Presentation from the Fruition Academy of Social Imagination and Action, October 2012.

1. Teaching, Learning, and
Transformation
October 5, 2012
The Fruition Academy of Social Imagination and Action

2. Welcome to Class!
 Agenda:
 Preparation
 Organizing Framework
 Fieldsof Understanding
 Education Matrix
 Discussion/questions at le Salon Utopique

3. Goals for the Class
 Purpose and meaning of education
 Types of knowing/ways of understanding
 Power, oppression, resistance
 Implicit and explicit education
 Intentionality and effectiveness
 Strengthening relationships, leadership,
advocacy, fundraising, teaching, etc.
 Your personal/organizational goals

4. My Experiences
 Novice student
 Advanced student
 College teacher
 Community leader/teacher

5. Organizing
Framework

6. Organizing Framework for this Class
 Assumptions
 Learning is an ongoing everyday experience
 Most learning takes place outside the classroom
 People working for social change may have
limited exposure to educational research
 Education is imperative for social change
 We all have intellectual baggage
 Understanding education can help us be more
intentional
 Convergence of ideas leads to emergence of the
self

7. Organizing Framework for this Class
 Resources
 My experience and imagination
 The experience and research of others
 Time
 Technology

8. Organizing Framework for this Class
 Activities
 Research – curation, organization, integration
 Reflection
 Lecture
 Workbook
 Salon
 Integration, expansion, and application

9. Organizing Framework for this Class
 Impact
 Increased awareness of education
 Expanded understanding of education
 Connections made between education and
social change
 Ability to intentionally integrate educational
processes into everyday experiences
 Improved relationships and social change
outcomes

10. Organizing Framework for Education
 Assumptions
 Openness and ongoing learning sustains
commitment (Kovan & Dirkx, 2003)
 The position we are in is often more
influential than what we actually do (English &
Peters, 2012)
 We learn through both positive and negative
experiences (English & Peters, 2012)

11. Organizing Framework for Education
 Assumptions
 Students are engaged and learn when there is
trust, respect, fun, order, emotional
intelligence, and compassion (Busher, 2012;
Smollan & Parry, 2011)
 We all have unique views about knowledge
and learning (Nielsen, 2012)
 We all learn in different ways (Gardner, 1993;
Neville & Cha-Jua, 1998; MIndTools, 2012)

12. Organizing Framework for Education
 Assumptions
 Knowledge is created by unique individuals
(Antonacopoulou, 2004)
 Learning organizations are positively
influenced by participatory decision making
and openness (Flores et al., 2012)
 Education may focus on the need of the
individual, the collective, or both (Chongde &
Tsingan, 2003)

13. Organizing Framework for Education
 Assumptions
 Disconfirmation leads to learning and change
(Schein, 1996)
 Making sense of problems is an important
function of leadership (Dunoon, 2011)
 Education is also about creating openings
 Teaching is not just intellectual (Palmer, 1998)

14. Organizing Framework for Education
 Impact
 Critical thought (Friere, 1970; Newman, 2012)
 New ways of understanding and behaving
(Gazel, 2007)
 Better outcomes for participants (Su & Osisek,
2011)
 Social integration and reform (Cho, 2008;
Hamalainen, 2003)

15. Organizing Framework for Education
 Impact
 Adaptation (Ackermann, 2002)
 Increased competition and cooperation
(Ostrom, Martin, & Zacharakas, 2008)
 Shift in values and identity (Hamalainen, 2003;
Harman, 2012)
 Production of new knowledge (Kempner,
Merz, & Bosk, 2011)

16. Organizing Framework for Education
 Impact
 Integration into self (Ackermann, 2002)
 Integration into practice (Yang, 2011)
 Self-understanding (English & Peters)
 Understanding and compassion for others
(Gazel, 2007)
 Collective knowledge and meaning (Nelson,
2010; Peters, Liu, & Ondercin, 2011)

17. Organizing Framework for Education
 Impact
 Personal transformation (Freire, 1970; Giroux,
1981)
 Cultural change (Coghlan & Jacobs, 2005)
 Social and political change (Castree et al.,
2008; Freire, 1970; Perriton & Reynolds, 2004)
 Freedom, authenticity, and responsibility
(Freire, 1970)

18. Organizing Framework for Education
 Resources
 People
 Relationships
 Diverse perspectives (McCaslin & Scott, 2012)
 Content
 Process
 Time – reflection (English & Peters, 2012) and
sequencing (Bingham & Davis; Heyes, 2012)
 Prior knowledge (Shafto, Goodman, & Frank,
2012)

19. Organizing Framework for Education
 Activities
 Dialogue (Freire, 1970)
 Questioning assumptions (Cotter & Cullen,
2012; Freire, 1870; Perriton & Reynolds, 2004)
 Dealing with challenge (Kovan & Dirkx, 2003)
 Role modeling (English & Peters, 2012)
 Storytelling (English & Peters, 2012)
 Listening (Dunoon, 2011)

20. Organizing Framework for Education
 Activities
 Resistance (Pacheco, 2012; Calderon, 2004;
Edwards, 2010; Nelson, 2011)
 Individual and group reflection (Cotter &
Cullen, 2012; Keith, 2010)
 Thinking (Chongde & Tsingan, 2008)
 Practice (Bergman, 2004)
 Creating a safe environment (Freire, 1970;
Noddings, 2020; Schein, 1996)

21. Organizing Framework for Education
 Activities
 Self-expression (Ackermann, 2002)
 Connections to everyday life (Busher, 2012)
 Immersion (Love, 2012)
 Praxis (Freire, 1970)

22. Organizing Framework for Education
 External Factors
B = f(P, E) (Lewin, 2008)
 Social context (Shafto, Goodman, & Frank,
2012)
 Learning environment (Neville & Cha-Jua,
1998)
 Power (Castree, et al., 2008; Cho, 2010;
Foucalt, 2010a)

23. Organizing Framework for Education
 External Factors
 Maintenance (Miner & Torrez, 2012)
 Forbidden knowledge (Kempner, Merz, &
Bosk, 2011)
 Culture (Hughey, 2007)
 Oppression (Freire, 1970)

24. Organizing Framework for Education

25. Fields of Understanding
A+B=A+B+C

26. Fields of Understanding

27. Fields of Understanding

28. Fields of Understanding

29. Fields of Understanding

30. Education Matrix

31. Education Matrix
 Internal – Bloom’s taxonomy (Anderson et
al., 2001)
 Remembering
 Understanding
 Applying
 Analyzing
 Evaluating
 Creating

32. Education Matrix
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

33. Education Matrix
One source/few sources Multiple interactive sources
Information Truth
Knowledge Wisdom
Individual Power Collective Power
“Epistemological bulimia”1 Creativity
Predetermined plan Transformation/freedom
Oppression/repression Trust, vulnerability, risk
Conformity Possibility
Control
1. Hughey, 2007

34. Education Matrix
Control Creativity
Remembering
Affirmation and Maintenance
Understanding
Applying
Analyzing
Meaningful sustainability
Evaluating
Creating

35. Education Matrix
 Ego Affirmation
 Confirm pre-exiting ideas
 Communication
 Banking
 Commodification of knowledge
 Initiation

36. Education Matrix
 Meaningful Sustainability
 Create new meaning
 Knowledge is living and fluid
 Knowledge is experience

37. Education Matrix
 Some examples
 Paradigms of education (Humble &
Morgaine, 2002)
 Socratic dialogue vs. dialogue (Boghossian,
2006; Freire, 1970)
 Agency and communication (Schechtman
& Horowitz, 2006)

38. Summary
 We can be more intentional about
integrating leadership and education to
realize organizational, community, and
social change goals by:
 Articulatingassumptions, resources, activities,
impact, and external factors for various roles
and contexts
 Expanding fields of understanding
 Matching educational strategies to the
situation

39. Education Matrix
 Making a decision
 Time/urgency
 Depth of relationship
 Importance of issue
 Self-efficacy
 Flexibility
and integration
 Opening up and filling up

40. Invitations