It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Minding the Gap: Critical Reflection as the Connector between Morality and Transformative Learning
Type of Presentation
Workshop (60-75 minutes)
Session Abstract
This workshop examines how moral-ethics, as one of Mezirow’s habits of mind, is situated in transformative learning theory. Critical reflection as a factor in moral decisions making is considered.
Target Audience
Adult educators, practitioners, and all those interested in exploring the concept of morality and how it’s situated within transformative learning theory should attend this workshop.
Learning Outcomes
At the completion of this workshop, participants will hopefully leave with a better understanding of the learning that takes place when faced with moral dilemmas. The use of critical reflection will hopefully help to situate moral-ethics as a habit of mind that fosters transformative learning.
Session Description
Probably the most under researched habit of mind theorized by Mezirow is moral-ethics and its role in transformative learning. Scholars in adult education have not ventured to provide a definition nor expound on how it is situated for the individual learner in adult education. There has also been some discussion about the role of morality and ethics in organizational transformation as an ideological critique but there is an obvious lack of scholarship around the area and transformative learning; be it on the individual or organizational level. The six platforms for habit of mind are not independent of each other but rather influence and interrelate with each other. If this is the intent in ascribing to multiple ways of understanding habit of mind then one cannot fully understand all states of habit of mind until the issue of morality and ethics is better developed within the theory of transformative learning.
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Thursday November 7
Primary Presenter
Perdeta L. Bush, M.Ed, The Pennsylvania State University-Harrisburg
Work Title
Graduate and Teaching Assistant