Education and Transformation Essay Essay

Trans pulpative scholarship is the accomplish of using a prior r termin enjoymentring to construe a untried or revised interpretation of the moment of ones inhabit in order to guide next action (Mezirow, 2003). It is as well a subroutine where an education that is turnative redirects and reenergizes those who pause to take a hop on what their lives exhaust been and take on new purposes and spatial relations (Will McWhinney et al. , 2003). Jack Mezirows central idea is the process to progress to importation from our assures through reflection, detailed reflection and critical self-importance-reflection (Dirkx et al.,2006), Mezirow named this process perspective transformation.According to butt M. Dirkx (2006) transformative acquisition is emotionally driven and focuses more on a deeper culture, his view suggests a more integrated and holistic projecting of subjectivity, one that reflects the intellectual, emotional, moral and religious dimensions of our being in the world (Dirkx et al. ,2006). Transformative corresponding is a process or so unmarrieds oerhear downd once in their life while and it is a process that I can most relate to.My personal check of transformative schooling is closely relevant toJohn M Dirkx emotional approach to the process and Mezirows Subjective Reframing (self-reflective) (Dirkx et al. ,2006). To demonstrate my personal transformative learning experience, I have included my story in this essay. direction has invariably been an important factor out in my life unlike some of my peers I enjoy scrutinyine and learning. In gamey work, in stratum 10 I had to opt my class eleven and twelve subjects. Business studies in secondary aim jibemed very interesting, hence why I chose it as a year eleven and twelve subject.Throughout my entire education life, I have always had agreat interest in history whether it was past or late so I also chose to see modern history. For me two subjects were very imp ortant as they do a passel of difference to my 1 1 ATAR (Australian Tertiary Admission Rank). barely with the two subjects I had two completely different experiences, which is related to transformative learning. Firstly, with ances strive studies I had a instructor who lacked discipline and she was a vessel full phase of the moon of knowledge and information and we were her bank account, where she would pour her comprehension and knowledge to us students this method is called the banking method (personalcommunication, 5 August, 2013).Her training method included practice session information from the textbook and non explaining in detail what trustworthy harm mean and how they relate to our learning. personalisedly, I would walk out of the schoolroom as an empty vessel and feel like I wasted litre consequences of my learning time. Each lesson it got harder and harder to concentrate because I did not under have boththing that I was supposedly learning, so my other peer s easily distracted me. regrettably for me, my t severallyer kept thinking that I was the main source of distraction.Until now I still do not know why she strongly believed that Idistracted everyone else, maybe it was because I did not interact with circleroom topics I did not learn anything and that is why I could not accede in class talk overions. Each lesson, I had to dep bar upon in the melt row by myself or next to a student that was not my friend some lessons I would not even speak a give-and-take but my teacher would still pick on me for bit my head to the direction of the noise a student was making. By the end of year eleven, I absolutely hated my teacher but I neer argued with her, I just tried my best to stay focussed and teach myself.My parents have always told me to respect my teachers but to also stand up for myself in cases where I felt isolated and disadvantaged. Three months earlier the HSC (Higher School Certificate), I finally had enough and stood up for myself. It was a Monday morning, I had double period of Business studies and as always I had to sit in the front row and not speak a word. Towards the end of the lesson, I quietly requested the girl next to me about a word I did not perceive, before I even had a fate to hear the answer my teacher started to scream at me and that is when I stony-broke down in tears.I tried to explain what I was insideng further she 2 2 refused to listen to me so I started to argue with her, I raised my voice at her and told her to stop screaming at me. She this instant sent me to the head teacher of business studies however it backfired on her. I told the head teacher everything that had happened within a year and a half, I showed her my workbook and explained how she lacked teaching skills. Fortunately for me, one of my peers supported me and told her that the teacher kept pickax on me.The next day in class we had a new seating arrangement, my teachers attitude had changeddramatically, sh e seemed more focus and more serious about teaching. However, I decided to drop business studies as I felt that I could not do well in the final exam and also I could not cope with my teacher. In hindsight I am refulgent that I dropped that subject and stood up for myself. In comparison, modern history was my favourite subject.My passion and interest for history had a large division to my high grades and achievements but my teacher, she is the one who helped me receive the marks I precious in the HSC. She applied the factory learning (personal communication, 5 August, 2013) theory to us, at the end of each lesson we wouldhave to stand up and explain the draw eyeshades we had learnt that lesson. Additionally, in every single class we would receive worksheets and a compend of all the important information and she would go through it, with us.If we did not understand something, she was more than happy to take time out of her lunch and conservatively explain that topic to us. For two years, every single lesson was fun and interesting, she never raised her voice at us, and instead she would just say shhh or just tap us on the shoulder if we were talking over her. In hindsight, I now realise how much my attitude and perspective has changed towardslearning. Both subjects made me realise that I have the knowledge and wisdom to achieve what I want and it also directed me to choose what I want to study in University, which is teaching.Mezirows states his perspective on transformative learning by describing it as an 3 3 adult learning that modifies their assumptions and clarifies them. Mezirow calls this the centre perspective, which selectively shapes and delimits perception, cognition, feelings and disposition by inclining our motives, goals and expectations (Dirkx et al. ,2006). Personally, my transformational learning experience is linked with Mezirows meaningperspective theory I made meaning out of my experiences by defining and reflecting on my journey.Many mint may not associate a negative and peremptory experience with transitional learning and meaning perspective but for me those two divers(a) experiences have transformed my views. I now not however study to become a teacher but I also try my best to practice becoming a helpful, disciplined, understanding and caring teacher, so my students can enjoy my classes and endure positive learning. My personal experience is depict as transformative learning as I have changed and learntabout my learning environment and even more importantly about my strengths and weaknesses.My experience closely relates to both Mezirows and Dirkxs theories. Mezirows idea of subjective reframing and meaning perspective and also Dirkxs emotional approach to the being in the world (Dirkx et al. ,2006). John Dirkxs approach to transitional learning focuses more on the interior self and knowledgeable world. Dirkxs first point is that we as adults keep our personal and mystical thoughts, beliefs and values close to our thorax and only allow a few, if any, others to know, he further concentrates on our inner voices, the ones thatlend a felt presence (Dirkx et al. ,2006).According to Dirkx, these inner voices are not alone, he highlights that our awareness joins our inner voices, which eventually crown to individuals thinking why they think of how others perceive them as (Dirkx et al. ,2006). Joining Dirkx on his idea is Willis Harman who states that human spirit should be prone full recognition to the primacy of inner conscious awareness (OSullivan et al. , 2004). Both Dirkx and Harmans ideas links back to my experience as a high school student. 4 4 Looking back, I kept my true thoughts private and I allowed my inner voices to get the betterof me.Similarly to what Harman suggests, I shortly started to signalise my consciousness after I stood up for myself and critically assessed myself for not taking actions earlier. In contemporary society, now, if something similar was to hap pen I would use my brain and consciousness alternatively than concentrate on my inner voice. However, Mezirow challenges Dirkxs idea by highlighting that transitional learning occurs within ones awareness and that the outcome must involve a rational process of critically assessing ones epistemic assumptions (Dirkx et al. ,2006).Mezirow further adds to his critique, that the reason whytransitional learning is stopped from being reduced to a faith, prejudice, vision or desire is because he believes that it happens within awareness and consciousness (Dirkx et al. ,2006). Furthermore, my transformational learning experience allowed me to have a better understanding of myself, I was able to self reframe (self reflect) on my journey and observe the situation that I endured and finally recognise the main reason that factored to having a transformative experience.Hence, why I believe that both Dirkx and Mezirows theories relate to my personal experience.In addition to Mezirow, Dirkx and Ha rmans ideas, Roslyn Arnold argues that in order for effective learning to take place an effective teacher should be piece in place (Arnold, 2005)John Hattie who studied Americas very best teachers highlights that the key ingredient for the most effective teaching is not reducing class sizes or introducing new technology or asking for parent help or tutoring or concentrating on certain students, it is finding a classroom teacher that has an impact on children. He further adds that our focus should be shifted to higher quality teaching rather than seek for other solutions (Arnold, 2005).Arnold puts forward the idea that although teaching and learning is alert in schools, teachers should also recognise that students well-being are just as important as their learning. Arnold also recognises the fact that it is not only what we learn, but it is also about how we feel about 5 5 what we learn (Arnold, 2005). Personally I can relate to both Arnold and John Hatties ideas with regards to my modern history teacher.As previously stated, my modern history teacher cared for our well-being along with our learning, she did this by having group conversationswith us about what we did on the weekend or on some days when we finished our class work early we would show her funny pictures we found on Facebook. near of all, she would show great interest in our studying and grades so she would ask us to tell her the best way we learn and how else she could make the HSC year a little less stressful for us.It was also the way I felt about the subject, I absolutely enjoyed every single minute of modern history, I would look forward to each lesson and I would always participate in-group discussions. In comparison with my business studies teacher I could not even ask questions that wererelevant to the topic, she did not care for my well-being, she would intentionally make jokes that would hurt other students or make rude comments. Of course no one made a complaint about it because they enjoyed wasting quality-learning time and distracting her from teaching.Both Arnold and John Hatties theories are extremely important, they not only suggest that learning is part of our environment and consciousness but they also look for other elements that impact students education and my experience with both teachers significantly show that their ideas are right.In conclusion, the reason why I selected to discuss both of my personal experiences is because I can relate to Jake Mezirow, John Dirkx, Willis Harman, Roslyn Arnold and John Hatties concepts and ideas significantly relate to my transition. Recognising and self-assessing your experience is essential to individuals like myself, if I did not recognise and self reframe myself, I could not have move forward or transform.Although Mezirow argues that transition happens in awareness and Dirkx argues that it happens when we are unaware, I personally believe that it is both as individuals can listen to their inner voice but 6 6al so be conscious while transforming. Arnold and John Hattie both argue strong and important points, high quality teaching volition always have a positive impact on students and if teachers care for their well being then problems much(prenominal) as mine will not happen.Personally, I am glad that I experienced both a negative and positive learning environment as it allowed me to change the way I think and evince my thoughts and values without having to worry about being yelled at. It was also a good experience because when I do become a teacher I will always keep in mind my experiences and never treat my students the way my businessstudies teacher treated me. or so individuals experiences include environmental factors, family, friends and work that allow them to transform. My personal experience included enduring two diverse learning experiences that made me transform to the young teacher I will be, who will always put her students well being first. 7 7 REFERENCE LIST Arnold, R. , (2005). empathic intelligence. Dean of education at the University of Tasmania (UNSW Press). Dirkx, M, J. , Mezirow, J, & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of Transformative Learning a dialogue between John M.Dirkx, Jack Mezirow and Patricia Cranton. Journal of Transformative Education 4 123, doi 10. 1177/1541344606287503 McWhinney, W, & Markos, L. (2003). Transformative education across the threshold. Journal of Transformative Education 1 16, doi 10. 1177/1541344603252098 Mezirow, J. (2003). Epistemology of transformative learning. Unpublished manuscript. OSullivan, E. V. , & Taylor, M. M. (2004). Glimpses of an ecological consciousness. In Learning toward an ecological consciousness Selected transformative practices (pp. 5-24). New York, NY Palgrave Macmillan. 8 8 BIBLIOGRAPHY Cooper, S.(n. d). Transformational learning. Theories of learning in educational psychology. Retrieved from http//www. lifecircles-inc. com/Learningtheories/ h uman-centered/mezirow. html (accessed 5 September 2013) 9 9 View as multi-pages TOPICS IN THIS DOCUMENT Consciousness, Education, Learning, Learning curve, Meaning of life, Teacher RELATED DOCUMENTS Education ism formal logical techniques to philosophical problems. My educational school of thought is base on personal experience, and from daily observations. 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