Transformative Pedagogy

Non-Trivial Constructivisms encompass a range of learning theories that invoke a “learning as construing” – vs. a “learning as constructing” – metaphor. The construing–constructing distinction is critical, and it became an issue because the French verb construire can be translated as either “to construe” (i.e., to integrate elements to make sense of) or “to construct” (i.e., to build something).

Eco-Complexity Discourses is a sub-category of Coherence Discourses. It is an umbrella term that reaches across perspectives on learning that refuse separations of human from nature, material from transcendent, and part from whole. Across Eco-Complexity Discourses, learning is understood as synonymous with evolution.

Embeddedness Discourses comprise perspectives on learning that refuse separations of self from other and individual from collective. Perceived boundaries among persons and peoples are understood as heuristic conveniences, as collective phenomena are recognized to unfold from and to be enfolded in individual phenomena. Phrased differently, collective forms are understood as learning bodies.

Transformative Learning is concerned with the expansion of consciousness through critical reflection on beliefs and experiences. It focuses on three sites of “perspective transformation”: psychological (self), convictional (beliefs), and behavioral (lifestyle). Transformative Learning involves rational efforts to analyze and reformulate habits of action and deep-seated assumptions.

Socio-Cultural Theory begins with the assertion that what is learnable begins as externalized possibilities, which learners gradually internalize through imitation of others, rehearsal with others, and other modes of participation in culturally relevant activities. Social interaction is thus stressed as prior and fundamental to cognition; consciousness and cognition are the products of socialization.

Embodiment Discourses comprise perspectives on learning that refuse a separation of mental and physical. Mental and physical are understood as integrated and inseparable aspects of the body. Phrased differently, the body is not seen as something that a learner learns through, but as the learner. Correspondingly, behaviors are not seen as goals or indications of learning, but as integral elements of learning.

Proponents of Critical Pedagogy see formal education as inherently political – meaning that teaching and learning cannot be dissociated from issues of social justice. The overarching aim of Critical Pedagogy is the development of a “critical consciousness” – that is, awareness of the often-invisible connections between oppressions and the social, political, and cultural conditions that surround those oppressions.