October 19, 1999 May writing assignment Jane Dosemagen

How My Experience in the M.Ed. Program Influences Me

The M.Ed. program has helped me to realize different ways of learning and teaching. My assumptions about the goals and values of education have changed. References in Cranton (1994) to Paulo Freire's (1970) Pedagogy of the Oppressed introduced me to the strongest and harshest message about education: that education can be oppressive to learners. This is sad to me, especially because as I look back, my education was oppressive as is my children's. Now I know that it can be so much better. This M. Ed. Partnership is a good opportunity for me to reflect on my own learning and teaching, and my children's education.

Through this program, I'm inspired to open up to learning, to be flexible, patient, and see what learning brings. I'm realizing the importance of learning, of continuing education. It is so good to experience transformational learning, to reflect on beliefs, to share and discover together in a supportive environment. "We interpret our experiences and the things we encounter in our own way; what we make of the world is a result of our perceptions of our experiences. Transformative learning, then, is a process of examining, questioning, validating, and revising these perceptions" (Cranton, 1994, p.26).

Learning can be a freeing, emancipatory experience. Emancipatory learning frees us from distorted ways of knowing and empowers us as learners. Cranton (1994) describes it as "a process of freeing ourselves from forces that limit our options and our control over our lives, forces that have been taken for granted or seen as beyond our control" (p.16). Learner empowerment that leads to self-reflection and transformative learning is emancipatory learning, which we experience in our M.Ed. Program.

In our Transformative Learning class, I realized the importance of reflecting and sharing with the class and the teacher as facilitator of the group. Mezirow (1991) describes the significance of reflection saying, "meaning exists within ourselves rather than in external forms such as books and that personal meaning that we attribute to our experience are acquired and validated through human interaction and communication" (as cited in Cranton, 1994, p.25).

We looked at our distorted cultural and socioeconomic perspectives, and learned that "most of these assumptions will have been uncritically assimilated, and often learners will not even be conscious that assumptions from their upbringing remain intact" (Cranton, 1994, p.37). In our class on family diversity, we are reflecting on our perspectives on diversity and culture, while reading about others attitudes toward diversity. It is opening my eyes to others' experiences and the stories behind their situations. We are often too quick to judge others without knowing their stories.

Through critical reflection, we look at our assumptions about education, about learning and teaching. "Transformative learning occurs when, through critical self-reflection, an individual revises old or develops new assumptions, beliefs, or ways of seeing the world" (Cranton, 1994, p.4). "Engaging in the critical self-reflection that may lead to changes in a perspective is, in itself, a process that requires self-awareness, planning, skill, support, and discourse with others" (Cranton, 1994, p.144). Reflection gives meaning to our experience. It is a step toward transformative learning. "Generally, at any level from preschool to graduate studies, the development of the skills of critical thinking is considered to be a goal of education" (Cranton, 1994, p.139). I see critical thinking as our goal in this program, and I see the direction of elementary and secondary education incorporating the skills of critical thinking in the performance packages to meet the new graduation standards.

Dewey (1933) defined reflection as "active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends" (as cited in Cranton, 1994, p.49). "Transformative learning and a reassessment of the self must come from within" according to Dewey (as cited in Cranton, 1994, p. 63). I've done a lot of reflection on my past in education, how I got to where I am, and where I'm going. I am looking forward to Glenn Tobey's project through which we will further examine the benefits of critical reflection in learning, particularly through experiential learning.

Critical reflection is important for the teacher as well as for the students. Brookfield (1990, p.172) states, "More than any other factor, it is a teacher's willingness to display the habits of critical questioning toward his or her own ideas and actions that encourages these same habits in students." The teacher can model openness and risk taking by trying something new or experimenting with an alternative viewpoint. Taking risks and questioning assumptions about the teaching process shows students that it is acceptable to question. Critical questioning encourages critical reflection. Brookfield (1987) writes, "Skilled critical questioning is one of the most effective means through which ingrained assumptions can be externalized" (as cited in Cranton, 1994, p.169). Through critical questioning, consciousness raising experiences, journal writing, experiential learning, and introducing critical incidents, critical reflection and transformative learning is encouraged.

Joyce Walker , who works with the Center for 4-H and Youth Development, visited our Transformative Learning class. Her advice is for the facilitator to come in as a good listener, be understanding and empathetic, and engage youth respectfully in experiential learning, becoming partners in learning. The steps in experiential learning are as she described them are: experience, share, process, generalize, and apply. The learning that takes place before and after an activity is the important, larger part. Critical reflection, critical questioning, critical dialogue, and critical pedagogy are all intertwined. As described by Joyce Walker, "ped" means leading and the way you do it, critical means how you look at it. Critical pedagogy involves meeting people where they are, with everyone as an expert. It's about the attitude and stance you take, respect and creating an atmosphere for dialogue.

Reflective questioning creates an opportunity for people to think aloud and construct meaning for themselves with no judgement placed, no answers provided, no analysis given. The questions are designed so the person can explore their attitudes and thinking, and broaden their understanding. The questions are neutral, a neutral tone of voice is used, with active listening and no advice. It doesn't depend on just the right question, rather on creating opportunities for the person to think aloud and construct meaning for themselves. Questions are neutral, non-judgmental, based on the person's experience, and have an overall purpose and follow-up. "Reflective questioning is a technique in which one person prepare s and asks questions that are designed to provide opportunities for the respondent to explore his or her knowledge, skills, experiences, attitudes, beliefs, and values. One of the greatest challenges is the suspension of judgement" (Lee and Barnett, 1994, p.17-20). I can see how reflective questioning can be helpful in many situations, encouraging critical reflection.

As I attended our ITV sessions earlier this year I realized that my daughter's 6th grade teacher, Lorraine, practiced many of the theories of education that we were learning about. I spent time talking with Lorraine and realized that her philosophy was similar to what we were learning about. New ideas about learning, teaching, and education fell more into place for me in our Transformative Learning class. As I did the readings and participated in class discussions, I learned so much by reflecting on these theories and seeing them in practice in this class. As our class wondered if Transformative Learning work with children in a formal class situation, I couldn't help but think of Lorraine's 6th grade class and how transformative learning was happening there.

I invited Lorraine to our class. Her teaching philosophy with children made even more sense. Our class learned that the transformative learning that we were experiencing could also be facilitated in a class of children. When I started this program, one of my biggest questions was regarding how people learn, especially children. This question continues to be answered for me. I've learned how important for learning are the expectations placed on learners. Frankl (1984) states that "low expectations are the worst crime you can commit on anyone, especially the young" (as cited in Cohen's article in Cranton, 1997, p.62). Low expectations distort young people. Lorraine starts the school year by accepting each student for who they are, not even looking back at the previous teacher's assessment of the students.

It was a wonderful revelation for me to see Lorraine practicing the philosophies that we were engaging in, self-directed learning and critical thinking. She helped me see the learning and sharing that can take place in an open environment where the educator is the co-learner who builds mutual trust and respect with students, and encourages critical thinking. She also uses her personal power to encourage learning. Students see her as a real person, a co-learner, who develops friendship and loyalty, and supports them as they question their assumptions. Yukl (1989) describes personal power "as being developed when a leader acts in a friendly and considerate manner, shows concern for others, demonstrates trust and respect, and treats people fairly: these characteristics are also among those attributed to being an effective educator" (as cited in Cranton, 1994, p. 132).

Personal power, as opposed to position power encourages learning. "The educator of the reflective learner must give up position power, maintain and use personal power, ensure freedom from coercion and equal opportunity for participation, and support learner-controlled decision making. The first responsibility of the educator in working toward transformative learning is to establish and maintain a working environment in which the learner can become empowered" (Cranton, 1994, p. 146). One way of giving up some position power is by the teacher using their first name, as Lorraine does with her students.

A good teacher has a strong sense of personal identity. Even more important than teaching style or techniques is the teacher's own sense of self. Palmer (1998) says that "knowing myself is as crucial to good teaching as knowing my students and my subject" (p.2). "Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher" (Palmer, 1998, p.10). Lorraine is continually reflecting on herself and her teaching. She pursues classes, teaches differently each year, and is constantly challenging herself and her students to work toward being caring, respectful, and helpful people. She is a teacher who puts herself into her teaching.

Other influences on learning include the learner's individual differences in learning style, past experience, culture, values, and psychological type. Learners can increase awareness of their own learning style, psychological type, values and preferences as part of critical self-reflection, encouraging their self-awareness and empowerment to make decisions regarding how they learn best. To learn about psychological type, The Keirsey Temperament Sorter in Keirsey & Bates (1984, pp.5-13) will aid in assessing a person's character type. It can be helpful in explaining how a person fits into a group of learners. Educators can develop an awareness of how learners vary in the way they learn, and think. Gardener's (1983) theory on Multiple Intelligences encourages examining assumptions about how intelligence works (as cited in Cohen's article in Cranton, 1997, p.64) so the learner can understand how their learning best occurs.

Freire (1973) questioned being 'an educator'. He encourages critical pedagogy, meeting people where they are, with the teacher facilitating learning, engaging with students in search of the knowledge already attained. His instruction to teachers is to create a comfortable setting, an atmosphere for dialogue, facilitating discussion with understanding and respect, realizing that we are all the experts.

The experience in the classroom can translate into the business world and management. Through reflection on articles in Fast Company, the experience of running a business can relate to running a classroom, where the students or workers are the experts and their input is valued. They are listened to, the person in charge doesn't make all the decisions, and the outcome is a more fulfilled group. These managers are working on changing the assumption that workers don't care about their jobs, as teachers can change the assumption that students don't care about learning.

We can relate Extension to the ideas we've learned. Scott Peters, who worked with Extension, visited our Transformative Learning class. He said that Extension's ultimate aim is building better communities, building relationships, making connections and bringing people together. Extension's role is to check in with people, including those who are affected by decisions that have been made. Our work is to make meaning of all the information. Peters quoted Gail Skinner-West from Extension as saying, "It's not necessarily the decision but how you make the decision."

"Knowledge is not extended from those who consider that they know to those who consider that they do not know. Knowledge is built up in the relations between human beings and the world, relations of transformation, and perfects itself in the critical problematization of these relations" (Freire, 1973, p.109). "The act of extension involves the relationship between human beings and the world in order for human beings to be better equipped to change the world. Thus, the concept of extension which is characterized by the transference of techniques and knowledge is in direct contradiction to a truly humanist outlook" (Freire, 1973, p.94). "In their role as educators, they must refuse to 'domesticate' people. Their task is communication, not extension" (Freire, 1973, p.97).

As learners, as teachers, as Extension employees, we can take these principles for teaching and learning, using them to critically reflect on our work and on our lives. The more we know ourselves and our beliefs, the better educators we will be, continuing on as learners, with the community of experts around us. I plan to continue to incorporate this philosophy into my own life and into my work.

References

Brookfield, S. D. (1990). The Skillful Teacher. San Francisco: Jossey-Bass.

Brookfield, S. D. (1987). Developing Critical Thinkers: Challenging Adults to Explore Alternate Ways of Thinking and Acting. San Francisco: Jossey-Bass.

Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

Cohen, L.R., (1997). I ain't so smart and you ain't so dumb: Personal reassessment in transformative learning. In P. Cranton. (Ed.), New Directions for Adult and Continuing Education, 74, Transformative learning in action: Insights from practice (pp. 61-68). San Francisco: Jossey-Bass.

Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. San Francisco: Jossey-Bass.

Dewey, J. (1933). How We Think. New York: Heath.

Frankl, V. E. (1984). Man's Search for Meaning. New York: Washington Square Press.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury.

Freire, P. (1973). Education for Critical Consciousness. New York: The Continuum Publishing Co.

Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books.

Keirsey, D., & Bates, M. (1984). Please Understand Me: Character & Temperament Types. Del Mar, CA: Prometheus Nemesis Book Co.

Lee, G.V., & Barnett, B.G. (1994). Using Reflective Questioning to Promote Collaborative Dialogue. Journal of Staff Development, 15 (1), 16 - 21.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass.

Palmer, P. (1998). The Courage to Teach. San Francisco: Jossey-Bass.

Yukl, G. (1989). Leadership in Organizations (2nd ed.). Englewood Cliffs, N.J.: Prentice-Hall.

-- Anonymous, December 15, 1999