Transformative Transformative College College CurriculumCurriculum
A meaningful degree of understandingA meaningful degree of understanding
Daniel J. Glisczinski, University of Minnesota Duluth, U.S.A
•The university has shaped itself into an industrial ideal—the knowledge factory. •Overloaded,top-heavy with expertness, information. •has become a know-how institution•ought to be a know-why institution. •goal should be deliverance from crushing weight of unevaluated facts, •from bare-bones cognition or ignorant knowledge: •knowing in fragments, knowing without direction, knowing without commitment (Rowe, 1990)
The University As
Knowledge Factory
Education: A “complementary convergence”
Between information and understanding
•ecology between informational, cultural, and values-rich understanding
•likely to empower those who understand it
•contains potential to isolate those who choose not to learn it (Friedman, 2005).
Types of Learning Habermas (1984)
critical assessment of
assumptions supporting the justification of
existing norms in order to
think and act in a self-
authoring manner.
critically understanding context, history, social structures,
and power structures which shape epistemological perspectives.
mastering tasks, solving problems, and learning how to manipulate environments and people toward specific
ends
Instrumental
Transformative Learning QuadrantsMezirow (1970) and Herbers (1998)
I.Disorienting
Dilemma
II.Critical
Reflection
III.Rational Dialogue
IV.Action
1. To what extent are higher education students experiencing transformative learning?
2. How do transformative learning experiences affect higher education students’ present behavior?
Research Questions
Transformative Learning Higher Education Findings
Disorienting Experiences
(Mezirow, 1970; Herbers, 1998)
73% of population reported experiencing
disorienting experiences
CommittedAction(Mezirow, 1970; Herbers, 1998)
35% of population reported trying to figure out ways to adopt transformed ways of acting
Instrumental Learning(Habermas, 1984)
Critical Reflection
(Mezirow, 1970; Herbers, 1998)
43% of population reported experiencing critical reflection that
their assumptions don’t fit current reality
Com
mu
nica
tive Le
arn
ing
(Hab
erm
as, 1
98
4)
•Preparing learners for present realities and future unknowns.(Maslow, 1971)
Rational Dialogue (Mezirow, 1970; Herbers, 1998)
47% of population reported experiencing rational dialogue about constructing more accurate assumptions
Quadrant I.
Quadrant II.Quadrant III.
Quadrant IV.
Em
an
cip
ato
ry L
earn
ing
(Hab
erm
as,
19
84
)
04/19/23 D. Glisczinski | [email protected]
8
Student Voices Reflecting Transformative Cycle
• Quad I:– Do I think this? Do I think that? What do I do now?– Man, my marbles were rolling around.
• Quad II:– The question “Why” became central– I realized there were other options than . . .
• Quad III:– I’d listen, read, discuss, listen some more, read more...– Now I go to be taught by those things which confused me
• Quad IV:– I’ve opened up my thinking and approach to . . . – And I try to do the same with my students and peers
04/19/23 D. Glisczinski | [email protected]
9
Statements from Instrumentalists
• I don’t think about other people’s assumptions.
• What matters is what I want to achieve.
• I used to think about what other people, but have learned that that’s not how the world works
Assessment of LearningWiggins & McTighe (1998) and Bloom (1976)
Disorienting Experiences
Rational Dialogue
Action
Explanation (Wiggins & McTighe,1998)
Knowledge, Comprehension(Bloom, 1976)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis
(Bloom, 1976)
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)
Perspective(Wiggins & McTighe, 1998)
Empathy: (Wiggins & McTighe,1998)
Self Knowledge(Wiggins & McTighe ,1998)
Evaluation(Bloom, 1976)
Critical
Reflection
Transformative Learning Theory of Action Transformative Learning Theory of Action and Assessmentand Assessment
Concrete, Disorienting Experiences
(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Critical Reflection, Observation
assumptions don’t fit current reality
(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
•Prepare learners for present realities and future unknowns.
(Maslow, 1971)
Asse
ssmen
t Meth
od
sAss
ess
men
t M
eth
od
s
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)
Perspective(Wiggins & McTighe, 1998)
Empathy: (Wiggins & McTighe,1998)
Self Knowledge(Wiggins & McTighe ,1998)
Evaluation(Bloom, 1976)
Explanation (Wiggins & McTighe,1998)
Knowledge, Comprehension(Bloom, 1976)
Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Quadrant I.
Quadrant II.
Quadrant III.
Quadrant IV.
Transformative Learning Theory of Action Transformative Learning Theory of Action and Assessmentand Assessment
Concrete, Disorienting Experiences
(Kolb,1984; Mezirow, 1970; Herbers, 1998)73% of population reported experiencing
Disorienting Experiences
Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)
35% of population reported trying to figure out ways to adopt transformed ways of acting Begin:
Instrumental Learning(Habermas, 1984)
and
and
and
and
Critical Reflection, Observation
assumptions don’t fit current reality
(Kolb,1984; Mezirow, 1970; Herbers, 1998)
43% of population reported experiencing critical reflection that their assumptions don’t
fit current reality
Com
mu
nica
tive Le
arn
ing
(Hab
erm
as, 1
98
4)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
•Prepare learners for present realities a•nd future unknowns.
(Maslow, 1971)
Asse
ssmen
t Meth
od
sAss
ess
men
t M
eth
od
s
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)
Perspective(Wiggins & McTighe, 1998)
Empathy: (Wiggins & McTighe,1998)
Self Knowledge(Wiggins & McTighe ,1998)
Evaluation(Bloom, 1976)
Explanation (Wiggins & McTighe,1998)
Knowledge, Comprehension(Bloom, 1976)
Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)
47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions
Quadrant I.
Quadrant II.
Quadrant III.
Quadrant IV.
Em
an
cip
ato
ry L
earn
ing
(Hab
erm
as,
19
84
)
Transformative Learning Theory of Action Transformative Learning Theory of Action and Assessmentand Assessment
Concrete, Disorienting Experiences
(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Critical Reflection, Observation
assumptions don’t fit current reality
(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
•Prepare learners for present realities and future unknowns.
(Maslow, 1971)
Asse
ssmen
t Meth
od
sAss
ess
men
t M
eth
od
s
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)
Perspective(Wiggins & McTighe, 1998)
Empathy: (Wiggins & McTighe,1998)
Self Knowledge(Wiggins & McTighe ,1998)
Evaluation(Bloom, 1976)
Explanation (Wiggins & McTighe,1998)
Knowledge, Comprehension(Bloom, 1976)
Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)
Quadrant I.
Quadrant II.
Quadrant III.
Quadrant IV.
Experiential Learning CycleKolb (1984)
Concrete Experiences
Reflective Observation
AbstractConceptualization
ActiveExperimentation
Transformative Learning Theory of Action Transformative Learning Theory of Action and Assessmentand Assessment
Concrete, Disorienting Experiences
(Kolb,1984; Mezirow, 1970; Herbers, 1998)73% of population reported experiencing
Disorienting Experiences
Action, Experimentation(Kolb,1984; Mezirow, 1970; Herbers, 1998)
35% of population reported trying to figure out ways to adopt transformed ways of acting Begin:
Instrumental Learning(Habermas, 1984)
and
and
and
and
Critical Reflection, Observation
assumptions don’t fit current reality
(Kolb,1984; Mezirow, 1970; Herbers, 1998)
43% of population reported experiencing critical reflection that their assumptions don’t
fit current reality
Com
mu
nica
tive Le
arn
ing
(Hab
erm
as, 1
98
4)
Interpretation (Wiggins & McTighe, 1998)
Comprehension, Analysis (Bloom, 1976)
•Prepare learners for present realities and future unknowns.
(Maslow, 1971)
Asse
ssmen
t Meth
od
sAss
ess
men
t M
eth
od
s
Application (Wiggins & McTighe, 1998)
Synthesis (Bloom, 1976)
Perspective(Wiggins & McTighe, 1998)
Empathy: (Wiggins & McTighe,1998)
Self Knowledge(Wiggins & McTighe ,1998)
Evaluation(Bloom, 1976)
Explanation (Wiggins & McTighe,1998)
Knowledge, Comprehension(Bloom, 1976)
Rational Dialogue, Abstract Conceptualization(Kolb,1984; Mezirow, 1970; Herbers, 1998)
47% of population reported experiencing rational dialogue and abstract conceptualization about more accurate assumptions
Quadrant I.
Quadrant II.
Quadrant III.
Quadrant IV.
Em
an
cip
ato
ry L
earn
ing
(Hab
erm
as,
19
84
)