Transformative Education & Implications for Sponsorship

1. Sr. Katherine Feely, SND Transformative Education & Implications for Sponsorship

2. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

3. Goals of Presentation: To gain a basic overview of the emerging field of transformative learning and five key processes. To look at the nature of transformative learning in relationship to community history and the role of Charism in today’s world. To explore possible applications for sponsorship. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

4. Overview • Define terms • Supportive community • Dislocation • Critical Reflection • Ritual/Symbol/Senses • Engagement & Action • Discussion 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

5. Engage the content of this presentation to look at: Mission/vision/value Retreats for your network Board Formation Parent Education Alumni Engagement Charism Presentations Faculty In-service Designs Retreat Program Design and Content Service Learning Programs in member schools 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

6. The Case for this Conversation • Youth: ‘helping those in need’ over the Eucharist • CST: an ‘inch deep and a mile wide’ • Society: total loss of a Catholic subculture • Only 15% of young people are active in the Church. • Young Adults: “I’m spiritual but not religious” • Youth have a high sense of moral identity but feel they have no power or agency • CRS/NCEA study on integration of CST in High Schools 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

7. What is transformative Education? 1. Changing perspectives of how we look a. from Culture b. from Faith (Catholic Social Teaching) 2. Social in nature – transformation comes through supportive community 3. More inductive and experiential – includes dislocation and crossing borders 4. Dealing with fundamental structures of perception and structures of meaning 5. Outcome: Hope through creative engagement – the “How and Why” of how our assumptions have shaped our world view. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

8. Questions: 1. What engages the deepest part of the person to see themselves as part of the world community? Who do we influence? What are their hungers? Now what happens? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

9. O’Sullivan • Sees education as missionary work • Must emphasize cross-cultural dialogue Implications: • Educators need to name what exactly is going on and shape it in a lens of hope. • Students need deeper ways of engaging in the learning process. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

10. Desired outcome of this field of study: • To better understand how students and adults cope with the processes of inner and outward conflict, dialogue, change, and reintegration in the many variations not yet understood. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

11. Start from the Bottom up: • name the audience and their hungers • Identify the hungers of every human beings • Identify the top concerns of educators? • Where is the intersection? Where’s the disconnection? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

12. I. Defining Terms 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

13. Transformative Learning • Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

14. Transformative Learning • It is a shift of consciousness that dramatically and irreversibly alters our way of being in the world. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

15. Transformative Learning • Such a shift involves • our understanding of ourselves and our self-locations; • our relationships with other humans and with the natural world; • our understanding of relations of power in interlocking structures of class, race and gender; • our body awarenesses, • our visions of alternative approaches to living; and • our sense of possibilities for social justice and peace and personal joy. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

16. Three Phases of Transformative Learning • critical reflection • reflective discourse • action. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

17. Three Dimensions: Perspective transformation: • Psychological (changes in understanding of the self), • Convictional (revision of belief systems) • Behavioral (changes in lifestyle) 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

18. “Social action from a spiritual perspective comes from the heart rather than the ego.” –Jack Miller, Learning from a Spiritual Perspective 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

19. II. Supportive Communities 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

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21. Question: Where do we need to change the models to change the community, not just the person? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

22. Community as locus • School as formational community • Personal transformation is based on a change in perspective • AND Personal development is embedded in a larger social community 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

23. Experience Experience is the most powerful teacher. Experience makes ‘ideas’ or theories tangible and concrete. The value of service learning and immersions. Experience touches the mind, heart and feelings, 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

24. III. Begins with Dislocation 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

25. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

26. Through some event which could be as traumatic as losing a job or as ordinary as an unexpected question, an individual becomes aware of holding a limiting or distorted view. • If the individual critically examines this view, opens herself to alternatives, and consequently changes the way she sees things, she has transformed some part of how she makes meaning out of the world. 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

27. IV. Critical Reflection onPoints of View 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

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30. Analyze Perspectives 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

31. "Perspective transformation is the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand, and feel about our world; changing these structures of habitual expectation to make possible a more inclusive, discriminating, and integrating perspective; and, finally, making choices or otherwise acting upon these new understandings" -Jack Mezirow , Transformative Dimensions Of Adult Learning (1991) 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

32. Name Assumptions – Identify Perceptions Starting point Influences behind the scenes Viewpoint Worldview Seeing anew 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

33. V. Rituals, Symbols and Senses 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

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37. Catholicism • From the ‘what’ • To the Way 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

38. VI. Engagement & Action: 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

39. “Transformational learning is both a social and a solitary process.” –Taylor, The Theory and Practice of Transformative Learning 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

40. Develop Critical Thinking Skills What is happening here? Why is it happening? What are the root causes? Where do you see connections? What if…? What action is needed? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

41. VII. Hope is Central 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

42. Hope

43. Question: How doe we awaken joy as a hallmark of Christianity and being human? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

44. “Hope is essential for a critically conscious and visionary education that is necessary in our critical historical moment.” -Paulo Friere 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

45. VIII. Charism & Transformative Education What does this mean for Sponsorship? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

46. Charisms • Definition: A special variety of gifts dispensed through the Holy Spirit in Church and world, as needed, for the common good. • Point: Charisms emerge among people not only in the Church but also in the world. (The gifts of the Spirit are not confined to ecclesial institutions.) • Point: Charisms may be found wherever there is human need. (often in the least likely places, among the least likely carriers.) • Point: Charisms are unique gifts given for the common good.. (They are never private possessions.) 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

47. Charism • How has your Charism brought about a transformation in society? (Ask your Board Members, faculty, staff, parents, alumni…) • What are the unmet needs in the world today that still need the full expression of your Charism? (Ask your Board Members, faculty, staff, parents, alumni…) 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

48. Identify Power …and its uses “In every community there is work to be done. In every nation there are wounds to heal. In every heart there is the power to do it.” -Marianne Williamson 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

49. “Only a profoundly contemplative and transformative education has the power to nurture the vibrant, diverse civilization that should be our global future.” – Arthur Zajonc 12/9/08 Prepared by K.Feely, SND kfeely@coc.org

50. What institutional elements are essential to our faith community in the future? • What elements do we have to let go of? 12/9/08 Prepared by K.Feely, SND kfeely@coc.org