The document describes using structured journaling or personal transformative learning. Life history and focused journaling serve as the basis for a life planning workshop for women. Utilizing structured life history and framing a reflective process through journaling exercises and analysis, the workshop leaders encourage an examination of assumptions that may lead to personal transformation.
An introduction to a series of articles on transformative learning
A discussion of key ideas from Habermas that are important for delineating the social dimension in transformation theory.
An extension of transformative learning theory and consideration of collaborative inquiry as a strategy for facilitating transformative learning.
This case narrative describes how Cooperative Inquiry helped participants understand the dynamics of racism, transform personal consciousness about cultural imperialism, and change behavior.
A report on the use of transformative learning in collaboration with women in transition from situations of domestic violence.
In every field of endeavor each generation leaves a mixed legacy
to the next. Along with the hard-won wisdom that comes from
experience and the progressive accumulation of knowledge, collections
of misinformation and misjudgments that can only be explained
by understanding the temper and biases of the times are also
passed along. As an antidote to any misplaced confidence that we
at last have the tiger of education for the gifted by the tail, it may
be useful to catalogue some unsolved issues or misguided efforts
that have been created or accepted by the present generation and
which we are in danger of turning over to the next generation.
For the purpose of this chapter, the term
"programs for the gifted" will be used loosely to encompass a wide
variety of means of providing learning experiences for children of
well above average general intellectual and/or specific academic
aptitude. In some cases the discussion is also relevant to specific
nonacademic abilities that are provided for within the curriculum
of many schools, by such offerings as art, music, and athletics.
In this concluding chapter the writers look at certain premises for
approaching the future; at probable developments of the next decade
that are relevant to secondary education; and at portentous social
decisions that need to be made if an American secondary education
program, designed for the 1980s as well as anticipating the next century,
is to be moved from our ideological drawing boards to the oftentimes
harsh world of reality. The writers also have chosen to explore
some of the possible implications for tomorrow's education to be
derived from cultural pluralism. The challenge of meeting the needs of our human subsets, we believe, is so important as to merit selection as
an exemplar of the many decisions that are long overdue for attention
and follow-up action in society and in secondary education.
In this commentary, the author reflects on what she learned from a note left for her by a custodian at her university.