through summarizing its main theoretical views in the field of adult learning.
Generally, there are several adult learning theories that basically provide insights and framework for understanding the difference in learning between adults and younger learners (Trotter, 2006). Some of these theories include Functional Theory, Age and Stage Theory, and Cognitive Development Theory. An examination of Dirkx's article on transformative learning in the field of adult education shows that it's based on the functional theory of adult learning. Functional theory views the experience of the adult learner as critical since if education was life, life could also be considered as education. As a result,…...

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References:

Dirkx, J.M. (1998). Transformative Learning Theory in the Practice of Adult Education: An

Overview. PAACE Journal of Lifelong Learning, 7, 1-14. Retrieved from  http://www.iup.edu/assets/0/347/349/4951/4977/10251/AF0EAB12-C2CE-4D2C-B1A0-59B795415437.pdf 

Trotter, Y.D. (2006). Adult Learning Theories: Impacting Professional Development Programs.

Retrieved July 21, 2012, from  http://wed.siu.edu/faculty/CSims/586/Adult%20Learning%20Theories%20Impacting%20Professional%20Development%20Programs%20article.pdf

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 and with subject taught. Finally, constructivism represents and describes the situation where the learner actively builds new ideas or constructs learning situations.
Other approaches include humanism (where the focus is placed on respecting and motivating the individual student as encouragement to learning) and social / situational (namely those situational / social constructs interact in shaping a student's motivation and classroom attitude.

Behaviorism

Behaviorism believes that external actions and manner dominate if not replace cognition. adical behaviorists believe that mind / cognition is a…...

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References

Brown, B. & Ryoo, K (2008). Teaching Science as a Language: A "Content-First" Approach to Science Teaching. Journal of Research in Science Teaching 45 (5): 529 -- 553.

Charles, C. (2005). Building classroom discipline. USA: Pearson Pub.

Baron, R.A., Byrne, D., & Branscombe, N.R. (2006). Social Psychology (11th Ed.). Pearson Education, Inc.

Benson, N.C. (1998). Introducing Psychology. U.K: Totem Books.

They also focus more on institutional support, like the need for appropriate funding for such educational programs, rather than psychological issues attacked to assimilation. Changing demographics in recent years in Canada have forced adult education programs to meet the challenge of doing more with fewer resources, as they fight, for more funding for programs designed to orient immigrants in the language and culture of the area. "As new citizens to Canada, they need educational programs to help them navigate the complex paths that citizenship entails and to upgrade their language, knowledge and skills to fully participate in Canadian society."
Unlike Ferrigno's article on education that accepts community criticism and a critique of society as a whole, Guo and Sork's see "adult education as an agency of social progress" in moving students forward into better economic opportunities. Adult education is "an important forum for building inclusive citizenship" more so than changing…...

Transformative Change
The Four Stages of Transformational Change

The four stages of transformational change are (1) identifying issues with current situations or processes; (2) learning new frames of reference for those situations or processes; (3) changing specific points-of-view; and (4) transforming habits of mind and practice. More particularly, those four stages consist of seven phases: (1) experiencing a specific problem or dilemma; (2) self-examination; (3) critical analysis of fundamental assumptions; (4) appreciating what others have encountered in similar situations; (5) considering all possible options; (6) devising a specific plan of action for change; and (7) reintegration. In principle, that means that in the first stage, the individual determines that some form of change is necessary. In the second stage, the individual performs assessments and consider new approaches. In the third stage, the individual begins to implement specific changes. In the fourth stage, the individual adopts the new perspectives as a new frame…...

Learning in Organizations
Continuous Learning

This assignment is a review journal for the book 'Continuous Learning in Organizations: Individual, Group, and Organizational Perspectives', by Sessa & London (2006).

Preface & Preliminary Material

I like to read the introductory material for books before diving in. It gives one a hint of the author's personal thinking, motivations, and other insights. In this preface the authors explain how the book was put together, with the input from individuals as well as corporate involvement, including 'focus' or discussion groups addressing the topic of 'Continuous Learning: what does it mean?'.

I found this statement about the rapidity of ongoing change to be thought-provoking: 'These changes raise the potential of rewards for those with insight' (Sessa & London, 2006: ix). The authors define learning for each of the three categories (individual, group, and organization), and talk about its importance. They also state that their purpose is 'to communicate the meaning…...

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References

Sessa, V.I. & London, M. (2006). Continuous Learning in Organizations: Individual, Group, and Organizational Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN: 0-8058-5018-X.

The study showed that most students didn't consider e-learning as a benefit on campus; males who had previous experience with computers and students with positive attitudes about new technology were less positive to e-learning on campus that other students, overall.
3. Locate a mixed methods study that uses a theoretical lens, such as a feminist, ethical/racial, or class perspective. Identify specifically how the lens shapes the steps taken in the research process.

Fullerton's (2010) study looks at transformative learning, noting that the task that male and female students face in learning is to reframe and understand -- in a different way -- the world that they once knew. It is the transformation of meaning. Fullerton (2010) suggests that in order to be transformed via learning, the education needs to expose students to different and many opportunities for intentional learning through a formal academic curriculum, student life, and community based and global…...

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References:

Crewsell, J.W. (2008). Research design: qualitative, quantitative, and mixed methods approaches; 3rd edition. Sage Publications, Inc.

Ehlers, U.D. (2004). Quality in e-learning from a learner's perspective. Eden Research Workshop. Retrieved on September 13, 2010, from the Website:

 http://www.eurodl.org/materials/contrib/2004/Online_Master_COPs.html 

Fullerton, J.R. (2010). Transformative learning in college students: a mixed methods study. Digital commons. University of Nebraska -- Lincoln. Retrieved on September 14, 2010, from the Website:  http://digitalcommons.unl.edu/cehsdiss/65

Learning is the acquisition of new knowledge or skills. Because learning changes the way we think and act, the concept is powerful and transformative. Learning changes our worldviews, and expands our perspectives. With learning, we cultivate new insights, fermenting what we acquire as pure fact into what can be better referred to as knowledge or even wisdom. Then we can apply that knowledge to our own lives, and also help others. Online learning is simply a new method of learning and is not qualitatively different from other methods of learning. The benefits of online learning include empowering the learner to take charge of his or her own pace of development.
The fundamental benefit associated with online learning is convenience. Students can learn whenever and wherever they please, so long as they participate and turn in their assignments in a timely fashion. Online learning allows us the same degree of social interaction…...

Transformative mediation seeks to empower parties during a dispute, rather than narrowly focusing only on the issues at stake. Empowering the parties enables each stakeholder to develop the means by which to seek solutions, change, and resolve the issues independently (Burgess, 1997). The benefit of transformative mediation is to change the nature of the discourse, to encourage empathy, understanding, and mutual respect. Because primary stakeholders reach the solution independently and with mutual respect, they are also more likely to perceive the results as being valid. Other core benefits to using transformative mediation include the willingness to patiently reach win-win conclusions rather than resort to unsatisfying compromises that leave resentment, misunderstanding, and other lingering issues.
Naturally, the limitations of transformative mediation is that it has a long-range focus, requires a lot of time and willingness on the part of both parties to cultivate the emotional or psychological mindset for transformation. Transformative mediation…...

Graduate Certificate Nursing Education
Learning of Anorexia Nervosa & Handling Its Patients

Final Learning Report

DESCRIPTIN F BJECTIVES & THEIR STATUS

Drafting a learning contract and adhering to it along with constant support from my supervisor, was an effective activity which constituted of four weeks. every objective had a milestone plan and necessary measures which were required to be taken for achieving them. Self-expectation after reaching these goals was also documented in order to have a clear picture of my proficiency level in the developing knowledge of Anorexia Nervosa after this activity. The primary objective was to have clear understanding of Anorexia Nervosa, its causes, symptoms and possible treatments. Furthermore, second main objective was to deal with patients having this disorder and their families. These two major goals encompassed the rest. Through reading of the concerned topic were performed and were brought into practical application. Furthermore, efforts were made to achieve a certain level…...

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Owen, T. (2002). Self-Directed Learning in Adulthood: A Literature Review.

William, J. (2009), Anorexia Nervosa: Self Sabotage in Adolescence

Final Report-Anorexia Nervosa Page 4

For countries such as the U.S. And France, these needs can be reasonably expected to relate to the respective national cultures involved. For instance, in their book, Education in France, Corbett and Moon (1996) report, "An education system needs to justify itself constantly by reference to the values which underpin a nation's culture. In a democracy it is expected to transmit a range of intellectual, aesthetic and moral values which permeate the curriculum and approaches to teaching and learning" (p. 323).
Just as the United States has been confronted with a number of challenges in recent decades in identifying the best approach to providing educational services for an increasingly multicultural society, France has experienced its fair share of obstacles in this regard as well. According to Corbett and Moon, "In societies forced to come to terms with change, values are always challenged. French society, like others, had to adapt to…...

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References

Atkinson, R.D. (2006, May-June). Building a more-humane economy. The Futurist, 40(3), 44.

Blanchard, E. & Frasson, C. (2005). Making intelligent tutoring systems culturally aware: The use of Hofstede's cultural dimensions. Montreal, Quebec Canada: Computer Science Department, HERON Laboratory.

Bryant, S.M., Kahle, J.B. & Schafer, B.A. (2005). Distance education: A review of the contemporary literature. Issues in Accounting Education, 20(3), 255.

Calder, J. (1993). Disaffection and diversity: Overcoming barriers for adult learners. London: Falmer Press.

Hope Chicago esearch ProjectHope Chicago is a non-profit organization that was founded by businessman Ted Koenig and entrepreneur Pete Kadens. The organization seeks to lessen economic and social inequity through financing post-secondary scholarships and non-tuition fees for Chicago Public School. This non-profit agency seeks to provide such funding to graduates and adult family members who want to return to school and improve their skills (Hope Chicago, 2022). To achieve this objective, Hope Chicago seeks to raise and invest at least $1 billion over the next ten years. However, achieving debt-free higher education in Chicago remains a major challenge requiring huge financial investments than the targeted $1 billion over the next decade. This paper discusses a solution that will result in a service-learning opportunity that positively contributes to society and deals with matters of equity and cultural responsiveness.Problem IdentificationHope Chicago believes that offering free college for all would help increase enrollment…...

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ReferencesGoertzen, B.J., Greenleaf, J. & Dougherty, D. (2016). Exploring the community impact of service-learning project teams. Partnerships: A Journal of Service-Learning and Civic Engagement, 7(2), 37-50.Hope Chicago. (2022). Hope Chicago leadership. Retrieved July 6, 2022, from   M. (2022). Hope Chicago starts strong, faces challenges. Retrieved July 6, 2022, from  https://chicagounheard.org/blog/hope-chicago-starts-strong-faces-challenges/ Mat-jizat, J.E. & Khalid, K. (2016). A service-learning project using crowdfunding strategy: Students’ experience and reflection. Retrieved from ERIC – Institute of Education Sciences website:  https://files.eric.ed.gov/fulltext/ED571400.pdf Meyers, S.A. (2009). Service learning as an opportunity for personal and social transformation. International Journal of Teaching and Learning in Higher Education, 21(3), 373-381.Roehlkepartain, E.C. (2009). Service-learning in community-based organizations: A practical guide to starting and sustaining high-quality programs. Retrieved from University of Nebraska Omaha website:  https://digitalcommons.unomaha.edu/cgi/viewcontent.cgi?article=1140&context=slceslgen Strait, J. & Nordyke, K.J. (2015) eService-learning: Creating experiential and civic engagement through online and hybrid courses, Sterling, VA: Stylus Publications.Verjee, B. (2010). Service-learning: Charity-based or transformative? Transformative Dialogues: Teaching & Learning Journal, 4(2), 1-13.https://www.hopechicago.org/leadership Kelleher,

With proper instructional techniques, the effects of online education could potentially be altered significantly in a positive direction. This research will attempt to determine the specific obstacles that still exist to online education and the current best practices for overcoming these obstacles, as demonstrated by a variety of independent and original research studies conducted on the topic.
Many studies have pointed out that inadequately equipped e-learning systems can result in 'frustration, confusion, and reduced learner interest' (Zhang et al. 2004). An example of this is the fact that many e-learning course offer only text-based learning materials, which could lead to a student's boredom and disengagement in students, preventing them from gaining a good understanding of a topic (2004). However, multimedia technology is becoming more and more advanced and now e-learning systems are able to incorporate materials in different media such as text, image, sound, and video (2004), all sources of…...

Igniting Student Engagement through Enthusiasm and Exuberance

Engaging students is paramount in fostering a dynamic and impactful learning environment. As educators, we possess the power to ignite their curiosity, cultivate their eagerness to learn, and empower them to actively participate in the educational journey. One potent strategy to achieve this is by exuding enthusiasm, excitement, and an unbridled passion for the subject matter at hand.

The Power of Enthusiasm

Enthusiasm is an infectious energy that permeates the classroom and captivates students. When teachers demonstrate a genuine love for their subject, their excitement becomes contagious, inspiring students to embrace the content with newfound enthusiasm.....

Effective Use of Additional School Funding to Enhance Educational Outcomes

Additional funding allocation to schools presents an invaluable opportunity to bolster educational outcomes for students. By judiciously utilizing these resources, schools can implement transformative initiatives that address critical areas of need and support the holistic development of every learner.

1. Enhancing Teacher Quality and Development:

Recruitment and Retention: Provide competitive salaries and benefits to attract and retain highly qualified teachers.
Professional Development: Offer ongoing professional development opportunities to enhance teacher skills and knowledge in evidence-based practices.
Mentoring and Coaching: Establish mentorship and coaching programs to support novice teachers and foster excellence.

2. Reducing....

## Incorporating Con Paper Discussions to Foster Critical Thinking and Diverse Perspectives

Incorporating con paper discussions in the classroom provides a transformative learning experience, promoting critical thinking and nurturing diverse perspectives among students. By actively engaging with differing viewpoints, students develop higher-order cognitive skills, acquire empathy, and cultivate a more nuanced understanding of complex issues.

### Enhancing Critical Thinking

1. Evaluating Evidence and Arguments:

Con paper discussions challenge students to scrutinize evidence, analyze arguments, and assess the validity of opposing views. By presenting contrasting perspectives, students are forced to engage in critical thinking processes such as comparing, contrasting, and evaluating claims.

2. Identifying Assumptions and....

Integrating Experiential Learning for Enhanced Philosophical Understanding

Experiential learning, a pedagogical approach that engages students in hands-on, real-world activities, offers a transformative method to foster deep philosophical understanding. By integrating experiential learning into the classroom, educators can create immersive environments that empower students to grapple with complex philosophical concepts in a tangible and meaningful way.

1. Active Engagement and Critical Thinking:

Experiential learning fosters active engagement by immersing students in scenarios that challenge their assumptions and encourage critical thinking. Through role-playing, simulations, and case studies, students are actively involved in exploring ethical dilemmas, logical arguments, and metaphysical questions. This engagement compels them to....