Transcript The CUSP LEARNING GOALS

The CUSP LEARNING GOALS
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Critical and Creative Inquiry
Communication
Quantitative and Qualitative
Literacy
Inclusive Practices
Ethics and Social Responsibility
Transformational Education
Core Values at UW Bothell
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We have an overriding commitment to providing our
students with the best possible university education
through challenging programs of study and
innovative methods of instruction. We value engaging
our students in transformational learning experiences
that challenge their expectations, broaden their
horizons, and stimulate their ambitions.
It is our goal to foster a passion for life-long learning,
intellectual engagement, and respectful appreciation
for others perspectives.
Engaged Scholarship
Core Values at UW Bothell
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As scholars and learners, we embrace scholarship
that is innovative and rigorous. We encourage
intellectual contributions that transcend the
boundaries of conventional disciplines and enhance
the education of our students.
Our scholarship contributes to our region's dynamic
economy and enhances the lives of its people.
Awareness of and involvement in our community
keeps us open, responsive, and responsible.
Inclusive Culture
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Our diverse community promotes understanding and
collaboration across disciplines, cultures, and beliefs.
All students, staff, and faculty are both learners and
teachers mutually engaged in a collective effort.
Our entrepre’neurial history has taught us that
flexibility, responsiveness to change, and respect for
multiple viewpoints are essential organizational
capabilities. These principles will continue to guide
our governance and commitment to the welfare of
the whole.
What Could Lead to Transformative Learning?
Alfred North Whitehead
(15 February 1861 – 30 December 1947)
Alfred North Whitehead,
Philosopher, Educator,
Mathematician, most noted
for his Process Philosophy
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Live Ideas will lead to
transformative learning
“The whole book [The Aims
of Education] is a protest
against dead knowledge,
that is to say against inert
ideas.”
See Whitehead in his Preface
Jack Mezirow
Latest books include Transformative Dimensions of
Adult Learning (1991) and Fostering Critical Reflection
in Adulthood (with Associates, 1990).
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Emeritus Professor of Adult and
Continuing Education, Teachers
College, Columbia University,
Former Chairman, Department
of Higher and Adult Education,
and Director for Adult
Education. Before coming to
Teachers College, Professor
Mezirow was Associate Dean for
Statewide Programs, University
of California Extension and
Director, Division of Human
Resource Development, Latin
American Bureau, Agency for
International Development. At
Columbia University he
established and directed a
pioneering doctoral program in
transformative learning, Adult
Education Guided Independent
Study (AEGIS).
Three Phases in
Transformative Learning
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"Transformative Learning" is a term that stems from
Transformative Learning Theory (Mezirow, 1990, 1991, 2000),
which describes a learning process of "becoming critically aware
of one's own tacit assumptions and expectations and those of
others and assessing their relevance for making an
interpretation" (Mezirow, 2000, p. 4).
Merriam and Caffarella (1999, p. 321) codify Transformative
Learning into three phases, including critical reflection, reflective
discourse, action. Mezirow suggests that engaging in this
process can result in frames of reference that are more
permeable to additional amendments, reflective, inclusive,
discriminating, and overall more emotionally capable of change.
Rather than acting upon the “purposes, values, feelings, and
meanings… we have uncritically assimilated from others”
(Mezirow, 2000, p. 8), Transformative Learning often involves
deep, powerful emotions or beliefs and is evidenced in action.
Perspective Transformation
at Three Levels
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At the core of Transformative Learning
Theory, is the process of "Perspective
Transformation." Clark (1991), identifies
three dimensions to a perspective
transformation: psychological (changes
in understanding of the self),
convictional (revision of belief systems),
and behavioral (changes in lifestyle) (in
Mezirow, 2000).
A Disorienting Dilemma
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Perspective transformation leading to transformative learning,
however, occurs much less frequently. Mezirow believes that it usually
results from a disorienting dilemma, which is triggered by a life crisis or
major life transition, although it may also result from an accumulation
of transformations in meaning schemes over a period of time. Less
dramatic predicaments, such as those created by a teacher, also
promote transformation.
Meaning schemes are ways people make sense of experiences,
deconstruct them, and act upon them in a rational way. Mezirow
suggests this happens through a series of phases that begin with the
disorienting dilemma and passes through several other phases ending
with integration of the new perspective into the person's life.
An important part of transformative learning is for individuals to
change their frames of reference by critically reflecting on their
assumptions and beliefs and consciously making and implementing
plans that bring about new ways of defining their worlds. This process
is fundamentally rational and analytical.
Inclusive Practices
The CUSP Learning Goals
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IP Focus on how best to deepen the richness of
human experience- with its differences of race,
gender, ability, religion, age, language, sexual
orientation, and class- by developing capacities to
identify our own and others' ways of knowingverbal, visual, kinetic, auditory- and make use of
those different capacities.
understand relationships between individuals,
institutions, and authority.
compare and contrast different cultural voices,
traditions, and ways of interacting with the world.
exchange ideas with different communities, both on
campus and beyond.
Inclusion vs. Exclusion
Consequences of Each
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What is inclusive
Rich in life experience
Enlarged intellectual
horizon
Is there any limit in
an/the inclusive
practices?
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What is exclusive
Barren
psychological/emotional
/ideological landscape
Narrow perspective
Like a frog sitting at the
bottom of a well, to
quote a Chinese idiom
A matter of survival—
what happened to
dinosaurs?
Autonomous Self vs. Fragmented Self
The Predicament of Culture:
Twentieth Century Ethnography by James Clifford
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Romantic confidence
The modernist notion of
the self as unitary,
stable, and transparent
Are there any blind
spots in the Romantic
perspective regarding
the self?
Immanuel Kant argues
that a human being
should be treated not
as a means to an end,
but as an end in itself.
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Totality, if there were any, of
the self is shattered; humanities
are at crisis since World War I…
dissociation of sensibility,
the separation of thought from
feeling, which T. S. Eliot
diagnosed (as the weakness of
English poetry from the
Revolution of the 1640s until his
own time). See his essay ‘The
Metaphysical Poets’ (1921)
Two consequences:
Optimistic response—to
celebrate freedom; to embrace
the new world; to expand the
self;
Pessimistic response—to suffer
from the so-called victim
psychology;
from Immanuel Kant, Critique of Practical
Reason, trans. Thomas Kingsmill Abbott
(London: Longmans Green, 1889)
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In all creation every thing one chooses, and over which
one has any power, may be used merely as means; man
alone, and with him every rational creature, is an end in
himself. By virtue of the autonomy of his freedom he is the
subject of the moral law, which is holy. Just for this reason
every will, even every person’s own individual will, in
relation to itself, is restricted to the condition of agreement
with the autonomy of the rational being, that is to say, that
it is not to be subject to any purpose which cannot accord
with a law which might arise from the will of the passive
subject himself; the latter is, therefore, never to be
employed merely as means, but as itself also, concurrently,
an end. Chapter 3, p. 215
Immanuel Kant
(22 April 1724 – 12 February 1804)
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The Critique of
Practical Reason
(German: Kritik der
praktischen Vernunft) is
the second of Immanuel
Kant's three critiques,
first published in 1788.
It follows on from his
Critique of Pure Reason
and deals with his moral
philosophy.
The Predicament of Culture
James Clifford
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The Predicament of Culture is a critical ethnography of the
West in its changing relations with other societies.
Analyzing cultural practices such as anthropology, travel
writing, collecting, and museum displays of tribal art,
Clifford shows authoritative accounts of other ways of life
to be contingent fictions, now actively contested in
postcolonial contexts. His critique raises questions of
global significance: Who has the authority to speak for any
group's identity and authenticity? What are the essential
elements and boundaries of a culture? How do self and
"the other" clash in the encounters of ethnography, travel,
and modern interethnic relations? In discussions of
ethnography, surrealism, museums, and emergent tribal
arts, Clifford probes the late-twentieth century predicament
of living simultaneously within, between, and after culture.
Identify Subject to Change
Root vs. Route
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Throughout his book, Clifford argues
that culture is now less a site of origin
or roots than of translation and
transplanting. This he terms the
relationship between root and route.
Identity is not something absolutely
fixed; on route, we pick up new
features, thus enriching the root.
Critical and Creative Inquiry
The CUSP Learning Goals
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joins reason and imagination to make, investigate,
critique, and pursue meaning in the arts, humanities,
and the social and natural sciences. It includes the
ability to
employ different ways of creating, interpreting, and
transmitting new ideas, works, and knowledge in a
responsible manner.
make effective use of information across print, visual,
electronic, and other media to seek, shape, and
evaluate evidence.
respond, both critically and creatively, to a variety of
texts, questions, and problems in order to draw
informed conclusions
become more aware of personal and collective
assumptions.
Ethics and Social Responsibility
The CUSP Learning Goals
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Ethics and Social Responsibility explores our
connections with each other across cultures,
languages, natural resources, and values by learning
to
articulate the relationships between local, national,
and global events.
understand how values are shaped and influence
decisions.
analyze the relationship between knowledge and
ethics in specific contexts.
create connections between individual and social
identities.
Quantitative and Qualitative Literacies
The CUSP Learning Goals
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Quantitative and Qualitative Literacies are complementary
ways to understand problems, issues, and questions. These
practices foster the ability to
design quantitative and qualitative methods to approach
problems and inform evidence-based responses.
mobilize evidence across quantitative and qualitative skills, such
as interpreting magnitudes, measurements, statistics, narratives,
ethnographies, and maps.
understand how different types of data are generated, their
range of precision, validity, and limits.
use symbolic representations- graphs, formulate, words,
diagrams, maps, and equations- to identify, analyze, and
communicate relationships among sets of information.
qualitative reasoning
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qualitative reasoning An artificial intelligence
approach in which precise numerical quantities are
avoided in favor of symbolic qualitative values.
Variables take values from a quantity space, e.g.
{high, low, zero}, and are processed by various
qualitative calculi. Based on intuitive ideas about
human reasoning (see imprecision), this formalism is
proving valuable in modeling and reasoning about
problems in diagnosis, process control, system
verification, and explanation.
Quantitative Reasoning
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Often, quantitative reasoning (QR) is assumed to be
synonymous with mathematics, and, indeed, the two
are inextricably linked. Yet there are differences, one
of which is that while mathematics is primarily a
discipline, QR is a skill, one with practical
applications. A mathematician might take joy in
abstraction, but the well-educated citizen can apply
QR skills to daily contexts: for instance,
understanding the power of compound interest or the
uses and abuses of percentages; using fundamental
statistical analysis to gauge the accuracy of a
statistical study; or applying the principles of logic
and rhetoric to real world arguments.
Quantitative Reasoning vs. Mathematics
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Moreover, while mathematics is often exclusive,
frequently with a language of its own, QR is inclusive,
its language plain and everyday. In our informationrich - some might say information-overloaded society, QR skills are especially important. We may
no longer need to perform quantitative calculations
by hand, but we do need to interpret them and judge
their accuracy. Few people are trained to work with
complex mathematical concepts, but all educated
citizens should be able to understand mathematics
well enough to develop informed opinions about
quantitative concepts.
Some Examples in QR
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To illustrate the point, here are some
test questions taken from a freshman
Quantitative Reasoning Study Packet at
Wellesley College. Answering them
requires quantitative skills that most
educators would agree all educated
citizens should possess.
Example 1 in QR
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Officials estimate that 320,000
Boston-area party-goers attended the
1995 Independence Day celebration
on the banks of the Charles River.
They also estimate that the partygoers left behind 40 tons of garbage.
Given that a ton equals 2,000 pounds,
how many pounds of garbage did the
average party-goer leave behind?
Key to Question 1 in QR
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P=320,000 people
G=(40 x 2000)=80,000 pounds garbage
Pounds of garbage per person =G / P
80,000 / 320,000=0.25
1/4 pound of garbage for every person.
Decode this
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One year ago, a person invested
$6,000 in a certain stock. Today, the
value of the investment has risen to
$7,200. If, instead, the person had
invested $15,000 one year ago instead
of $6,000, what would the
investment's value be today? (Assume
that the investment would increase by
the same proportion.)
Steps to Take
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Investment=$6000
Value after one year=$7200
Increase=$1200
Rate of growth: .2 or 20%
Investment=$15,000
Growth=.2 x 15,000= $3000
Value after one year =$18,000
Double or Triple?
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According to the Cable News Network
(CNN), the number of injured in-line
skaters (or "roller-bladers") was 184%
larger in 1994 than it was in 1993. Did
the number of injured skaters almost
double, almost triple, or more than
triple?
A Tricky Question?
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This one is tricky. The problem states: “the number of injured . . .
was 184% larger in 1994 than it was in 1993.
N= number of injuries in 1993
M= number of injuries in 1994
Reasoning: If the number injured were 100% larger,
M=N+100%N
184%*N= percentage increase in 1994
Calculation: M=N + 1.84N = 2.84N
(a) Almost double? (double would be 2n)
(b) Almost triple? (triple would be 3n) *
(c) More than triple? (>3n)
(The principle is the same as in the investment example: the base
number is added to the increase by a certain percentage).
The scientific revolution
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During the 15th, 16th, and 17th centuries, scientific thought underwent
a revolution. A new view of nature emerged, replacing the Greek view
that had dominated science for almost 2,000 years. Science became an
autonomous discipline, distinct from both philosophy and technology,
and it came to be regarded as having utilitarian goals. By the end of
this period, it may not be too much to say that science had replaced
Christianity as the focal point of European civilization. Out of the
ferment of the Renaissance and Reformation there arose a new view of
science, bringing about the following transformations: the reeducation
of common sense in favor of abstract reasoning; the substitution of a
quantitative for a qualitative view of nature; the view of nature as a
machine rather than as an organism; the development of an
experimental method that sought definite answers to certain limited
questions couched in the framework of specific theories; the
acceptance of new criteria for explanation, stressing the “how” rather
than the “why” that had characterized the Aristotelian search for final
causes.
Divorce of Science from Philosophy
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Before the nineteenth century the more eminent and
distinguished scientists at least had always to some
extent philosophized about their science, as their
writings testify. And inasmuch as they regarded
natural science as their main work, it is reasonable to
assume that these testimonies understate the extent
of their philosophizing.
In the nineteenth century a fashion grew up of
separating natural scientists and philosophers into
two professional bodies, each knowing little about
the other's work and having little sympathy with it.
The Greek view of nature
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Greek natural science was based on the principle that the
world of nature is saturated or permeated by mind. Greek
thinkers regarded the presence of mind in nature as the
source of that regularity or orderliness in the natural world
whose presence made a science of nature possible. The
world of nature they regarded as a world of bodies in
motion. The motions in themselves, according to Greek
ideas, were due to vitality or 'soul'; but motion in itself is
one thing, they believed, and orderliness another. They
conceived mind, in all its manifestations, whether in
human affairs or elsewhere, as a ruler, a dominating or
regulating element, imposing order first upon itself and
then upon everything belonging to it, primarily its own
body and secondarily that body's environment.
Communication
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Communication is the process of written, oral,
performative, and multimedia interaction that enables
us to share ideas and practices. This goal includes
the ability to
communicate persuasively to different audiences with
appropriate media.
practice writing in its many genres across the
curriculum. (make a list of genres)
develop dialogical skills that include listening actively
to alternative perspectives.
understand relationships between knowledge, power,
and communication. (see Whitehead later)
Strong (Invest) Inventory
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The Strong Interest Inventory (SII) is a
psychological test used in career assessment. It is
also frequently used for educational guidance as one
of the most popular personality assessment tools.
The test was developed in 1927 by psychologist E.K.
Strong, Jr. to help people exiting the military find
suitable jobs. It was revised later by Jo-Ida Hansen,
and David Campbell. The modern version is based on
the typology (Holland Codes) of psychologist John L.
Holland. The newly revised inventory consists of 291
items, each of which asks you to indicate your
preference from five responses.
Holland Codes
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Holland Codes represent a set of personality types
described in a theory of careers and vocational choice
formulated by psychologist John L. Holland.
Holland's theory argued that "the choice of a
vocation is an expression of personality" and that the
six factor typology he articulated could be used to
describe both persons and work environments. His
typology provides an interpretative structure for a
number of different vocational interest surveys,
including the two measures he developed: The
Vocational Preference Inventory and the Self Directed
Search. His model has been adopted by the U.S.
Department of Labor for categorizing jobs relative to
interests.
The Holland Hexagon,
image source: seriousjobseeker.com
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John L. Holland is an
American psychologist who
spent much of his career at
Johns Hopkins University. He
received his B.S. from the
University of Omaha and
Ph.D. from the University of
Minnesota.
Holland is the creator of the
best known and widely
researched theory of career
choice. It includes six
personality types that are
often abbreviated as RIASEC
and are used to create the
well known Holland Codes.
Six Personality Types
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Do'er (Realistic)
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Thinker (Investigative)
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Social - cooperative, supporting, helping, healing/nurturing
Persuader (Enterprising)
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Artistic - creative, original, independent, chaotic
Helper (Social)
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Investigative - analytical, intellectual, scientific, explorative
Creator (Artistic)
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Realistic - practical, physical, hands-on, tool-oriented
Enterprising - competitive environments, leadership, persuading
Organizer (Conventional)
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Conventional - detail-oriented, organizing, clerical
any person could be described as having
interests associated with each of the six types
in a descending order of preference
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Holland's theory does not assume that a person is just one type
or that there are "only six types of people in the world."
Instead, he assumed that any person could be described as
having interests associated with each of the six types in a
descending order of preference. This assumption allows the
Holland Codes to be used to describe 720 different personality
patterns. As the theory is applied in interest inventories and job
classifications, it is usually only the two or three most dominant
codes that are used for vocational guidance.
In presenting his theory, Holland graphically represented the six
types as arrayed on a hexagon. This graphic representation
serves to describe the empirically determined correlations
between the types. The shorter the distance between their
corners on the hexagon, the more closely they are related.