Environments for transformation in learning Presentation to UH LTI Seminar Hazel Messenger

Acknowledging difference and complexity

Not just bridging the ‘skills gap’

Connecting ideas

Learning cultures ‘Permitted, promoted, inhibited, ruled out’ (James and Biesta 2007)

Transformative learning Critically examining frames of reference, revise or rejustify, and then act on revisions (Mezirow and Associates 2000) Disorientating dilemmas, trying out new roles, critical reflection

‘Will’ and authenticity Avoiding a doleful higher education Providing a pedagogical sanctuary, an hospitable pedagogy (Barnett 2007)

The educator ‘Agent provocateur’ Roles, relationships, power and provocation (Cranton 2006)

In over our heads: the mental demands of modern life Kegan (1982; 1994)

A developmental purpose for HE: involves balancing internal psychological capacities and external demands Contextual view of knowledge Mature interpersonal relationships Internally generated sense of self

Robert Kegan’s developmental theory Ongoing ability to make sense of the world The ability to objectify what was subjected to An evolutionary process

‘Self authorship’ An ability to construct knowledge in a contextual world, an ability to construct an internal identity separate from external influences, and an ability to engage in relationships without losing internal identity (Baxter Magolda 1999) A personal authority that can make up its own mind (Kegan 1994)

Socialising self Self authoring self Instrumental self

A developmental journey towards self authorship Instrumental Knowledge as certain, reliance on authority Lack of awareness of own values, an externally defined identity Dependant relationships with similar others source of identity, needing affirmation Self-authoring, the ‘independent learner’ Takes knowledge as contextual, uses an internal belief system to make judgments Has own values and integrated sense of self which makes sense of experiences and regulates choices Engages in authentic mature relationships, takes others perspectives into account

The intermediate: ‘The Socialising Self’ The self, others and the world participate in a swirl of values, loyalties and longer term purpose which underlie events and attributes Others experienced as sources of internal validation, orientation or authority, not just as resources Made up by relationships with others and ideas

‘Holding environments’ Provide support and challenge Hold well Let go Stay around Consider micro-interactions (Winnicott 1965)

The cohort as a ‘holding environment’ ‘It’s like family’

The educator: being ‘good enough’ Providing support and challenge and inspiration Acknowledging the individual where they are Acknowledging fear and loss Authentic, bringing a genuine self to others Creating a group as a ‘holding environment’ Developing informal and formal networks that extend outside a learning group Empowering without overpowering Intentionally developmental

Learning partners Support Respect thoughts and feelings, giving value to voice Support the view that experiences are opportunities for learning and growth Collaborate to analyse problems and engage in mutual learning Challenge Draw attention to the complexity of life and work decisions, discourage simplistic solutions Encourage development of personal authority by listening to their voices Encourage the sharing of authority and expertise, working with others to solve mutual problems (Baxter Magolda 2010)

A framework for developmental goals 1.Instrumental Question how authorities construct knowledge, appreciate multiple perspectives, interact with others, provide safe environment for dialogue, model self reflection 2. Socialising Analysing and comparing conceptual frameworks, assessing and refining educational goals, work with diversity to solve problems, learning to trust own decisions 3. Self authoring Integrating and evaluating diverse perspectives, applying knowledge in multiple contexts, learn from each other, refine belief systems to work interdependently ( Taylor and Haynes 2008)

Aligning values and actions

References and further reading Barnett, R. (2007) A Will to Learn: being a student in an age of uncertainty. Maidenhead. Open University Press Baxter Magolda, M. (1994) Creating Contexts for Learning and Self Authorship: constructive developmental pedagogy, Nashville. Vanderbilt University Press. Baxter Magolda. M. (2004) ‘Self –authorship as the common goal of 21 st century education’, in Baxter Magolda, M. and King P.M. eds. Learning Partnerships: theory and models of practice to educate for self-authorship, Virginia, Stylus Publishing. Baxter magolda, M. (2010)’ A tandem journey through the labyrinth’, Journal of Learning Development in Higher Education, 2(Feb) Available from [accessed ] Belenky, M.F. Linchy, B.M. Goldberger, N.R. and Tarule, J.M. (1986) Women’s Ways of Knowing: the development of self, voice and mind, USA. Basic Books. Cranton, P.(2006) Understanding and Promoting Transformative Learning: a guide for the educators of adults, 2 nd ed. San Francisco. Jossey Bass Gilligan, C. (1982) In a Different Voice: psychological theory and women’s development. Cambridge, Mass. Harvard University Press James, D., and Biesta, G., eds. (2007) Improving Learning Cultures in Further Education. London. Routledge. Kegan, R. (1982), The Evolving Self: problem and process in human development, Cambridge, Mass. Harvard University Press Kegan, R. (1994) In Over Our Heads: the mental demands of modern life, Cambridge, Mass. Harvard University Press. Kreber, C., (2006) ‘Developing the scholarship of teaching through transformative learning’, Journal of Scholarship of Teaching and Learning, 6(1) Kreber, C., (2008) ‘Challenges in supporting student learning in the context of diversity, complexity and uncertainty’ in Kreber, C., ed. The University and its Disciplines, London, Routledge Mezirow, J. and Associates. (2000) Learning as Transformation: critical perspectives on a theory in progress, San Francisco. Jossey Bass. Parks, S.D. (2000) Big Questions, Worthy Dreams: mentoring young adults in their search for meaning, purpose and faith, San Francisco, Jossey Bass. Perry, W.G. (1968) Forms of Intellectual and Ethical Development in the College Years: a scheme, New York. Holt, Rhinehart and Winston Inc. Taylor and Haynes, C. (2008) ‘A framework for intentionally fostering student learning’, About Campus: enriching the student learning experience, 13(5) Winnicott, D., (1965) The Maturational Processes and the Facilitating Environment, New York, International Universities Press