Theoretical Article
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Year 2022, Volume: 5 Issue: 2, 167 - 180, 01.07.2022
https://doi.org/10.55290/steam.1098153

Abstract

References

  • Arnold, J., & Mundy, B. (2020). Praxis pedagogy in teacher education. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-0116-z
  • Aryal, R. (2021). A metaphorical journey from frustrated learners to visionary educators: An auto/ethnographic inquiry [Unpublished MPhil dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Bauld, A. (2022). What is STEAM education? https://xqsuperschool.org/rethinktogether/what-is-steam-education/
  • Bhattacharyya, B. (1989). An introduction to Buddhist esoterism. Motilal Banarsidass Publication.
  • Chalaune, B. S. (2021). Paulo Freire's critical pedagogy in educational transformation. International Journal of Research-Granthaalayah, 9(4), 185-194.
  • Dahal, N. (2013). Teacher-students relationship and its potential impact on mathematics learning: An autoethnographic inquiry [Unpublished Master Dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14.
  • Dirkx, J. M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123-139.
  • Dirkx, J.M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal Lifelong Learn, 7, 1–14.
  • Ebrahimzada, P. (2019). Kala in Hindu thought. Sophia Perennis, 16(35), 157-178.
  • Freire, P. (1972). Cultural action for freedom. Penguin.
  • Freire, P. (1989). Education for the critical consciousness. Continuum.
  • Freire, P. (1996). Pedagogy of the oppressed (revised). Continuum.
  • Glass, R. D. (2001). On Paulo Freire's philosophy of praxis and the foundations of liberation education. Educational Researcher, 30(2), 15-25. https://doi.org/10.3102/0013189X030002015
  • Guyotte, K. W. (2020). Toward a philosophy of STEAM in the Anthropocene. Educational Philosophy and Theory, 52(7), 769-779.
  • Habermas, J. (1972). Knowledge and Human Interests. Beacon.
  • Inan, H. Z., & Inan, T. (2015). 3 H s Education: Examining hands-on, heads-on, and hearts-on early childhood science education. International Journal of Science Education, 37(12), 1974-1991.
  • Kincheloe, J. L., McLaren, P., & Steinberg, S. R. (2011). Critical pedagogy and qualitative research. The SAGE handbook of qualitative research, 163-177.
  • Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291.
  • Luitel, B. C. (2009). Culture, worldview, and transformative philosophy of mathematics education in Nepal: A cultural-philosophical inquiry [Doctoral dissertation]. Curtin University.
  • Luitel, B. C., & Dahal, N. (2020). Conceptualizing transformative praxis. Journal of Transformative Praxis (JrTP), 1(1), 1-8.
  • Manandhar, N. K. (2021). Connecting academic and non-academic lifeworlds for envisioning a transformative STEAM Education in Nepal: An evocative autoethnographic inquiry (Unpublished MPhil dissertation). Kathmandu University School of Education, Dhulikhel, Nepal.
  • Maseko, P. N. (2018). Transformative praxis through critical consciousness: A conceptual exploration of decolonial access with success agenda. Educational Research for Social Change, 7(SPE), 78-90.
  • Mayo, P. (2020). Praxis in Paulo Freire's emancipatory politics. International Critical Thought, 10(3), 454-472.
  • Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
  • Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158-172.
  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education, 1(1), 58-63.
  • Morrison, J. (2006). TIES STEM education monograph series. The Forum of STEM Education.
  • Pant, B. P. (2016). Pondering on my beliefs and practices on mathematics, pedagogy, curriculum, and assessment [Unpublished MPhil dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Park, J. & Son, J. (2010). Transitioning toward transdisciplinary learning in a multidisciplinary environment. International Journal of Pedagogies and Learning, 6, 82–93.
  • Shrestha, I. M. (2018). My pedagogical sensitization towards holistic mathematics education: A practitioner's inquiry [Unpublished MPhil dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Smyth, T. S. (2017). Transdisciplinary pedagogy: A competency-based approach for teachers and students to promote global sustainability. Journal of Interdisciplinary Studies in Education, 5(2), 64-72.
  • Sterling, S. (2003). Whole systems thinking as a basis for a paradigm change in education: Explorations in the context of sustainability [online]. The University of Bath. http://www.bath.ac.uk/cree/sterling/index.htm
  • Stewart, R. A. (2003). Practice vs praxis: Modelling practitioner-based research. In Proceedings of the 2002 In SEA World Congress: International Conversations Through Art. Columbia University, Teachers College, Centre for International Art Education Inc.
  • Taylor, P. (2016, January). Transformative steam education for the 21st century. In Proceedings of The Australian Conference on Science and Mathematics Education.
  • Taylor, P. C. (2015). Why is a STEAM curriculum perspective crucial to the 21st century? https://researchrepository.murdoch.edu.au/id/eprint/37950/
  • Taylor, P. C., & Taylor, E. (2019). Transformative STEAM education for sustainable development. In Empowering Science and Mathematics for Global Competitiveness (pp. 125-131). CRC Press.
  • Titchen, A., & McCormack, B. (2010). Dancing with stones: critical creativity as a methodology for human flourishing. Journal of Educational Action Research, 18(4), 531-554.
  • Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components, Intermediate Unit 1 and Carnegie Mellon. Pennsylvania.
  • Wigmore, N. (2020). STEAM education. https://whatis.techtarget.com/definition/STEAM-science-technology-engineering-arts-and-mathematics
  • Wirtz, M. (2021). Editor's note. Art Libraries Journal, 46, 65 - 66.

Transformative STEAM Education as a Praxis-Driven Orientation

Year 2022, Volume: 5 Issue: 2, 167 - 180, 01.07.2022
https://doi.org/10.55290/steam.1098153

Abstract

This paper reflects my orientation on transformative STEAM educational theory and praxis in my doctoral research journey. It attempts to address the need for innovative approaches to transformative learning in response to the question—how are the agendas of the transformative praxis aligned with transformative STEAM education? Likewise, this paper brings the discourse of new approaches to transformative STEAM education by bridging the gap between philosophy, theory, and practice. Again, positing myself within critical social theories, transformative STEAM education is a host of the pedagogical engagements with theoretical roots in critical pedagogies and/or paradigms. The paper further highlights some of the ranges of theoretical perspectives, which are aligned with Habermas (1972), Freire (1996), Kincheloe et al. (2011), and Mezirow (1981, 1991, 2000, 2003) by challenging the standard normative ideological frameworks such as efficiency, effectiveness, and improvements. In this line, my notion of the transformative praxis covers the dimensions of the theory (e.g., explore), values (e.g., community values), and practices (e.g., capabilities and services). These dimensions representations pursue change while implementing culturally responsive pedagogies and addressing humanitarian crises. In this way, I tried to explain that, in the context of praxis-driven transformative STEAM education, praxis is the ego turning into itself, and practice is the ego turning to others. The paper landed by arguing the agendas of equity, empowerment, social justice, authentic learning, meaningful learning, meaning center learning, and humanizing education based on theoretical perspectives and critical pedagogies, considering the discourse of STEM metaphorically as "Avidya" and STEM with Kala as "Vidhya".

References

  • Arnold, J., & Mundy, B. (2020). Praxis pedagogy in teacher education. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-0116-z
  • Aryal, R. (2021). A metaphorical journey from frustrated learners to visionary educators: An auto/ethnographic inquiry [Unpublished MPhil dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Bauld, A. (2022). What is STEAM education? https://xqsuperschool.org/rethinktogether/what-is-steam-education/
  • Bhattacharyya, B. (1989). An introduction to Buddhist esoterism. Motilal Banarsidass Publication.
  • Chalaune, B. S. (2021). Paulo Freire's critical pedagogy in educational transformation. International Journal of Research-Granthaalayah, 9(4), 185-194.
  • Dahal, N. (2013). Teacher-students relationship and its potential impact on mathematics learning: An autoethnographic inquiry [Unpublished Master Dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Dirkx, J. M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal of Lifelong Learning, 7, 1-14.
  • Dirkx, J. M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4(2), 123-139.
  • Dirkx, J.M. (1998). Transformative learning theory in the practice of adult education: An overview. PAACE Journal Lifelong Learn, 7, 1–14.
  • Ebrahimzada, P. (2019). Kala in Hindu thought. Sophia Perennis, 16(35), 157-178.
  • Freire, P. (1972). Cultural action for freedom. Penguin.
  • Freire, P. (1989). Education for the critical consciousness. Continuum.
  • Freire, P. (1996). Pedagogy of the oppressed (revised). Continuum.
  • Glass, R. D. (2001). On Paulo Freire's philosophy of praxis and the foundations of liberation education. Educational Researcher, 30(2), 15-25. https://doi.org/10.3102/0013189X030002015
  • Guyotte, K. W. (2020). Toward a philosophy of STEAM in the Anthropocene. Educational Philosophy and Theory, 52(7), 769-779.
  • Habermas, J. (1972). Knowledge and Human Interests. Beacon.
  • Inan, H. Z., & Inan, T. (2015). 3 H s Education: Examining hands-on, heads-on, and hearts-on early childhood science education. International Journal of Science Education, 37(12), 1974-1991.
  • Kincheloe, J. L., McLaren, P., & Steinberg, S. R. (2011). Critical pedagogy and qualitative research. The SAGE handbook of qualitative research, 163-177.
  • Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280-291.
  • Luitel, B. C. (2009). Culture, worldview, and transformative philosophy of mathematics education in Nepal: A cultural-philosophical inquiry [Doctoral dissertation]. Curtin University.
  • Luitel, B. C., & Dahal, N. (2020). Conceptualizing transformative praxis. Journal of Transformative Praxis (JrTP), 1(1), 1-8.
  • Manandhar, N. K. (2021). Connecting academic and non-academic lifeworlds for envisioning a transformative STEAM Education in Nepal: An evocative autoethnographic inquiry (Unpublished MPhil dissertation). Kathmandu University School of Education, Dhulikhel, Nepal.
  • Maseko, P. N. (2018). Transformative praxis through critical consciousness: A conceptual exploration of decolonial access with success agenda. Educational Research for Social Change, 7(SPE), 78-90.
  • Mayo, P. (2020). Praxis in Paulo Freire's emancipatory politics. International Critical Thought, 10(3), 454-472.
  • Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.
  • Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
  • Mezirow, J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158-172.
  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass Publishers.
  • Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education, 1(1), 58-63.
  • Morrison, J. (2006). TIES STEM education monograph series. The Forum of STEM Education.
  • Pant, B. P. (2016). Pondering on my beliefs and practices on mathematics, pedagogy, curriculum, and assessment [Unpublished MPhil dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Park, J. & Son, J. (2010). Transitioning toward transdisciplinary learning in a multidisciplinary environment. International Journal of Pedagogies and Learning, 6, 82–93.
  • Shrestha, I. M. (2018). My pedagogical sensitization towards holistic mathematics education: A practitioner's inquiry [Unpublished MPhil dissertation]. Kathmandu University School of Education, Dhulikhel, Nepal.
  • Smyth, T. S. (2017). Transdisciplinary pedagogy: A competency-based approach for teachers and students to promote global sustainability. Journal of Interdisciplinary Studies in Education, 5(2), 64-72.
  • Sterling, S. (2003). Whole systems thinking as a basis for a paradigm change in education: Explorations in the context of sustainability [online]. The University of Bath. http://www.bath.ac.uk/cree/sterling/index.htm
  • Stewart, R. A. (2003). Practice vs praxis: Modelling practitioner-based research. In Proceedings of the 2002 In SEA World Congress: International Conversations Through Art. Columbia University, Teachers College, Centre for International Art Education Inc.
  • Taylor, P. (2016, January). Transformative steam education for the 21st century. In Proceedings of The Australian Conference on Science and Mathematics Education.
  • Taylor, P. C. (2015). Why is a STEAM curriculum perspective crucial to the 21st century? https://researchrepository.murdoch.edu.au/id/eprint/37950/
  • Taylor, P. C., & Taylor, E. (2019). Transformative STEAM education for sustainable development. In Empowering Science and Mathematics for Global Competitiveness (pp. 125-131). CRC Press.
  • Titchen, A., & McCormack, B. (2010). Dancing with stones: critical creativity as a methodology for human flourishing. Journal of Educational Action Research, 18(4), 531-554.
  • Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components, Intermediate Unit 1 and Carnegie Mellon. Pennsylvania.
  • Wigmore, N. (2020). STEAM education. https://whatis.techtarget.com/definition/STEAM-science-technology-engineering-arts-and-mathematics
  • Wirtz, M. (2021). Editor's note. Art Libraries Journal, 46, 65 - 66.
There are 43 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Niroj Dahal 0000-0001-7646-1186

Early Pub Date June 27, 2022
Publication Date July 1, 2022
Submission Date April 4, 2022
Acceptance Date June 20, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Dahal, N. (2022). Transformative STEAM Education as a Praxis-Driven Orientation. Journal of STEAM Education, 5(2), 167-180. https://doi.org/10.55290/steam.1098153

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