Transformative Learning- Changing the Educational Paradigm

 

Transformative Learning- Changing the Educational Paradigm

This is the first in a series of short articles with a focus on challenging the current educational models and paradigms with a view to gathering current research and knowledge to provide a sustainable and transformative approach to education to foster active agents of change for the uncertain future that lays ahead.

Are we ready to make a collective, conscious decision as a species and as a society?

This question has been troubling me for a few years now and I have personally moved through many different ‘levels of knowing’ (Sterling, 2003) and consciousness, from despair and an inability to respond to a reflexive approach with regards to my own worldviews and perspectives when faced with the ‘wicked problem’ of climate change. Are we ready to recognize that a systemic and cross-disciplinary approach is needed across all sectors by institutions, organizations, companies as well as governmental law and policy which advocates for a sustainable future and green environment. As questioned by Gore, (2009) ‘Are we prepared as a species to make a definitive choice to solve the climate crisis through systemic transformation related to collective will?’

My particular interest is within education and challenging the current educational paradigm we exist in, especially in the ‘western world’, with regards to a curriculum taught/learnt, which gives little credence to a transformative approach to learning, the environment and our place within it. This is reiterated by Sterling (2011) who argues that ‘a great deal of learning, both everyday and through formal education, makes no positive difference to a sustainable future, and may indeed make that prospect less rather than more likely.’ This raises the question, ‘does the current educational model inadvertently foster a destructive, extractive or exploitative mindset due to the values and worldviews it has been created and developed within?’  Orr, (2004) suggests that ‘there is no correlation between high educational achievement and socially and environmentally benign sustainable behaviors, but rather the opposite.’ In addition to this, does the current educational model only afford a surface-level of knowing based on an individualist approach as opposed to the deeper, metacognitive form of learning required for the transformation of worldviews and perspectives (Sterling, 2011)?   

For years, education has been deemed to be at the forefront of sustainable education and, in fact, the answer to the climate crisis the world faces (Sterling, 2011). However, it has been argued in scholarly circles that if in fact education is a key determiner in the plight humanity and the world faces, an education of a different kind may be necessary, an education which allows us to go deeper and really dig into the depths of not solely ‘what and how’ we are learning but by challenging our own worldviews and perspectives through a reflexive approach (Schumacher, 1974). Raskin (2008) argues that to create a sustainable global future our ability to be reflexive and critically engage with why we think the way we do must be primarily developed and then to alter our thoughts and actions accordingly. This gives credence to this pivotal question of how far education has gone since 1974 and how far it can go in achieving a sustainable future within the current model and makes a case for the benefits of a transformative approach to learning in better actualizing this change (Schumacher, 1974).

In the light of the above, does this argue a case for a transformational approach to learning and a change in the current educational paradigm? Is now the time to become reflexive and debate the ‘sort and quality’ of the learning taking place and engage critically with its purpose?

Paradigms- Reductionist/Mechanistic Perspectives

To engage critically with the current educational paradigm, we need to understand that these are the root causes of our perceptions and actions. Critically engaging with worldviews and perspectives is exactly the type of reflexive behavior that is required to transform and to generate ideas that are more justified (Sterling, 2011). By this I mean we need an educational model which allows, fosters and requires learners to expand their consciousness, whilst being cognizant of the contextual reality of the learning situation (Mezirow, 2000). All decisions from governmental to in-class teaching are value-laden and therefore this must first be engaged with. Consideration needs to be given to how we think about the purpose of education, the meaning of learning and the roles of teachers and students. I would argue that the perceptions of the learner and teacher could be vastly different, yet assumptions are made, and curriculums designed, which assume that these perceptions are aligned.

In basic terms, a reductionist view of education is one that reduces the whole and breaks it down into small, simple parts. This view of the world implies a disconnection between systems, an individualized approach and in terms of curriculum, teaching individualized, discrete subjects with a lack of connection or context. By trying to understand the entire system by individualizing each of its complex parts, we run the risk of developing a lesser sense of the connection and interconnection between all Earth’s systems. If this is true, can we ever fully understand it or desire to protect it? Doctor Stephen Harding at Schumacher College in Devon suggests a term, ‘Gaia’d’, which would ask each individual to be aware of the fundamental needs of the fragile and interconnected planet we share. The Term ‘Gaia’d’ highlights three key words within its definition, ‘interconnected’ a systems view of thinking, ‘we’ and ‘share’ which infers a collectivized and equal approach to our worldview and perspective of the planet and climate change.

What is transformative learning and how can it be manifested? Shifting the paradigm!

Transformative Learning is said to be brought about by ‘a deep structural shift in the premises of thoughts, feelings and actions.’ This is a shift in consciousness that drastically and forevermore alters our way of being, understanding and viewing the world around us (Sterling, 2011). Such a shift is not brought about easily and may well be uncomfortable for the learner as it fundamentally challenges their beliefs, worldviews, and perspectives about themselves and their place in the world. It creates a shift in our relationships with other people and with the natural environment. 

Fundamentally, transformative learning alters both the inner and outer dimension through a shift in consciousness (inner dimension) to welcome the possibility of alternative lifestyles and ways of living. Followed by a change in your behaviors and actions (outer dimension). It implies a sense of self more fully aligned with others and the environment, a collectivized approach as opposed to a transactional or individualized approach. 

Four Forms of Knowing

A fantastic short video given by Dr. Stephen Harding at Schumacher College (2023) based in the UK discusses an alternative approach to knowing and learning. He discusses four forms of knowing; thinking, feeling, sensing and intuition and how all four of these forms are critical for our understanding of the planet and active agency in advocating and protecting our planet for a sustainable future. He discusses the idea of values and how there needs to be an emphasis on an intrinsic value of the world around us as opposed to a monetary, exploitative view of the world.

Thinking and Feeling

It could be argued that the western world and its culture is far too occupied, and places a much larger emphasis, on knowing through a reductionist model of thinking as opposed to feeling…but why is this? Feeling as a level of knowing sees things in their entirety, as a whole, a far more holistic approach than simply trying to understand something through reductionist model of breaking complex systems into discrete, smaller parts (thinking). ‘Feeling’ allows for an intrinsic value to be placed upon all living things and the environment as opposed to a ‘thinking’, monetized or transactional value that our western culture is currently based on today. This monetary view fosters a mindset based on extraction and exploitation as opposed to one based on feeling the intrinsic value and beauty of the world around us (Harding, 2023). Furthermore, a holistic and systems view of thinking can foster and support a holistic form of knowing, which in turn affords a deeper connection to shift worldviews leading to greater agency in changing behavior and actions. This starts with a holistic view of one’s own self, seeing yourself as whole will ultimately enable us to view ourselves as part of a much larger system, where we all play a hugely important role in advocating and protecting our planet and all life within.

Sensing and Intuition

Sensing is our primary way of seeing the world around us. We can see, feel, touch, smell our surroundings and interact with the world using our senses. Intuition on the other hand is the notion of knowing where something is coming from and knowing where it is going but without knowing how you know.

Dr. Stephen Harding (2023) states that all four forms of knowing are paramount to protecting our environment. A holistic, harmonized approach to bring these four levels of knowing together could greatly alter how we perceive and engage with the planet. By introspectively seeing ourselves, knowing ourselves and seeing our place within the world we can better understand that we live within a vast planetary organism, where all roles are important. That although feeling and intuition are ‘more subtle’ forms of knowing they are no less important and a holistic approach of knowing rather than a reductionist, mechanistic view could drastically alter our path and create a more sustainable future for all living things.

A Systems Thinking form of Knowing

At this point, it would be useful to highlight how the ‘Four Forms of Knowing’ as outlined by Harding (2023) are linked to models of transformative learning. The below figure is based on a systems view of thought (Bohm, 1992) and demonstrates different levels of knowing and how these lead to agency and ultimately behavioral changes (Sterling, 2011). This model refers to different levels of consciousness, of knowing, it demonstrates that deeper perceptions, conceptions, and worldviews are greatly influential and inform more immediately norms and assumptions, which can affect more everyday and immediate thoughts and actions. A deeper understanding of the forms of knowledge and a more holistic view of education and knowledge could change the current educational paradigm.

By developing pedagogical approaches, creating educational institutions founded in fostering healthy brain development through play-based and experiential learning (Mate, 2023), we stand a better chance of altering pre-conceived paradigms, worldviews, norms, and behavior which, in turn, can manifest great changes, collectively, in how we engage with the environment and the world around us.

As a parent and an educator this is at the forefront of my mind when thinking about learning and knowledge. What, where and how I teach and through the experiences cultivated will ultimately make the biggest impact on nurturing an environmentally, sustainable future.

  

References

Bohm, D. (1992) Thought as a System. London: Routledge.

Freire, P. (1972) Pedagogy of the Oppressed. Harmondsworth: Penguin.

Gore, A. (2009) Our Choice A Plan to Solve the Climate Crisis. New York: Rodale Inc, pp.12-18.

Harding, S. (2023) Learning to Value.

Mate, G. (2022) Why the First 3 Years of a Child’s Life Are Important.  

Mezirow, J. (1978) Perspective transformation, Adult Education, vol.28, no.2, pp.100-110.

Mezirow, J. (2000) Learning as Transformation: critical perspectives on a theory in progress. San Francisco: Jossey Bass.

Orr, D. (2004) Earth in Mind – on education, environment and the human prospect. Washington: Island Press.

Raskin, P. (2008) World lines: a framework for exploring global pathways, Ecological Economics, vol.65, pp.461-470.

Schumacher, E.F. (1997) ‘This I believe’ and other essays. Dartington: Green Books, (essay first published in 1974).

Sterling, S. & Baines, J. (2002) A Review of Learning at Schumacher College, Dorchester: Bureau for Environmental Education and Training, unpublished report to Schumacher College.

Sterling, S. (2003) Whole Systems Thinking as a Basis for Paradigm Change in Education: explorations in the context of sustainability (PhD thesis). Bath: Centre for Research in Education and the Environment, University of Bath.

Sterling, S. (2011) Transformative Learning and Sustainability: sketching the conceptual ground. University of Plymouth. Journal for Learning and Teaching in Higher Education, Issue 5, 2010-11.