BibTex RIS Kaynak Göster

Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn

Yıl 2012, Cilt: 8 Sayı: 2, 49 - 59, 01.08.2012

Öz

This article examines Ronald Barnett‘s notion of an ontological turn in higher education as a language for framing the current existential demands and emerging learning needs of young adults. After presenting different interpretations of ontology, I make a case for how contemplative approaches can be applied to communicationbased higher education classes to support ontological learning processes and outcomes. I then introduce a case study, drawn from a graduate course entitled Dialogue Processes, that I have taught over the past seven years at University of Massachusetts (Boston). Here I illustrate how a contemplative approach to instruction helps develop conversational leadership, a central learning objective of the course

Kaynakça

  • Badley, G. (2000) Developing globally-competent university teachers. Innovations in
  • Education and Training International, 37(3), 244–253.
  • Barnett, R. (2000) University knowledge in an age of supercomplexity. Higher Education: The International Journal of Higher Education and Planning, 40(4), 409–22.
  • Barnett, R. (2004) Learning for an unknown future. Higher Education Research and Development, 23(3), 247-260.
  • Bauman, Z. (2000) Liquid modernity. Cambridge: Polity Press.
  • Bohm, D. (1996) On dialogue. London: Routledge Publishers.
  • Brady, R. (2007) Learning to stop, stopping to learn: Discovering the contemplative dimension in education. Journal of Transformative Education, 5(4), 372-394.
  • Duerr, M., Zajonc, A., & Dana, D. (2003) Survey of transformative and spiritual dimensions of higher education. Journal of Transformative Education, 1(3), 177-211.
  • Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107
  • Gunnlaugson, O. (2006) Generative dialogue as a transformative learning practice in adult & higher education settings. Journal of Adult and Continuing Education, (12)1, 2-19.
  • Gunnlaugson, O. (2007) Revisioning possibilities for how groups learn together: Venturing an AQAL model of generative dialogue. Integral Review, (3)1, 44- 58.
  • Gunnlaugson, O. (2009) Establishing second-person forms of contemplative education: An inquiry into four conceptions of intersubjectivity. Integral Review. 5(1), 25-50.
  • Gunnlaugson, O. (2011). Advancing a Second-Person Contemplative Approach for Collective Wisdom and Leadership Development. Journal of Transformative Education. 8(2), 134-156.
  • Heidegger, M. (1962) Being and time. New York: SCM Press.
  • Heidegger, M. (1998) Plato‘s doctrine of truth. In W. McNeill (Ed.), Pathmarks (pp.155-182). Cambridge: Cambridge University Press.
  • Higgins, C. (2001). From reflective practice to practical wisdom: Three models of liberal teacher education. Philosophy of Education Yearbook 2001, 92–9.
  • Hurley, T., and Brown, J. (2010) Conversational leadership: Thinking together for a change. Oxford Leadership Journal, 1(2), 1-9.
  • Isaacs, W. N. (1999) Dialogue and the art of thinking together. New York: Currency Doubleday.
  • Midgley, M. (1997) Visions of embattled science. In Barnett, R., & Griffin, A. (Eds.) The End of Knowledge in Higher Education, (pp.68-83). London, Cassell.
  • Roth, H. (2006). Contemplative studies: Prospects for a new field. Teachers College Record, 108(9), 1787-1815.
  • Roy, B. (2006) A process model of integral theory. Integral Review, (3), 118-152.
  • Sarath, E. (2003) Meditation in higher education: The next wave? Innovative HigherEducation, 27(4), 215-234.
  • Sarath, E. (in press) Jazz, Creativity, and Consciousness: Blueprint for Integral Education. In Esbjorn-Hargens, S., Reams, J., Gunnlaugson, O. (Eds.). Integral Education, New York: Suny Press.
  • Scharmer, O. (2007) Theory U: Leading from the future as it emerges. Cambridge, MA: SoL Press.
  • Seidel, J. (2006) Some thoughts on teaching as contemplative practice. Teacher‘s College Record, 108(9), 1901-1914.
  • Senge, P., & wheatley, m. (2001, January) Changing how we work together. Shambhala Sun, 29-33.
  • Senge, P., Scharmer, O., Jaworski, J., & Flowers, B. (2004) Presence: Human purpose and the field of the future. Society for Organizational Learning.
  • Thomson, I. (2002) Heidegger on ontological education, or How we become what we are. In Peters, M. (Ed.), Heidegger, Education and Modernity (pp. 123-148). Lanham: Rowman & Littlefield Publishers.
  • Thurman, R. (2006) Meditation and education: India, Tibet and Modern America. Teachers College Record. 108(9), 1765-1774.
  • Wheelahan, L. (2007) What Kind of Curriculum, Pedagogy & Qualifications do We Need for an Uncertain Future? In Osborne, M., Houston, M., &, Nuala, T. (Eds.)The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts. London: Routledge.
Yıl 2012, Cilt: 8 Sayı: 2, 49 - 59, 01.08.2012

Öz

Kaynakça

  • Badley, G. (2000) Developing globally-competent university teachers. Innovations in
  • Education and Training International, 37(3), 244–253.
  • Barnett, R. (2000) University knowledge in an age of supercomplexity. Higher Education: The International Journal of Higher Education and Planning, 40(4), 409–22.
  • Barnett, R. (2004) Learning for an unknown future. Higher Education Research and Development, 23(3), 247-260.
  • Bauman, Z. (2000) Liquid modernity. Cambridge: Polity Press.
  • Bohm, D. (1996) On dialogue. London: Routledge Publishers.
  • Brady, R. (2007) Learning to stop, stopping to learn: Discovering the contemplative dimension in education. Journal of Transformative Education, 5(4), 372-394.
  • Duerr, M., Zajonc, A., & Dana, D. (2003) Survey of transformative and spiritual dimensions of higher education. Journal of Transformative Education, 1(3), 177-211.
  • Eryaman, M. Y. (2007). From reflective practice to practical wisdom: Toward a post-foundational teacher education. International Journal of Progressive Education, 3(1), 87-107
  • Gunnlaugson, O. (2006) Generative dialogue as a transformative learning practice in adult & higher education settings. Journal of Adult and Continuing Education, (12)1, 2-19.
  • Gunnlaugson, O. (2007) Revisioning possibilities for how groups learn together: Venturing an AQAL model of generative dialogue. Integral Review, (3)1, 44- 58.
  • Gunnlaugson, O. (2009) Establishing second-person forms of contemplative education: An inquiry into four conceptions of intersubjectivity. Integral Review. 5(1), 25-50.
  • Gunnlaugson, O. (2011). Advancing a Second-Person Contemplative Approach for Collective Wisdom and Leadership Development. Journal of Transformative Education. 8(2), 134-156.
  • Heidegger, M. (1962) Being and time. New York: SCM Press.
  • Heidegger, M. (1998) Plato‘s doctrine of truth. In W. McNeill (Ed.), Pathmarks (pp.155-182). Cambridge: Cambridge University Press.
  • Higgins, C. (2001). From reflective practice to practical wisdom: Three models of liberal teacher education. Philosophy of Education Yearbook 2001, 92–9.
  • Hurley, T., and Brown, J. (2010) Conversational leadership: Thinking together for a change. Oxford Leadership Journal, 1(2), 1-9.
  • Isaacs, W. N. (1999) Dialogue and the art of thinking together. New York: Currency Doubleday.
  • Midgley, M. (1997) Visions of embattled science. In Barnett, R., & Griffin, A. (Eds.) The End of Knowledge in Higher Education, (pp.68-83). London, Cassell.
  • Roth, H. (2006). Contemplative studies: Prospects for a new field. Teachers College Record, 108(9), 1787-1815.
  • Roy, B. (2006) A process model of integral theory. Integral Review, (3), 118-152.
  • Sarath, E. (2003) Meditation in higher education: The next wave? Innovative HigherEducation, 27(4), 215-234.
  • Sarath, E. (in press) Jazz, Creativity, and Consciousness: Blueprint for Integral Education. In Esbjorn-Hargens, S., Reams, J., Gunnlaugson, O. (Eds.). Integral Education, New York: Suny Press.
  • Scharmer, O. (2007) Theory U: Leading from the future as it emerges. Cambridge, MA: SoL Press.
  • Seidel, J. (2006) Some thoughts on teaching as contemplative practice. Teacher‘s College Record, 108(9), 1901-1914.
  • Senge, P., & wheatley, m. (2001, January) Changing how we work together. Shambhala Sun, 29-33.
  • Senge, P., Scharmer, O., Jaworski, J., & Flowers, B. (2004) Presence: Human purpose and the field of the future. Society for Organizational Learning.
  • Thomson, I. (2002) Heidegger on ontological education, or How we become what we are. In Peters, M. (Ed.), Heidegger, Education and Modernity (pp. 123-148). Lanham: Rowman & Littlefield Publishers.
  • Thurman, R. (2006) Meditation and education: India, Tibet and Modern America. Teachers College Record. 108(9), 1765-1774.
  • Wheelahan, L. (2007) What Kind of Curriculum, Pedagogy & Qualifications do We Need for an Uncertain Future? In Osborne, M., Houston, M., &, Nuala, T. (Eds.)The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts. London: Routledge.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA49UR48PD
Bölüm Makaleler
Yazarlar

Olen Gunnlaugson Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 8 Sayı: 2

Kaynak Göster

APA Gunnlaugson, O. (2012). Fostering Conversational Leadership: A Response to Barnett’s Call for an Ontological Turn. International Journal Of Progressive Education, 8(2), 49-59.