Researching Transformational Learning through ESD, Internationalisation and Citizenship

1. Researching Transformational Learning through ESD,Internationalisation and Citizenship Dr Stephen Sterling Centre for Sustainable Futures, University of Plymouth, UK

2. �The volume of education has increased and continues to increase, yet so do pollution, exhaustion of resources, and the dangers of ecological catastrophe. If still more education is to save us, it would have to be education of a different kind: an education that takes us into the depth of things.� E F Schumacher (written 1974, published 1997)

3. Seeing differently

4. Re-learning

5. We�ve bred a generation unable to think� � �The most striking thing about some undergraduates is their dependence, their lack of initiative and their reluctance to think for themselves. This is reflected in their often-shocking inability to engage in intellectual conversation and to organise their thoughts in writing. New undergraduates seem to expect to be told what to do at every stage. It is almost as though the spoon-feeding-and-teaching-to-the-test culture at school has drained them of independent thought.� - Prof Tim Birkhead Times Educational Supplement 6 Feb 09

6. Outline Definitions Theory Practice Significance and issues Questions

7. Definitions

8. Transformative learning (Mezirow) �Transformative learning refers to transforming a problematic frame of reference to make it more dependable ... by generating opinions and interactions that are more justified. We become critically reflective of those beliefs that become problematic.� �... we transform frames of reference -- our own and those of others -- by becoming critically reflective them of their assumptions and aware of their context.� - Mezirow, Jack et al. (2000) Learning as Transformation �

9. Transformative learning (O�Sullivan)

10. Transformative learning (Cranton) �TL can occur when students encounter alternative points of view and perspectives. Exposure to alternatives encourages students to critically question their assumptions, beliefs, and values, and when this leads to a shift in the way they see themselves or things in the world, they have engaged in transformative learning.� �TL can be promoted by using any strategy, activity, or resource that presents students with an alternative point of view.� Prof Patricia Cranton interview Jan 19 2009 http://www.facultyfocus.com/articles/instructional-design/transformative-learning-qa-with-patricia-cranton/

11. Theory

12. Key theorists include.... Gregory Bateson Edmund O�Sullivan Chris Argyris and Donald Sch�n John Mezirow Richard Bawden

13. Levels of knowing

14. Learning levels as nested systems

15. Learning levels

16. Learning levels and orders of change

17. Learning, thinking, knowing levels

18. Common labels (first and second orders) First order Basic learning Single loop learning Conformative Cognition Second order Learning about learning Double-loop Reformative Meta-cognition

19. Common labels (third order learning) (Higher order learning) (Deep learning) Triple-loop learning Epistemic learning Paradigm change

20. Restructuring of mental models

21. Journeying through orders of learning involves experience of... greater challenge/threat to existing beliefs/ideas - and so more resistance greater �perturbation� required to stimulate learning and the emergence of new order greater reconstruction of meaning greater engagement and breadth of response in the learner achievement of greater flexibility and less rigidity of thought higher order of consciousness or mindfulness more emergence as a result of learning the difference between �unwitting self-reference� and knowing self-reference and therefore the possibility of transcendence - Sterling (2003)

22. Dimensions of transformation � towards... Seeing (perception): An expanded ethical sensibility or consciousness Knowing (conception): A critical understanding of pattern, consequence and connectivity Doing (action): The ability to design and act relationally, integratively and wisely

23. Practice

24. reflective learning for individuals and the institution cooperation and shared purpose the enjoyment of learning service and creating opportunity for service challenge and intense stimulation treading lightly and living simply the intrinsic value of work of all kinds celebrating diversity recognising limitations a good experience for everyone

25. Reflections on the Schumacher College experience �There is some extraordinary alchemy which seems to happen on all the courses, even short one-week ones.� (FR) �A course of this kind can be very useful in breaking set patterns of thought. �(PR) � �One of the most intensive periods in my life, because a huge bounded energy was released in me, which involved a deep transformation.� (PR)� � �It became very clear to me that trying to change the world has to begin with personal positive change. I have seen the other side of reductionism � that is, to see things as wholes�the course has tremendously increased my perception of�.interactions (and) the whole.� (PR) - Sterling, S. and Baines, J. (2002) �

26. Significance and issues

27. �The shape of the global future rests with the reflexivity of human consciousness � the capacity to think critically about why we think what we do � and then to think and act differently.� Paul Raskin (2006) World Lines, - Pathways, Pivots and the Global Future, Tellus Institute ..........

28. �To understand and deliver a pedagogy which enables and provokes students to move across levels of epistemic competence is in itself challenging. To do so requires an awareness on the part of the curriculum designer and personal tutor so that they can facilitate these changes�it is not always clear that academics and tutors have these competencies themselves.� SPMC (2002), Systems Practice for Managing Complexity � Project Philosophy and theoretical basis, http://www.mattnorman.co.uk/spmc/project.ctm

29. Levels of learning and engagement Education about sustainability: content and/or skills emphasis. Fairly easily accommodated into existing system. Learning about change. Accommodative response - maintenance Education for sustainability: additional values emphasis. Greening of institutions. Deeper questioning and reform of purpose, policy and practice. Learning for change. Reformative response- adaptive Sustainable education: Capacity building and action emphasis. �Living� and experiential curriculum. Sustainable institutions as permeable learning communities. Learning as change. Transformative response- enactment

30. Questions

31. Some research issues How do we distinguish between different depths or qualities of TL? What learning situations are conducive to TL? Are different learning situations conducive to some individuals re TL, but not others? How permanent is TL? How do we know, reliably, when TL has taken place? How far is TL essential to realising a sustainability culture? How far can HE facilitate TL?

32. Summary TL is a (profound) shift and expansion of perspective (fourth dimension of SD) Operates at individual, organisational and societal levels Is difficult (or it wouldn�t be TL) Is not guaranteed - even in a conducive learning environment Is more likely through �learning by design� Is dependent on the prior disposition of the learner Is poorly researched Is necessary given current socio-ecological-economic conditions Is marginal to most HE teaching and learning policy and practice (as it�s challenging and unpredictable) And....the learning level framework is not it!

33. A last word� �It is better to do the right thing wrongly, than the wrong thing better and better�� - Russell Ackoff

34. References Ison, R. and Stowell, F. (2000) Systems Practice for Managing Complexity, Systems Practice for Managing Complexity Network, www.spmc.org.uk/ � � Morrell, A., and O�Connor, M. (2002) �Introduction� in O�Sullivan, E., Morrell, A., and O Connor, M. (2002), Expanding the Boundaries of Transformative Learning', Palgrave Macmillan, New York Schumacher, E. F., (1997) �This I believe� and other essays, Green Books, Dartington, (essay first published in 1974). Sterling, S. and Baines, J. (2002) A Review of Learning at Schumacher College, Bureau for Environmental Education and Training, Dorchester. (unpublished report) Sterling, S. 2003. Whole Systems Thinking as a Basis for Paradigm Change in Education: Explorations in the Context of Sustainability, (PhD thesis), Centre for Research in Education and the Environment, University of Bath, www.bath.ac.uk/cree/sterling.htm. Williams, M (2004) �Preface�, in Potter, N. et al, See Change � Learning and education for sustainability, Parliamentary Commissioner for the Environment, Wellington, New Zealand.