Authentic Graduate Education for Personal and Workplace Transformation

Authentic Graduate Education for Personal and Workplace Transformation

Marilyn Laiken (University of Toronto, Canada)
Copyright: © 2006 |Pages: 19
DOI: 10.4018/978-1-59140-594-8.ch002
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The purpose of this chapter is to examine the creation of authentic learning environments in the light of adult education and transformative learning theory, using a graduate course as a case example. Authentic learning environments and authentic workplaces have much in common. They tend to be ones in which collaborative partnerships prevail over hierarchical power relationships; leadership is enabling rather than controlling; differences are viewed as rich resources for learning rather than challenges to be “managed”; reflection and critical thinking are encouraged through the development of vibrant communities of practice; conflicting ideas are surfaced through genuine dialogue; and wholeness is valued — both in the individual as a whole person, and in the understanding of groups and organisations as living systems. Traditional universities are challengingplaces in which to create learning environments that fit this description. Through an analysis of the design and implementation of Course 1130, the chapter attempts to provide specific ideas for how graduate education can contribute to significant personal change in the values, attitudes and behavior of adult learners.

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