Abstract
Critical reflection and transformative learning theories generally place emphasis on individual change, giving little consideration to the organizational and societal aspects. Consequently, it is individual and not collective dilemmas that are reinforced in higher education. However, a call for an education initiative for sustainable development requires a shift in focus. This article considers transformative learning for sustainability within the context of an American university whose mission encompasses being a center for excellence in transformative teaching and learning. The analysis is divided into three parts as follows: The organizing reflection process of the university; b) how professors concretize collective dilemma in their teaching; and c) student engagement levels in collective dilemmas with regard to the tenets of service learning and civic engagement. Despite its unique trajectory, this qualitative case study presents an argument – in order to achieve a paradigmatic shift toward sustainability, we need to create an organizing process of reflection to address collective dilemmas and engage faculty and students in a continuous and institutionalized transformative learning process. The results show the potential and limitations of the analyzed experience; further, it addresses the theoretical implications and practical insights for fostering critical reflection and transformative learning toward sustainability.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.