Learning Toward an Ecological Consciousness: Selected Transformative Practices

. Ed(s): O'Sullivan, Edmund; Morrell, Amish; O'Connor, Mary Ann

ISBN 10: 0312295081 / ISBN 13: 9780312295080

Published by Palgrave Macmillan, 2002

About this Item

The editors of this volume argue that transformative learning theory cannot be constructed in a content-neutral or context-free way and that transformative learning requires new educational practices consistent with the content. Editor(s): O'Sullivan, Edmund; Morrell, Amish; O'Connor, Mary Ann. Num Pages: 272 pages, biography. BIC Classification: JNA; JNT. Category: (G) General (US: Trade); (P) Professional & Vocational. Dimension: 235 x 155 x 22. Weight in Grams: 477. . 2002. 2004th Edition. paperback. . . . . Books ship from the US and Ireland.

Seller Inventory # V9780312295080

Bibliographic Details

• Title: Learning Toward an Ecological Consciousness: Selected Transformative Practices
• Publisher: Palgrave Macmillan
• Publication Date: 2002
• Language: English
• ISBN 10: 0312295081
• ISBN 13: 9780312295080
• Binding: Soft cover
• Condition: New

About this title

Synopsis

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. 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. The editors of this collection make several challenges to the existing field of transformative learning - the first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples' forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.

About the Author

EDMUND V. O'SULLIVAN is the Director of the Transformative Learning Centre, Ontario Institute for Studies in Education, at the University of Toronto.

AMISH MORRELL is a doctoral candidate, OISE, University of Toronto.

MARY ANN O'CONNOR is a doctoral candidate, OISE, University of Toronto.