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LEARNING IMAGOES AS A MEANS OF REINVENTING THE … paper_1.4 Learning Imagoes.pdfEducational...
Transcript of LEARNING IMAGOES AS A MEANS OF REINVENTING THE … paper_1.4 Learning Imagoes.pdfEducational...
LEARNINGIMAGOESASAMEANSOFREINVENTINGTHETAEPRACTITIONERIntroductionLearningimagoesisaconceptfromtheeducationalfieldofTransactionalAnalysis,aformofsocialpsychology. Every TAE practitioner holds a learning imago in his/her subconscious. This learningimago is a mental picture of the learning group (Newton, 2003, 2014). It is influenced by theeducationalphilosophythattheTAEpractitionersubscribesto(consciouslyorotherwise).EachTAEpractitioner’s learning imago thus defines his/her viewofwhat learning is about, his/her role inrelation to the learners and how learning can be conducted. Raising this to the practitioner’sawarenessallowshim/hertoadaptmoreeffectivelybybeingableto intentionallybuilddifferentlearning dynamics in the learning space for greater effectiveness. This paper provides a briefintroductionofdifferent learning imagoesand theassociatededucationalphilosophy,alongwithguidingquestionsforthereadertoapplytheseconceptstoselfthroughreflection.Finally,thispaperprovidesasuggestionforhowthisconceptcanbeappliedtosomenewermodesoflearningbeingintroducedintheTAEindustrynow:classroomlearningthatismorelearner-centric,technologically-enabledlearningandworkplacelearning.LearningImagoesandEducationalPhilosophyPhilosophycanbedefinedas “A theoryorattitude thatactsasaguidingprinciple forbehavior”(OxfordEnglishDictionary).EducationalphilosophyisthereforethetheoryorattitudethatactsasaguidingprincipleforhowtheTAEpractitionerbehavesinrelationtolearningandtheadultlearners.EliasandMerriamproposedaclassificationofsixmaineducationalphilosophicalapproachesintheirbook,PhilosophicalFoundationsofAdultEducation(EliasandMerriam,2005).Newtonbuiltonthisclassificationandderivedcorrespondinglearningimagoesforeacheducationalphilosophy(Newton,2003,2014).Eachlearningimagospellsouttheroleoftheteacherinrelationtothelearners,andtheobjectiveforlearning.Anextract,summarizedfromNewton’ssummarytable,isinTable1below:Table1:EducationalPhilosophyandAssociatedLearningImagoes Liberal
(Traditional)Progressive Humanistic Technological Radical Dogmatic
Learningis… Fillingthe
learnerswithknowledge/theory
Guidingthelearnertoberesponsibleandcommittedtosociety
Growingordevelopingtheindividual
Shapingthelearnertoobtainacompetency
Settingthelearnerfreefromoldmindsetsorideas
Handingdownvaluesandthetruth
TheEd
ucatoris…
Thetransmitterofknowledge.“Youlearnfromme.”
Theguide.“Imayguideyou,andweproblemsolvetogether.”
Thesupportorfarmer.“Isupportyouinyoursearchforgrowth.”
Theinstructor.“Iassessandaccredityouwhencompetent.”
Thecatalyst.“Welearnandchangetogether.”
Theguru,orauthorityfigure.“Iwillshowyouwhatisright.”
Roo
ts
Socrates,Plato,theEnlightenment
Socialactionandpoliticalmovements,democracy
Person-centricideas,e.g.RogersandMaslow
Behaviouralpsychology,systemstheory
Liberationtheology,Freire,Illich
Culturalandreligiousmodelsoflawandauthority
Imago
*Thelargecirclecontainstheentirelearninggroup.Theshadedcirclerepresentstheeducator,whiletheothershapeswithinthelargercirclerepresentthelearnersinrelationtotheeducator.
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
SurfacingYourLearningImago:ReflectiveQuestionsEach TAE practitioner subscribes to one or two educational philosophies, and therefore holds alearning imago in his/her mind. This is shaped by the practitioner’s early learning experiences(Barrow, 2009; Napper and Newton, 2000). Surfacing the TAE practitioner’s learning imago ispossible by having the individual reflect on his/her early learning experiences and how thepractitionerseeshis/herroleinlearning.IusethefollowinglistofreflectivequestionswhenIworkwithTAEpractitionerstosurfacesomeaspectsofthelearningimagoestheyholdinmind:
1. Complete this sentence to describe what learning is to you: Learning is_____________________________.
2. Myroleasatraineris____________________________________________.3. WhenIfacilitatealearningprogramme,myobjectiveis______________________.
IfinditusefulfortheTAEpractitionerstowritedowntheirresponseseitheronpost-itnotesoronseparatesheetsofpaper.Thenextstep is tocomparetheirwrittenresponseswiththeconceptssummarizedinTable1above.WhichlearningimagoesoreducationalphilosophieswouldbealignedwiththeresponseswrittenbytheTAEpractitioner?Asanexample,herearesomeresponsesfrompreviousreflectivesessions: “Tome,learningisgrowingandexpandingcapacity” “Learningisaboutgrowthandchange” “Gaininginsight,knowledgeandapplicableskills” “Tome,learningisallaboutattitude”Thewords“growingandexpandingcapacity”suggestanalignmentwiththehumanisticphilosophy,while“allaboutattitude”suggestsaprogressivephilosophy.Itisquitecommonthatpractitionersholdamixoflearningimagoesintheirsubconscious.Thewords“growthandchange”suggestamixbetween a humanistic and a radical philosophy. The phrase ‘Gaining insight, knowledge andapplicableskills”suggestamixofliberalandtechnologicalphilosophies.The reflections are a useful first step to surface awareness.What is frequently useful after thereflectionisafacilitateddiscussionabouthowthepractitionersworkwithadultlearners,andtheupsidesanddownsidesofeacheducationalphilosophy.Forexample,askingeachotherquestionslike, “What do you mean when you say learning is all about attitude?”, helps the practitionerelaboratefurtheraboutwhathe/shebelievesaboutlearning.Nooneeducationalphilosophyisidealorperfectineverysituationorlearningneed.Theawarenessofthepractitioner’sowntendenciesallowshim/hertointentionallythinkaboutmanagingdynamicsthatworkeffectivelyineachlearningproject.LearningImagoesandSingaporeTAEPractitionersManyTAEpractitionersinSingaporepracticingtodaywouldhaveearlylearningexperiencesintheSingaporeaneducationsysteminthe1970sto1980s.Inaworkshopwithmyfacultyteam,thewordsthat cameup from reflectingon their early learningexperiences included theChinesewords for
spelling,‘听写’(Chinesespelling)and‘默写’(memorizedpassage),whichrelymainlyonrotelearning.Otherwordsthatcameupincluded“homework”,“examinations”and“memorizingfacts”.Stillotherwordsincluded“rightandwrong”and“beingtheoddoneout”.Collectively, these suggest that many TAE practitioners lean towards the liberal and dogmaticeducational philosophies instinctively. Thesewould correspondwith the approach to learning inSingaporeschoolsduringthe1970sto1980s.Diagrams1and2showswhatthelearningimagoinatypicalSingaporeclassroomcouldhavelookedlikeadoptingtheliberalanddogmaticeducationalphilosophiesrespectively.Theeducatoristheleaderofthelearning.His/herroleislargelytopassdown information or theory to the students. In termsof the power dynamic, the teacher is theauthorityfigureintheclassroom,andverypowerful.Academiclearningisemphasizedandvalued.Diagram1:Liberallearningimago Diagram2:Dogmaticlearningimago
ATAEpractitionercommentedthatdiagram1remindedhimofhowheusedtobeconfidentthathecouldsleepduringlecturesunnoticed.Thelecturehallwaspackedwithsomanystudents,andtherewasonlyonelecturer,whomheidentifiedastheshadedcircle.Itwasveryunlikelythatthelecturercouldspottheindividualsleepingstudent,letaloneknowhisname.Diagram2broughtoutguffawsfrom some practitioners. First, there was identification with the looming figure of the teacher,sometimesbeinglargerthanlifebothinclassandinmemory.Theyalsoidentifiedwiththesmallercircles,whowereboththeteacher’sfavouritesandthosewhomisbehaved.OneTAEpractitionersharedthathisformerteachercouldnotrememberhisnamebecause“Teacherstendtorememberthegoodkidsorthereallynaughtyones.Themediocreonesjustblendintothecrowd.”ImpactonTAEStylesTheseearlylearningexperiencesshapethelearningimagoesthatTAEpractitionersholdwhentheylead learning. A TAE practitioner shared that his response to the reflective questions included“helpinglearnersfindtherightwaytomanagetheirstaff”,and“Learningisvalues-driven”.WhendiscussingtheimpactoftheseonhisroleasaTAEpractitioner,hesuddenlychuckledthat“Ihavetohave a right answer when participants discuss airy-fairy topics”. He then connected this withfeedbackgiventohimbyclientsthathetendedtobeverydirectiveinclassroomtraining,withverylittleemphasisgiventofacilitatingdiscussionwithlearners.The fact thatmanyHumanResource (HR)managersandadult learnersemphasise that that theydon’twantacademiclearninginadultprogrammessuggestthatthiswaspartlythesituationinthepastforTAE,i.e.academicconceptswere“taught”byTAEpractitionerswhoholdliberalordogmaticphilosophieswithregardstolearning.Suchpractitionersdesignthelearningcurriculumwithafocusontheoreticalconcepts.Practicalapplicationsuffersasaresult.Themethodofdeliveryalsoreflectstheliberalanddogmatic learningimagoes.TheTAEpractitionerlecturesontheconcept,perhaps
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
LIBERAL PROGRESSIVE HUMANISTIC TECHNOLOGICAL RADICAL DOGMATIC
ITELLyou,Igiveinformation,youlearnfromme
ImayGUIDEyou,weproblemsolvetogether
ISUPPORTyouinyoursearchforwholeness
IACCREDITyou-youmeetcriteria,Idecidewhenyouarecompetent
WeCHANGEtogether;mutuality.Youdecide,'contractcure'
IREWARDyouforconformityandadaptation
Thelearnerasacontainertobefilled
...asresponsibleandcommitted
...asagrowingplant ...asinertmaterialtobeshaped
...asimprisonedbytheircontext
...asburdenedbytheirmistakes
ThekeyvalueisREASON
TheeducationalprocesscanbedescribedasINITIATION
TheeducatedpersonisKNOWLEDGEABLE
...isDEMOCRACY
...asPROBLEM-SOLVING
...isRESPONSIBLE
...isACCEPTANCE,
...asGROWTH
...isINTEGRATED
...isEFFICIENCY
...asMOULDING
...isCOMPETENT
...isFREEDOM
...asEMPOWERMENT
...isLIBERATED
...isFAITHFULNESS
...asFEEDING
...isOBEDIENT
StrokesTHINKING,KNOWLEDGE
Maydiscountlearner’sEXPERIENCE
...COMMITMENT,emergingSKILLS,ASPIRATION
...PERSONALNEEDS
...PERSONALVALUE&WORTH,DEVELOPMENT
...SOCIALRELATIONSHIPS
...INCREASINGCOMPETENCE,EXCELLENCE
...CREATIVITY&FLEXIBILITY
...CHANGE&AUTONOMY
...INDIVIDUALNEEDS
...NEEDFORSTRUCTURE&CERTAINTY.TRADITION
...NEWIDEAS
HasrootsinTHEENLIGHTENMENT
...inSOCIALACTION&POLITICALMOVEMENTS
...inPERSON-CENTREDIDEASofRogersandMaslow,andEXISTENTIALISM
...inBEHAVIOURALPSYCHOLOGY&SYSTEMSTHEORY
...inLIBERATIONTHEOLOGY&REFLECTIVEPRACTICEmodels
...inculturalmodelsofLAW&AUTHORITY
MostusefulforteachingTHEORY&ACADEMICSKILLS
...foraddressingPROBLEMS&NEEDFORCHANGE
...forPERSONALDEVELOPMENT&CREATIVITY
...forincreasingPRACTICALSKILLS
...forincreasingAWARENESS&UNDERSTANDING
...fortransmittingtheCANON&SETTINGBOUNDARIES–egethics
he/she showsavideo,and the learners listenandabsorb.The liberalanddogmatic imagoesaresometimesliterallyplayedoutinthephysicallearningspace.Learningtakesplacein“classrooms”,wherechairsandtablesarearrangedtofacetheTAEpractitionerandprojection,andthelearnersarereferredtoas“students”.TheearlyWSQ frameworkmoved learning towards competenciesand skills, and thereforemorealigned to the technological (behaviourist) educational philosophy. The corresponding learningimagoisinDiagram3below. Diagram3:WSQTechnologicalLearningImagoInthis imago,theTAEpractitionerhasgreaterclarityofspecific learners,becauseeachlearner isassessed in terms of his/her competency in the skills being learnt. WSQ curricular includesopportunitiesforpracticeofskillsandofobservationofcompetence.However,theTAEpractitionerisstillthepowerfulfigureofauthorityinthislearningdynamic.TheWSQframeworkisarguablymoresuitedtotechnicalskillsthansoftskills,sincecompetencyintheformerismoreeasilyassessed.Yet,TAE practitioners very easily fall back into the liberal or dogmatic learning imagoes in theWSQframework.Assessmentsinviteatendencytowardsarightversuswrongdogmaticapproach.ATAEpractitioner was known among his peers for rejecting written assessment answers that did notcontainthe“rightkeywords”,eventhoughtheessenceoftheanswerdisplayedthecompetencybeing assessed. Similarly, a WSQ auditor from SSG once returned an assessment plan for anapplicationofwherethelearnerwasonaninterpersonalspectrum(frompassivetoassertiveandtoaggressive).Thetrainingorganizationwasrequestedtoprovideamodelanswerinaquestionwherethe learners were asked to demonstrate their capacity to reflect and apply this spectrum tothemselves.LearningImagoesforNewLearningApproachesTheWSQframeworkhaschangedsignificantlyinrecentyears.Inaspeechdeliveredin2016,thenActingMinisterforEducation(HigherEducationandSkills)OngYeKungreportedlynotedthatdeeptechnicalskillsandessentialsoftskillshavetobeacquiredatthesametime(MinistryofEducation,2016).TheTAESectorTransformationPlan(TAESTP)putforwardthatthemarketneedsjust-in-time,relevantlearningthatisintegratedwithworkpractices,learningthatisimpactfulandtranslatedtoperformanceoutcomes,andlearningthatcreatesvalue,enhancesone’sperformanceandimprovesbusiness outcomes (SkillsFuture Singapore, 2017). To accomplish that, the role of the TAEpractitionerwillhavetochange.TheTAESTPsuggeststhatTAEprofessionalswillneedtopossess
TAEpractitioner
Learner
Learner
Learner
LearnerLearner
Learner
Learner
Learner
pedagogicalskillswithdeepdomainexpertise,possessnewskillsthatareindustryrelevant,embracelifelong learning and innovation, and share best practices, collaborate and co-create. Blendedlearningisakeynewlearningapproach,whichcomprisesamixofclassroomlearning,technology-enabledlearning,work-basedlearningorworkplacelearning.Eveninclassroomlearning,learningdesignanddeliverywillhavetochangetobecomemorerelevantandwork-related.ReinventingtheroleoftheTAEpractitionerinthisnewlandscapewillrequireanintentionalmoveawayfromthecommonlyheld liberalanddogmatic learning imagoes. Inmany instancestheTAEpractitionerisnolongerthesubjectmatterexpert.Whatisbeinglearntisnolongersomethingfinalorfixedandmaytakeplaceinvariousnewvenues,includingavirtuallearningspaceorthelearner’sworkplace.Table 2 shows some suggestions for learning imagoes that might be more effective in threecomponentsofblendedlearning;namelyamorefacilitatedclassroomlearning,technology-enabledlearningandworkplacelearning.Table2:SuggestedLearningImagoesforNewLearningApproaches Learner-Centric
ClassroomLearningTechnology-enabledLearning WorkplaceLearning
Learningis… Drivenbythelearners
Relevant,applicable,skills-basedCo-createdandemergent
EasilyaccessibleBite-sizedRelevant,applicable,skills-based
PartoftheworkprocessTailoredtoworkBite-sizedandjust-in-time
TheTA
EPractitione
ris…
AguideforthelearningjourneyAfacilitatorofdiscussions
Notpresentattimes,ornotpresentatallModeratorofthevirtualgroup
AconsultantAguideAfacilitator
LearningIm
ago Humanistic
ProgressiveTechnological(behaviourist)
ProgressiveTechnological(behaviourist)
Person-centricideas,e.g.RogersandMaslow
HowcanaTAEpractitioneradoptanewlearningimagoforanewlearningapproach?Acknowledgingtheneed for newdynamic and articulating thenew learning imago is a helpful first step.A TAEpractitioner expressed some concern when asked to deliver a blended WSQ programme thatcontained an e-learning component. His concerns about delivering the technology-enabledcomponentstemmedfromamisfitbetweentheliberalphilosophyandamoreprogressivedynamicmoresuitable.Forexample,hefeltuneasythathewouldnotbeonlineattheexactsametimeasthelearners,andasked ifhewasrequiredto“mark”everycommentonthediscussionforumboard.Therewasalsoaslightresistancetothetimerequirementoutsideofnormalclassroomlearningtime.In the liberal learning imago, learning is contained within the classroom. Delivering the onlinecomponenteffectivelymeanthehadtotakeonamoreprogressivelearningimago.Hisroleintheonlinespacewasaguideandmoderator.Hecametounderstandthatintheprogressivelearningimago, the learnershaveanequalpart toplay in theirown learning.Thismeant respecting thatlearnerswouldgoonlineintimessuitableforthem.Italsomeantacknowledgingthatthecontent
onthediscussionforumboardsdependedonthelearners,andthathewouldhavetoworkwithwhatemerged.SomeQualificationsThethoughtslaidoutinthispaperhavetakentheperspectiveoftheTAEpractitionerindiscussingtheconceptoflearningimagoes.Learnershavelearningimagoestoo,andthesearealsodevelopedfromtheirearlylearningexperiences.MovingintonewmodesoflearningrequiresboththelearnersandTAEpractitioner toco-createnewanddifferentkindsof learning imagoes. BecausetheTAEpractitioner is frequently tasked with the delivery of the learning experience, the onus falls onhim/hertointentionallyinvitethelearnersintoanewdynamictogetherwithhim/herforthenewmode of learning to be successful. In some cases, it is also the TAE practitioner’s role to rejectinvitations by learners to fall back into less suitable learning imagoeswithwhich they aremorefamiliar.Forexample,manyadultlearnershavealearntpassivityinthelearningimagoesassociatedwiththedogmaticandliberalphilosophies,wheretheyarespoon-fedconceptsbytheirteachers.Someadultlearnersmayfallbackintothesefamiliarlearningimagoesduringatechnology-enabledlearningexperience.TheTAEpractitionerwillhavetoinvitetheselearnersintothenewdynamic,byexplainingandmanaginglearnerexpectationsofwhatisrequired.Inthemovetopromotenewermodesof learning, it isalso importanttobemindfulthatwecanbecome dogmatic about the reinventing the role of TAE practitioners. There are upsides anddownsidesofeachbranchofeducationalphilosophy,whicharealsomoreeffective fordifferentcontent.ThistoowitheachnewmodeoflearningandthecorrespondingroleoftheTAEpractitioner.ItmightbemoreusefultoallowTAEpractitionersthefreedomtonavigatethesenewdevelopmentsandchangesintheindustryratherthandictate,bymeansofpolicyandfunding,thatcertainmodesoflearningshouldbeuseduniformlyacrosstheboard.ConclusionWhat TAE practitioners think about learning impacts the way they design and deliver learningexperiences.UnderstandingourexistinglearningimagoeshelpsTAEpractitionersbecomeawareofsome inherent barriers or challenges in reinventing themselves. Understanding other learningimagoes enables them to intentionally choose to operate in newways, designnew formats anddelivernewlearningexperiencesthatwillsupportadultlearningforthefuture.
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References:Brown,A.,Karmel,A.Ye,R.(November2012),ProfessionalisingAdultEducatorsinSingapore:whatpractitionersmakeofit,IALResearchReport.Barrow,G.(2009).Teaching,learning,schooling,andscript.TransactionalAnalysisJournal,39(4),298-304.Elias,J.L.,&Merriam,S.B.(2005).Philosophicalfoundationsofadulteducation(3rded).Malabar,FL:Kreiger.(Originalworkpublishedin1980)MinistryofEducation,Singapore.(2016,June25).KeynoteAddressbyMrOngYeKung,ActingMinisterforEducation(HigherEducationandSkills),attheStraitsTimesEducationForumatSingaporeManagementUniversity,25June2016.RetrievedOctober8,2018,fromhttps://www.moe.gov.sg/news/speeches/keynote-address-by-mr-ong-ye-kung--acting-minister-for-education-higher-education-and-skills--at-the-straits-times-education-forum-at-singapore-management-universityNapper,R.,&Newton,T.(2000).TACTICS:Transactionalanalysisconceptsforalltrainers,teachersandtutorsplusinsightintocollaborativeteachingstrategies,SectionI:LearningandAdults.Ipswich,England:TAResources.Newton,T.(2003).IdentifyingeducationalphilosophyandpracticethroughimagoesinTransactionalAnalysisTrainingGroups.TransactionalAnalysisJournal,33(4),321-331.Newton,T.(2014).Learningimagoesupdate.TransactionalAnalysisJournal,44(1),31-40.SkillsFutureSingapore,TrainingandAdultEducationSectorTransformationPlan,retrievedonOctober8,2018fromhttp://www.skillsfuture.sg/taestp