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Working away from trends in government policy, this book takes a future-oriented re-imagining of schools with a focus on four innate human capacities: collaboration, critical reflection, communication and creativity. Miranda Jefferson and Michael Anderson draw together examples of practice from around the world to provide a reimagining of education. They show how our schools can be sustainably transformed to be places of support, challenge and joy in learning, responsive to students' needs and the needs in our workplaces and wider society. Readers are empowered to use knowledge and experience to create the reality they would like to see in their school, building engaged, innovative and active learning, pedagogy curriculum and leadership. Key ideas are summarised at the end of each chapter along with an extensive referencing and bibliography, and a supporting glossary.
The Handbook of Transformative Learning The leading resource for the field, this handbook provides a comprehensive and critical review of more than three decades of theory development, research, and practice in transformative learning. The starting place for understanding and fostering transformative learning, as well as diving deeper, the volume distinguishes transformative learning from other forms of learning, explores future perspectives, and is designed for scholars, students, and practitioners. PRAISE FOR THE HANDBOOK OF TRANSFORMATIVE LEARNING "This book will be of inestimable value to students and scholars of learning irrespective of whether or not their emphasis is on transformative learning. It should find its way to the reference bookshelves of every academic library focusing on education, teaching, learning, or the care professions." PETER JARVIS, professor of continuing education, University of Surrey "Can there be a coherent theory of transformative learning? Perhaps. This handbook goes a long way to answering this question by offering a kaleidoscope of perspectives, including non-Western, that consider the meaning and practice of transformative learning." SHAUNA BUTTERWICK, associate professor, University of British Columbia "This handbook will be valuable and accessible to both scholars and practitioners who are new to the study of adult education and transformative learning and to more seasoned scholars who seek a sophisticated analysis of the state of transformative learning thirty years after Mezirow first shared his version of a then-fledgling theory of adult learning." JOVITA ROSS-GORDON, professor and program coordinator, MA in Adult Education, Texas State University
This edited volume sets the groundwork for a dialogue between transformative learning and continental theories of Bildung in adulthood. Both theoretical frameworks bring meaning to the complex learning process of individuals as they develop a more critical worldview. In this volume, a variety of authors from different countries and theoretical backgrounds offer new understandings about Bildung and transformative learning through discussion of theoretical analyses, educational practices, and empirical research. As a result, readers gain greater insight into these theories and related implications for teaching for change. From the various chapters an exciting relationship between both theories begins to emerge and provides impetus for greater discussion and further research about two important theories of change in the field of adult education. /div
One of the main goals of investigations of shock-wave phenomena in condensed matter is to develop methods for predicting effects of explosions, high-velocity collisions, and other kinds of intense dynamic loading of materials and structures. Based on the results of international research conducted over the past 30 years, this book is addressed not only to experts in shock-wave physics, but also to interested representatives from adjacent fields of activity and to students who seek an introduction to the current issues. With that goal in mind, the book opens with a brief account of the theoretical background and a short description of experimental techniques. The authors then progress to a systematic treatment of special topics, some of which have not been fully addressed in the literature to date.
This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the “Why of transformation.” Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.
A readable and powerful call, by a leading Old Testament scholar, to pray with and through the Psalms. Walter Brueggemann pushes his readers to recognize the full gamut of passions reflected in the Psalms: joy and exultation but also disappointment, sorrow, anger, resentment, even the desire for vengeance. We are invited into a daring relationsh...
The reinvention of identity in today's world.
Misunderstanding Cults provides a uniquely balanced contribution to what has become a highly polarized area of study. Working towards a moderate "third path" in the heated debate over new religious movements or cults, this collection includes contributions from both scholars who have been characterized as "anticult" and those characterized as "cult-apologists." The study incorporates multiple viewpoints as well as a variety of theoretical and methodological perspectives, with the stated goal of depolarizing the discussion over alternative religious movements. A prominent section within the book focuses explicitly on the issue of scholarly objectivity and the danger of partisanship in the study of cults. The collection also includes contributions on the controversial and much misunderstood topic of brainwashing, as well as discussions of cult violence, children brought up in unconventional religious movements, and the conflicts between alternative religious movements and their critics. Unique in its breadth, this is the first study of new religious movements to address the main points of controversy within the field while attempting to find a middle ground between opposing camps of scholarship.
A journey into holistic transformation that can impact every area of your life—social, emotional, financial, physical, and spiritual—allowing you to live more deliberately and joyfully Will I ever feel like "me" again? Am I on the right track? How will I reach my dreams and find happiness? Based on her comprehensive qualitative research, Suzy Ross identifies thirteen phases of personal transformation—processes thatform an upright figure 8—to guide you along your path toward wholeness. Readers will learn the map by entering into the stories of two ordinary individuals who face life-changing experiences that bring them into and through the depths of crisis to emerge transformed and whole. Equipped with The Map to Wholeness, we can understand the deeper purpose behind major life eventsand seemingly ordinary circumstances.
Spatial disorientation is of key relevance to our globalized world, eliciting complex questions about our relationship with technology and the last remaining vestiges of our animal nature. Viewed more broadly, disorientation is a profoundly geographical theme that concerns our relationship with space, places, the body, emotions, and time, as well as being a powerful and frequently recurring metaphor in art, philosophy, and literature. Using multiple perspectives, lenses, methodological tools, and scales, Geographies of Disorientation addresses questions such as: How do we orient ourselves? What are the cognitive and cultural instruments that we use to move through space? Why do we get lost? Two main threads run through the book: getting lost as a practice, explored within a post-phenomenological framework in relation to direct and indirect observation, wayfinding performances, and the various methods and tools used to find our position in space; and disorientation as a metaphor for the contemporary era, used in a broad range of contexts to express the difficulty of finding points of reference in the world we live in. Drawing on a wide range of literature, Geographies of Disorientation is a highly original and intruiging read which will be of interest to scholars of human geography, philosophy, sociology, anthropology, cognitive science, information technology, and the communication sciences.