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[ subject:"Education, Adult and Continuing." ]
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Renewal and human flourishing: The d...
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Van Stralen-Cooper, Suzanne.
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Renewal and human flourishing: The development of epistemological capacities through transformative learning and multiple ways of knowing. A case study.
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Renewal and human flourishing: The development of epistemological capacities through transformative learning and multiple ways of knowing. A case study./
作者:
Van Stralen-Cooper, Suzanne.
面頁冊數:
424 p.
附註:
Chair: Elizabeth Kasl.
Contained By:
Dissertation Abstracts International64-01A.
標題:
Education, Adult and Continuing. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3078805
ISBN:
0493998780
Renewal and human flourishing: The development of epistemological capacities through transformative learning and multiple ways of knowing. A case study.
Van Stralen-Cooper, Suzanne.
Renewal and human flourishing: The development of epistemological capacities through transformative learning and multiple ways of knowing. A case study.
- 424 p.
Chair: Elizabeth Kasl.
Thesis (Ph.D.)--California Institute of Integral Studies, 2003.
The epistemological crisis of Western society, characterized by an overreliance on analysis and logic, is the social problem that motivates this inquiry. Using collaborative inquiry, six hospital nursing managers and the researcher/facilitator challenge narrowed thinking and develop new epistemological capacities through a workplace learning program that combines principles from transformative learning, multiple ways of knowing, Heron's extended epistemology, and transformative education. Through eight four-hour sessions over five months, participants focused on the research question of ameliorating fragmentation and separation in the workplace, defined as narrowed thinking. Participants addressed communication issues by experimenting with different ways of knowing, including guided visualization and expressive arts processes. By engaging in cycles of reflection and action in their work units, they altered their work practices.
ISBN: 0493998780Subjects--Topical Terms:
626632
Education, Adult and Continuing.
Renewal and human flourishing: The development of epistemological capacities through transformative learning and multiple ways of knowing. A case study.
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The epistemological crisis of Western society, characterized by an overreliance on analysis and logic, is the social problem that motivates this inquiry. Using collaborative inquiry, six hospital nursing managers and the researcher/facilitator challenge narrowed thinking and develop new epistemological capacities through a workplace learning program that combines principles from transformative learning, multiple ways of knowing, Heron's extended epistemology, and transformative education. Through eight four-hour sessions over five months, participants focused on the research question of ameliorating fragmentation and separation in the workplace, defined as narrowed thinking. Participants addressed communication issues by experimenting with different ways of knowing, including guided visualization and expressive arts processes. By engaging in cycles of reflection and action in their work units, they altered their work practices.
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This case study describes their learning experience. Data include initial and concluding interviews with each participant, transcripts of the eight group sessions, and researcher field notes. Narrative analysis was combined with case study methodology in two major cycles of data analysis—one focusing on the group's epistemological development, written as a play, and the other on each individual's story of epistemological development, presented as six case studies. The play shows the group's epistemological development through three identifiable stages as participants shifted from fixing the staff, to focusing on themselves for improved communication and respect, and finally to building hospitalwide community. In the individual cases studies, five recurring epistemological capacities emerged: imaginal, affective, relational, reflective, and collaborative knowing, which are related to vulnerability, self-disclosure, empathy, opening to difference, listening, empowerment, and collaboration. Imaginally based processes served as the catalyst for affective openings, which enhanced empathy and relational connection and in turn led to synergistic discourse and group collaboration.
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A developmental model emerges that relates individual capacity development to the capacity for group collaboration and synergistic discourse, paralleling a movement from isolation to relational connection. As a result of expanded capacities, the group gained hospital leadership's financial and moral support for an annual hospitalwide employee-recognition celebration, thereby impacting the entire hospital culture.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3078805
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