Definitions are central to both the practice and the power of leadership. This deceptively simple supposition was the basis for an elective doctoral leadership seminar at Illinois State University designed and taught by Lyman in Fall 2005, and replicated by Gardner in Spring 2007. The authors featured the same texts and stimulated students'…

Purpose: The purpose of this paper is to investigate evidence for the use of web discussion in the assessment of work-based learning in practical nurse education. The paper seeks to investigate what kind of conclusions can be drawn from the students' learning and learning processes, especially from their ability to reflect by analysing web…

Educational technology and instructional design research has focused on evaluating interventions and innovations in terms of their effectiveness, efficiency, and appeal. While such indicators of learning outcomes are important, designers should also strive for engaging, socially just, and transformational instruction. To illuminate the…

A common thread within a growing globalism is the creation of an emerging knowledge-based workforce. This paper will discuss a message supported by adult education theory that is beginning to manifest itself in human resource development and the growing globalism that steeped in communication and information. Theoretical implications are reviewed…

A study-in-progress is examining the multiple and fluid identities in one person's "been-being-becoming-imagining" as a facilitator in transformative drama--for example, as researcher, facilitator, participant, observer, audience. The inquiry is a recursive and spiraling process. The goals and procedure arise through the research…

Outlines a critical postmodern adult education practice that is inclusive of peoples and knowledges and inhabits a dynamic space. Key concepts include identity difference; intersection of power relations; community as a social contract; and conflict, voice, and dialog for transformative learning. (SK)

Uses concepts of creativity, transformative learning, imagination, and dialog to explore hidden patterns affecting the inability to write. Describes the use of reflection and imagery to make meaning of experience and unblock writing processes. (SK)

Transformative learning can be rational/analytical or intuitive emotional. It can effect personal or social change, and it can take place in a variety of contexts. (SK)

Cooperative learning emphasizes task over process and the educator is in control. Collaborative learners work together to construct understanding, and the educator establishes an environment for shared exploration. Transformative group learning involves critical reflection, facilitated by the educator, for individual or social change. (SK)

Defines the meaning of life as meaning making--filtering experience through basic assumptions. Uses the theory of perspective transformation to explain the relationship between learning and meaning making. Identifies techniques for teaching critical thinking to facilitate perspective transformation. (SK)

Habermas' work has influenced Mezirow's perspective transformation theory as well as schools of thought in critical thinking and critical theory. However, some interpretations of Habermas do not demonstrate familiarity with his work nor critiques outside of education, posing challenges to adult education grounded in his theories. (SK)

Emotional reactions to text are manifestations of learners' inner selves. Adult learners can engage in the process of meaning making by working with images and integrating them into their holistic beings. (SK)

Using the framework of communities of practice, data were collected from a labor union education program (152 survey responses, 3 life histories). Despite negative early schooling experiences, respondents saw union involvement as a rationale to participate in formal education. Union education was depicted as situated learning through participation…

Develops and defends the concept of the critical stance as a goal in college teaching. Explains that the critical stance is an attitude or disposition towards oneself, others, and the object of inquiry that challenges and impels learners to reflect, understand, and act in the milieu of potentiality. (EV)

Transformative learning theory provides a framework for development of authentic, individuated, critically reflective practitioners. Strategies for transformative professional development include action plans, reflective activities, case studies, and critical theory discussions. (Contains 17 references.) (SK)