Transformative Learning Theory : The Importance Of Planetary Consciousness Essay

Mezirow (1991) states that a learner’s viewpoint is interrupted when faced with perplexing problems in regards to their Weltanschauung. He defines several steps and phases of transformational learning which gives the learner an adaptation of a new way of thinking (Mezirow, 1991). It’s important to know that transformational learning is based on our own reflection and how we interpret our experiences, ideas, and assumptions gained through prior learning. By looking deeper into ourselves we can reflect on the positive and negative outcomes of our behaviors.

Constructivist Learning Theory exists under the focus of cognitive learning and has substructures of the concepts of self- efficacy, self- regulation, and metacognition as it defines how adults learn (Billings & Halstead, 2012, p. 211). Billings & Halstead (2012) explains that learning is considered a transformation in a person from personal experience. It is a continued process that encompasses understanding, clarifying, and applying meanings of knowledge that is developed. The learning theory, constructivism embraces that learning is a development. A learner constructs new knowledge by building on existing information through a process

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

Most people form many of their friendships at school, but even outside of friends, individuals’ education alters their mentalities. Without a doubt, actions like conquering challenging subject matter and overcoming academic struggles cause some parts of this educational effect, but one’s teachers have some of the greatest influence in education. The instructor teaches with a personal worldview, one which will incidentally impact the students. For example, some private schools teach the religion of Christianity, where a living God designed the universe, while public schools are required to teach the religion of evolution, where everything exists due to a chance clash of lifeless chemicals. This disparity in beliefs about the universe’s origin fosters strongly opposing ideas about topics such as morals and the meaning of life that are fundamental to how a person decides to handle any given situation. The teacher can also inspire a growth or a fixed mindset in students. Psychology professor Carol Dweck invented this idea of

Transformative learning is basically changing the way one thinks, feels, acts, and sees life now, as opposed to the past. It can have a small or huge impact on the way they see different aspects of their life. The four stages of the transformative learning process are: Recognizing a specific problem – this is when one would decide if there is a need for change. They would recognize that there is a problem and specifically what it is. Confronting the problem intensely – They would then avoid apprehension and immediately confront the problem, while remembering to consider all possible solutions.

Education is one of the important factors that determine a sustainability future. What to teach is also a biggest concern for education. On one hand, educators want to teach the knowledge that is useful for the students in society today. However, some also argue that people should learn critical thinking not just teaching skill-centered knowledge. According to Diane Ravitch, believes that the new from of education called “21st century skills” which just focus on teaching the skills to prepare people for the global economy, and neglects the importance of other subjects such as literature, history and art. She suggests that these subjects help not just help students think critically, but also let them think beyond the concept and see the world widely.

This transformative learning through experiences and community support continues through my spiritual formation is Sunday school. I can remember my Sunday school teacher being open to my questions and was willing at times to call

In reading “Guest Editorial: Transfiguring Transformational Teaching” by Beverly C. Johnson-Miller, I gained more than I usually might by applying certain strategies I picked up from my reading out of Writing in Response, written by Parfitt.

The theoretical framework for my research is adult learning theory incorporates the basic concepts of behavioral change and experience in learning. “Emerging theories of adult learning are based on the unique characteristics of adults as learners” (Knowles, 1970, section 1, para 1). There are two categories with respect to the theory of adult learning: how an adult processes knowledge, which in turn produces change for the individual, and how an adult processes knowledge to then become a change agent in an organization. Merriam & Bierema (2014) links these principles with Knowles’ andragogy theory (p.54).

Since the early nineties Australia’s approach to acknowledge sustainability has equipped people with the information, skills and understanding to reach conclusions around their environmental social implications. Australia has seen many changes since the first Environment Conference in 1970 where the emphasis was on natural ecosystem and how to provide the community with understanding to make necessary decisions on the environment and economic implications. As the years progressed so did the Education for Sustainability which facilitates the changes by creating critical and innovative approaches, fostering new knowledge, building capacity in individuals for transformational change and overseeing social and economic implications. In residential

When I was five years old I began school. In Kindergarden we learned basic things like letters, numbers, and how not to be fully engulfed in flames. For some reason, 2004 was the height of anti-fire education in Missouri and before I knew how to tie my shoes I knew that if I ever was ablaze, to cover my face, fall to my knees, and roll back and fourth. This is what my institution placed serious value upon and because I was a student of that institution I also placed serious value upon it. The same idea must be applied to a university's teaching of environmental sustainability. This is discussed in David Orr's "What is Education For?" Through choosing a curriculum a university chooses what it places value onto, by making the environment a priority it showcases to the future generations that environmental wellness is an important responsibility for them to take ownership.

Our education should be aimed at educating people who love the world they lie in and who are ready to become peacemakers and healers of the world (Orr 55). A sustainable society “consists” of citizens, workers, specialists, technicians, etc, who are ready to work in order to build and support such society. One of the ways to provide such education is to “get outdoor”. The skills and abilities develop in real world and not in artificial situations in class. In this regard, we may refer to the Plato’s “Allegory of the Cave”. One should “touch” the real world problems and get personal experience from it. Shadows in the cave are the retrospectives of the real knowledge. To acquire the knowledge, we should leave the “cave”. We can learn theory separated from practice and this will not have any result. Instead, we should understand that every individual is a part of the natural world, thus, education should be based on ecological literacy as “health of our planet” is one of the most urgent questions of the modern social community.

This essay will review two significant environmental experiences I have encountered exploring the influences of these my life and how these have altered my view on what is environmental sustainability. An examination into these two experiences will follow into reviewing my perspectives on environmental sustainability and how these two experiences influenced this. To conclude a discussion on my role as a teacher and how this will impact myself when in the classroom.

Teaching is a profession that is considered to be a rewarding challenging and complex role.  An effective teacher does not simply teach knowledge their students and instead aims to arm students with the knowledge, skills, understanding and attitudes that will prepare students for life-long learning. The constructivist theories developed by Piaget and Vygotsky have impacted on the way that teachers teach and this has changed the approach of teaching to place a greater importance on the teacher instead to act as a facilitator of learning in an open, constructivist environment and providing students with the tools to challenge themselves to develop both academically and personally.  The education of students within classrooms of today is

This report is designed to investigate the rationale behind teaching Education for Sustainability (EfS) in early childhood education, through investigating the relevant issues and concept of sustainability in relation to the pedagogies and principles of early years education. The initial part of this report will focus on three issues of sustainability, all falling under the greater sustainability concept of waste management. The report will then go on to articulate the role and importance of EfS in early years principles and pedagogies. Finally, some teaching strategies for teaching EfS will be outlined.