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Transformational Learning - with an angle on accessibility (H810)

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Edited by Jonathan Vernon, Monday, 8 Oct 2012, 13:29

'If we were to look at the whole of contemporary culture in the West culture as a kind of school and consider adult roles as courses in which we are enrolled, most adults have a full and demanding schedule'. Kegan (2006:39)

Piaget (1954) Assimilative or accommodative processes?

  • Understand your students - don't presuppose anything.
  • Learning for knowledge and skills, everyone will be challenged to improve the repertoire of their skills.
  • Not what I want to teach, but what, after assessment, they need to learn. No longer had a flexible peg jumping through an institutional, departmental, and academic or LD designed module, but a flexible peg and an accommodating hole.

No two people can possibly be learning the same thing, no matter what common assessment students undertake – the student with a disability, or disabilities, whatever these are and how they affect or impact on this individual – will be acquiring knowledge or a skill that has or is in some way transformed or  translated, the focus diluted or pinpointed through a note–taker, reduced range,  voice of an audio–reader, missing a lecture or seeing it from only one perspective, access denied or field or lab work excluded through their choices,  risk assessment, health and safety, time, money, people and other such barriers – though sometimes enhanced if a live debate becomes an asynchronous forum or verbatim transcripts of audio and provided to all. Having a much different take on the lesson can be advantwgeous as a differentiator.

What is the disabled person's frame of reference?

  • Each learner's experience of learning and their relationship with the subject.  Kegan (2006:45)
  • Where the learner is coming from as well as where they are hoping to go in order to bridge the two – this applies to all learners whatever their circumstances.
  • Where the bridge metaphor is week is to visualise the physical person in transit rather than a myriad of billions of complex bridging actions occurring between neurones in the learner's brain. (Kegan, 2006:47) So a spider gram might be better, showing how close to a goal the learner is.
  • Not just knowing more, but knowing differently. (Ronald Heifetz, 1995)

Mezirow (2000) Transfer of authority from educator to learner. How rapidly will this transformational shift occur, which is a function of how far along they are on a particular bridge.

How do define an adult, self–directed learner?

Skill, style, self–confidence.

What if, for example, we define, say Boris Johnson by what he can do – read Latin, ride a bicycle through traffic and play whiff-whaff, not by what he cannot do, say brush his hair or swim 1000m Front crawl.

While what if I define X by what he cannot do – say, get up in the morning or speak in anything shorter than a paragraph, rather than what he can do, swim the Channel and empathise with others.

Need to read: Hegel, The phemonology of mind.

This is why:

Hegel attempts to outline the fundamental nature and conditions of human knowledge in these first three chapters. He asserts that the mind does not immediately grasp the objects in the world, concurring with Kant, who said that knowledge is not knowledge of “things-in-themselves,” or of pure inputs from the  senses. A long-standing debate raged in philosophy between those who believed that “matter” was the most important part of knowledge and those who privileged “mind.”

REFERENCE

Kegan, R (2006) 'What "form" transformstions? A constructive-developmental approach to transformative learning. An abridged version of a chapter that appeared in Jack Mezirow et al. in 'Learning as Transformation' (2000). In ‘Contemporary Theories of Learning' (2009) Knud Illeris.

Mezirow, J. (2000) "Learning to think like an adult - Core concepts of Transformational Theory." IN J.Mezirow and Associates: Learning as Transformaton: Critical Perspectives on a Theory in Progress. San Francisco: Jossey-Bass, 2000.

Piaget, J. (1954) The Construction of Reality in the Child. New York: Basic Books.

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Design Museum

Turning thoughts into action - one of the world's great educators

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Edited by Jonathan Vernon, Friday, 17 Aug 2012, 10:52



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I read this cover to cover yesterday, into the evening and small hours. I'm now onto the second read, with various notes to add, references to pursue and further research to undertake.

Yet to be published, see detials below on how to get your hands on a copy.

Why read 'A Life Remembered' ?

It's a fascinating life story of a now British Citizen, Zbigniew Pelczynski OBE - from surving the Warsaw Uprising as a teenager in the Polish AK to landing on these shores after seven months in a POW camp as a corporal in the British Army. It would be 12 years before he saw his parents again by which time he had learnt English in Gateshead, got a degree from St.Andrews, a B Phil then a D Phil from Oxford and was a Fellow at Pembroke College.

A book on the German philospher Hegel made his academic career and he went on to lecture and tutor at various leading universities around the world Yale and Harvard, as well as universities in Canada, Japan, Israel and Australia while pursing various interests and causes with passion and dogged determination.

A life lesson? I think so.

Zbigniew tutored Bill Clintonm a senator and dozens of government ministers across the globe and was an adviser to the Polish Government after the fall of communism.

Who would hten on 'retiring' then sets about his life's work?

The School for Leaders in Warsaw develops the skills of future politicians and ministers and it is here I believe there is an OU connection as materials from the OU were adapted for use in Eastern Europe.

Now in his 86th year Zbig as he is known, or 'Bish' by kids who got to know him in the 1950s, is either in front of a Mac emailing colleagues and friends, walking or cooking. This September he hosts a conference on the philosophers Rousseau, Hobbes and Machiavelli, attends the Polish Embassy for the official launch of this book then fliesto Warsaw to take part in meetings at his School for Leaders.

Pembroke College can be contacted at the following address:

Pembroke College  Oxford  OX1 1DW

The main College switchboard number is:

Tel: 01865 276444  Fax: 01865 276418

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