1 / 19

Journey to Globo Sapiens: Transformative Learning for Sustainability

Explore the stages of acceptance, conversion, and resistance towards becoming Globo Sapiens, discussing impacts on educators and students, with examples of change and countering criticisms of soft skills.

darlaa
Download Presentation

Journey to Globo Sapiens: Transformative Learning for Sustainability

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Accepters, Converts and “Resisters” on the road to Globo sapiens Dr Patricia Kelly Centre for the Enhancement of Learning, Teaching & Scholarship (CELTS) University of Canberra Australia Talking and walking sustainability NZSSES Auckland, February 20-23, 2007

  2. Outline • Context: what did I do? • Survive or fail? • 3 graduate visions • Accepters, Converts and Resisters - impacts on teachers and students • From Resisters to “resistings”- how does this help? • Examples of change and transformative learning • Countering criticisms of “soft skills”

  3. What did I do? • Professional Studies: Core teaching and assessment strategies • Reflective journals (online) • Lectures/readings (sustainability, environment, personal growth, cultural sensitivities and international responsibilities, ethics etc.) • Group work • Peer Interview • Formative assessment • Summative assessment • Competencies • Abilities/Qualities

  4. Stern real-world test • Destructive criticisms of “soft skills”, intercultural work • “wishy-washy…drain on resources” (Thaman) • “waste of time”, “what do we have to do this for?” “everyone hates it”. • We can make a difference • How do I know? • Pre-post questionnaires • Reflective journals • Sense-Making interviews

  5. Survive or fail? • A planet in danger • UN Decade of Education for Sustainable Development • Education hitched to dying star of “limitless growth” • But how? • Clash of values when we challenge the status quo • Act as if we are “choosing to survive” not fail (Diamond, 2005)

  6. 3 visions: globally portable, globally competent or Globo sapiens?

  7. Preferred vision:Globosapiens (wise, global citizens) • Reflective, reflexive professionals united by a common sense of global responsibility. • “enables…enobles” (Inayatullah) • Wisdom • The evidence

  8. Accepters, Converts, Resisters

  9. From Resisters to resistings • Sense-Making: Brenda Dervin et al.(2003)Meta-theory, methodology, methods • “S-M assumes that people have gaps in situations, that they bridge these gaps, and that they put their new sense to work in guiding their behaviour” (uses).

  10. The “how” of change Uses (HELPS) “got respect”, “got connected”, “got insight”, “got inspired”, “got courage”, “got healing”, “gottransformation” • We need to heal ourselves in order to heal local and global environments (Inayatullah).

  11. Got Healing

  12. Wishy-washy, waste of time”? Where’s the evidence?

  13. Wishy-washy, waste of time”?

  14. Walking the talk • Lessons for Higher Education • Break-down or break through, we need Globo sapiens • How prepared are educators? • Evidence + courage + support

  15. Thank you Patricia.Kelly@canberra.edu.au • Australian Digital Theses (2007) • Towards Globo sapiens: • transforming learners in Higher Education, (2007) Sense Publishers, Rotterdam http://www.sensepublishers.com/ • (Forthcoming) questions? comments?

  16. Extra slide follows: if question

  17. Statement10:Engineers working in teams must be sensitive to gender and ethnicity

More Related