Olen Gunnlaugson

Shedding Light on the Underlying Forms of Transformative Learning Theory: Introducing Three Distinct Categories of Consciousness

This article supports the continued development of second-wave theories of transformative learning by building on the work of Mezirow and Kegan. It examines the limitations of Mezirows ideal of critical discourse and presents a case for Scharmers account of generative dialogue as a process map and practice for supporting and catalyzing transformative learning in groups. Finally, this article examines how generative dialogue supports transformative shifts in at least three distinct categorical forms of learners consciousness: lines, stages, and states.

Toward Integrally Informed Theories of Transformative Learning

This article investigates possibilities for advancing beyond the shortcomings of deconstructive postmodern perspectives shaping transformative learning (TL) theory. The author introduces Ken Wilbers integral metatheory and explores four recommendations to inspire future “integrally informed” theories of TL. Intending to supplement existing integrative, holistic, and integral perspectives within the literature, this article also raises a number of questions to invite other scholar-practitioners to contemplate how we might proceed with building frameworks of TL theory that are more comprehensive, balanced, and inclusive.

Metatheoretical Prospects for the Field of Transformative Learning

This article examines the complex mosaic of first- and second-wave theories of transformative learning and recommends the development of a subfield of meta-inquiry. Central to this undertaking is the need for metatheorizing, to which this article outlines a rationale with specific criteria for developing a metatheoretical discourse and more comprehensive metatheoretical frameworks. It then goes on to examine the strengths and limitations of Wilbers AQAL model as a possible candidate for working with a meta-analysis of first- and second-wave contributions within the field.

Toward an Integral Education for the Ecozoic Era A Case Study in Transforming the Glocal Learning Community of Holma College of Integral Studies, Sweden

This article explores the 2002-2003 change in vision and educational philosophy of a grassroots international college in rural Sweden. The author proceeds with an integral assessment of the strengths and shortcomings of Holma College of Holistic Studies former modes of learning guided by a postmodern epistemology infected with narcissism, hypersubjectivity, and new age thought. Exploring new territory beyond the scope of the former holistic vision, the author articulates an integrally informed vision of education for young adults that offers a shared integral language, a functional life-world ethic, and comprehensive frameworks for transformative learning and development appropriate to our time. With the intent of proposing a model of praxis directly informed by the fields of transformative learning and integral studies, the author outlines and reflects on the first wave of integral education that emerged during the transition year to Holma College of Integral Studies.

Advancing a Second-Person Contemplative Approach for Collective Wisdom and Leadership Development

This article introduces and develops a second-person contemplative approach for instructors, groups, and teams working with fostering collective wisdom and leadership development processes. To these ends, I draw upon Scharmer’s practice of presencing, Varela’s three gestures of becoming aware, and the Quaker practice of discernment as a means for engaging collective contemplative approaches to transformative learning across different academic and professional contexts of learning.

Perspectives on Theory U: Insights from the Field

This contribution focuses on the connection between Scharmer’s Theory U and individual coaching. How can Theory U be used in coaching for supporting transformational learning in coachees? First, the authors present an approach called Core Reflection. In this approach, Theory U is linked to specific levels of reflection and awareness, described by the so-called “onion model.” Through the use of Core Reflection, the personal and professional aspects of both inner processes and performance become connected. Two research studies on the use of coaching based on Core Reflection with teachers show its strong impact on practitioners, clarifying how it can promote deep learning and strengths-based performance, even in situations experienced by the coachee as problematic. The authors conclude that the Core Reflection approach is a practical and effective method for helping people move through Scharmer’s U model and for transformational learning. The research also sheds light on an overlooked area within Theory U: The illumination of people’s core qualities. Fred A. J. Korthagen Utrecht University, The Netherlands Annemarieke Hoekstra Northern Alberta Institute of Technology, Canada Paulien C. Meijer Radboud University Nijmegen, The Netherlands

Evolving a public language of spirituality for transforming academic and campus life

A growing interest in spirituality in higher education has been accompanied by a range of responses to the challenge of defining the term. These responses include avoiding the problem by leaving it undefined; stipulating a particular and often context-specific definition of spirituality; and practising a kind of ad hoc eclecticism. This article promotes the project of creating a conceptual framework that would serve as a ‘public language’ of spirituality for scholar-practitioners who may not share a common religious, philosophical, political, and/or cultural tradition. In the first section, we present and account for the criteria we believe a conceptual framework must meet to serve as a public language of spirituality. In the second section, we draw from Ken Wilber’s integral theory to bring forth distinctions that we believe will be useful in facilitating this project. We conclude with suggestions for further work to advance this project within higher education.

Fostering generative conversation in higher education course discussion boards

Abstract Online discussion boards are commonplace in higher education courses, intended either to supplement or in certain cases, replace face-to-face conversations. This article considers discussion boards from the perspective of David Kantor and Otto Scharmer’s generative conversational models. It goes on to establish a rationale for applying these models to the analysis of discussion boards in higher education courses. The proposed models also establish scaffolding for the review of recent research into how online discussion boards support or diminish student engagement and dialogue. In drawing from these frameworks and related research, this article makes a case for online instructors and facilitators to adapt generative conversational models to help support conditions for constructive and transformative forms of learning in their course discussions.