Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i53Hmc913827; Thu, 3 Jun 2004 13:48:48 -0400 (EDT) Date: Thu, 3 Jun 2004 13:48:48 -0400 (EDT) Message-Id: <Sea2-F58FFoZFhIug1f000213ea@hotmail.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1470] kinds of change X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 1044 Lines: 22 It might be helpful to distinguish between two kinds of change: development and transformation. I think most change is development. Art Chickering, talking about the power of mental models, said, "Believing is seeing," and I think most change comes from the ability to see better, or see more, that fits with what we already believe. Within an established "mental model," worldview, perspective, etc, teachers deepen, extend, or otherwise develop our knowledge and practice. The other, uncommon, kind of change is transformation. A powerful experience triggers articlulation, questioning, and revision or transformation of previously tacit assumptions, knowledge, and accompanying practice. Most of us are so good at seeing what we already believe--using experience to confirm what we know (change as development) that it takes something very powerful to trigger transformative learning. What kinds of change are possible as a result of formal, guided professional development of the types we've mostly been discussing? Eileen
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