Critical reflection as a means for learners' empowerment in Adult and Continuing Education programmes

Course Information
TitleΟ κριτικός στοχασμός ως μέσο ενδυνάμωσης των συμμετεχόντων σε προγράμματα Συνεχιζόμενης Εκπαίδευσης και ο ρόλος του εκπαιδευτή / Critical reflection as a means for learners' empowerment in Adult and Continuing Education programmes
CodeΠΕ603
FacultyPhilosophy
SchoolPhilosophy and Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Zarifis
CommonNo
StatusActive
Course ID600003490

Programme of Study: Paidagōgikī epistīmī 2016

Registered students: 6
OrientationAttendance TypeSemesterYearECTS
Synechizómenī EkpaídeusīCompulsory Course2110
Class Information
Academic Year2016 – 2017
Class PeriodSpring
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
600032676
Course Type 2016-2020
  • Scientific Area
  • Skills Development
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Examination)
Prerequisites
Required Courses
  • ΠΕ103 Academic writtening
  • ΠΕ102 Qualitative methods in Educational Research
  • ΠΕ601 Theoretical foundations, historical perspectives and basic principles of Adult and Continuing Education
General Prerequisites
Relevant Pedagogical Courses and Seminars (P1807, P1808, P1811 and P1812) offered in the undergraduate programme of the Department of Education in AUTH or equivalent courses from other departments, as well as basic knowledge in research methodology in social sciences, epistemology and history of education.
Learning Outcomes
The purpose of this postgraduate course is the delimitation of the debate on the role of critical reflection on learning and adult education, as well as providing conditions under which the relevant theory organized relating mainly to the way in which the critic thought connected - as procedure; the transformation of perspective (perspective transformation), emancipation, empowerment and change. The course starts by extensive analysis and discussion of the concept of critical thinking as ex-post facto condition of forming a learning theory and adult education based approaches various theorists such as Dewey, Freire, Kolb & Fry, Mezirow, Brookfield, Boyd, Dirkx, Merriam & Heuer, Cranton and many others. Then a connection is the concept 'significations' (meaning making), as a process that leads to a new revised interpretation of experience and aims to explore the personalized intelligent systems (expert systems) and thus to the development of. Also reference is made and the potential association of the concept of critical reflection on the concepts of 'critical consciousness' (conscientização) and 'transformative learning', as processes that predict the empowerment of the individual through the review of his experience, and which aimed at emancipation. Apart from the theoretical approach to the concept of critical thinking, its connection with learning and possible differences between the thinkers for his role in shaping an adult learning theory, the course deals with aid issues of critical reflection on a practical level, in order to create a framework for action (empowerment and reflective educational practice) for adult education, which aims to review awareness and change. Within the broad frame of reference -which defines critical thinking as 'ex-post facto' process, as a prerequisite to acceptance of a situation or a reality as given before redefining or recursive transformation thereof; one wonders what are the distinctive elements that the define and connect directly with the learning and education of adults. The overall aim of this seminar is the delimitation of the debate on the role of critical reflection on learning and adult education, as well as providing conditions under which the relevant theory on organized mainly in the way in which the critic thought connected -as procedure; the transformation of perspective, empowerment, empowerment and change. Apart from the theoretical approach to the concept of critical thinking, its connection with learning and possible differences between the thinkers for his role in shaping an adult learning theory, in this seminar analyzed and aid issues of critical reflection on a practical level, in order to create a framework for action (with the aim of strengthening and reflective educational practice) for adult education, which aims to review awareness and change. After completing this course participants will be able to (knowledge, skills, abilities NQF level 7): KNOWLEDGE -Do They know the basic reference meanings (significations, critical reflection, transformation, empowerment, emancipation) -Apodomoun The concept of "critical reflection" in adult education. critically -Katanooun theories and research approaches regarding the role of critical reflection on learning and adult education. They recognize the factors that affect the valuation and sense of the human experience. -Apotimoun Critically ways of classifying different theoretical approaches relating to critical reflection, transformation and empowerment. SKILLS -Epideiknyoun Critical awareness of issues relating to the sense of the human experience and emancipatory action. -Epideiknyoun Critical awareness of experience concerning the functional interaction, in terms of distortion discovery and management of change within an educational environment. -Contact By giving meaning and strengthening of critical consciousness. -Contact Ideas, problems and solutions using a series of techniques related to quality information. COMPETENCES -Anaptyssoun Positive attitude toward strengthening processes of critical reflection on educational environments. -Anaptyssoun Personal exemplary references with respect to the manner of meaning of experience. -Entopizoun The "hegemony" in the context of educational practice. -Anaptyssoun Personal exemplary references with respect to the manner of meaning of experience. critically -Theoroun social norms and relationships to take action to change them. -Antidroun Critically in social, scientific and ethical issues encountered in work or study.
General Competences
  • Apply knowledge in practice
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Design and manage projects
  • Appreciate diversity and multiculturality
  • Respect natural environment
  • Demonstrate social, professional and ethical commitment and sensitivity to gender issues
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
1. Assessment of approaches regarding the role of critical reflection as 'ex post facto' condition in adult learning and development. 2. Conceptual approach and connection with the concept of critical thinking. 3. Connect critical reflection as a process of valuation of human experience in adult learning, with the meaning of 'giving meaning' as a functional part of the process leading to a new revised interpretation of experience and aims at the empirical system expansion and hence growth and change. 4. Conditions transformation of human experience into knowledge and the role of emotions. 5. An understanding of issues in framework for action aimed at empowerment, critical reflection and the path to social change, the cycle of 'conscientização', the importance of emancipation. 6. Reasons and Ways of critical reflection approach through practices that enhance communication action in adult education. 7. General guidelines reflective practice examples reconciliation of the adult learner needs through analysis of their experience, methods of valuation of efficiency of adult learners. 8. Example awareness, basic principles and characteristics of awareness, practice awareness, screening of the film 'Educating Rita'. 9. The attitude of silence, individualism, privacy, concerns about the effectiveness of the critically-meditative practice. 10. The role of critical thinking in the context of modern learning organization. 11. Conditions empowerment of adult learners and the role of critically contemplating instructor. 12. Adult education as a policy instrument, issues of power, empowerment and social change. 13. Evaluation as a critically reflective process, systematic observation of self, colleagues watching, observation of colleagues, trainees as "critical friends".
Keywords
adult education, continuing education, lifelong learning, critical reflection, transformation, empowerment, emancipation
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
Description
Interactive Whiteboard. Personal computers. Power point. Video. Moodle. The educational material also includes: • Original scientific literature in Greek and English languages that is adapted, if and where needed, to the needs of the adult learner with the use of a specially designed Study Guide. The Study Guide will be drawn up during the previous academic year. • Self-assessment exercises, training videos, presentations will be developed by the professor during the academic year. • Supplemental educational materials for further study will be posted on the electronic site of the professor. • Specially designed training materials to cover gaps in the literature and adapted to the needs of the programme.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures261.0✓✓
Reading Assigment1004✓✓
Written assigments753✓
Other / Others502✓✓
Total25110.0
Student Assessment
Description
The evaluation language is Greek. The overall assessment is total/presumptive on the basis basis of a written assignment in the course. The theme and content of the written work should be part of the 13 subject areas discussed during the course (based on the syllabus which was presented above). The final version of the assignment must be a typed and printed or digital text which will not exceed 30 pages (i.e 8,000 words with the literature and without appendices or sources which should be submitted separately or attached to the assignment in a separate file), with 1½ spacing between lines, 2.5 cm page margins and font size 12. Handwritten assignments will not be accepted. The written assignment evaluation criteria are accessible to all students through the website http://www.gkzarifis.com/postgraduatecourses.htm and are as follows: Criterion 1: Understanding of ideas and content (5 points) • The student perfectly understands the wording of the question and fully meets the requirements of the assignment (5.0 - 4.0). • The student understands the wording of the question and satisfactorily meet the requirements of the assignment (3.9 - 2.5). • The student insufficiently understands the wording of the question and does not respond only partly to the demands of the assignment (2.4 - 1.0). • The student hardly understands the wording of the question and does not meet the requirements of the assignment (0.9 - 0.0). Criterion 2: Structure and application of academic writing rules (1.5 point) • The student fully understands and optimally applies the rules for constructing an academically written assignment (1.5 - 1.2). • The student generally understands and applies largely the building rules of academic work (1.2 - 1.0). • The paper presents prominent and significant shortcomings in the implementation of using codes in an academic work (0.9 - 0.5). • The paper presents basic and fundamental deficiencies in the understanding and application of construction rules of an academic work (0.4 - 0.0). Criterion 3: Presentation and linguistic expression (1.5 point) • The student fully understands and optimally applies the presentation rules of an academic work (1.5 - 1.0). • The student generally understands and applies largely the presentation rules of an academic work (0.9 - 0.5). • The paper presents obvious and significant defects in the application of the rules of an academic work (0.4 - 0.0). Criterion 4: Research and evidencing (2 points) • The work presents very clear personal research evidence (2.0 - 1.5). • The paper presents sufficient evidence of personal research (1.4 - 1.0). • The work shows little or no evidence of personal research (0.9 - 0.0).
Student Assessment methods
  • Written Assignment (Summative)
  • Report (Formative)
  • Labortatory Assignment (Formative)
  • self-reflective techniques (Formative)
Bibliography
Additional bibliography for study
Brookfield, S. (1987) Developing critical thinkers: challenging adult to explore alternate ways of thinking and acting, San Francisco: Jossey-Bass. Brookfield, S. (1993) «Breaking the code: Engaging practitioners in critical analysis of adult education literature» Studies in the Education of Adults, V25, n1, : 64-91. Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass. Brookfield, S. (2001) «Repositioning ideology critique in a critical theory of adult learning», Adult Education Quarterly, V52, n1: 7-22. Brookfield, S. (2002α) Overcoming alienation as the practice of adult education: The contribution of Erich Fromm to a critical theory of adult learning and education, Adult Education Quarterly, V52, n2, 96-111. Brookfield, S. (2002 β) Reassessing subjectivity, criticality and inclusivity: Marcuse’s challenge to adult education, Adult Education Quarterly, V52, n4,: 265-180. Brooks, A. K. (1999) Critical reflection as a response to organizational disruption, Advances in Developing Human Resources, n3, :67-97. Carr, W. Kemmis, S. (1986) Becoming critical: Education, knowledge and action research, London: Falmer Press. Courtenay B. C., Merriam S. B. and Reeves P. M. (1996) The centrality of meaning-making in transformational learning: How HIV-positive adults make sense of their lives, Adult education quarterly, 48(2), 65-84. Cranton, P. (1994) Understanding and promoting transformative learning: A guide for educators of adults, San Francisco: Jossey Bass. Dewey, J. (1933) How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath & Co. Elder, L. Paul, R. (1994) Critical Thinking: Why we must transform our teaching, Journal of Developmental Education, 18:1.: 34-35. Ennis R. (1989), Critical Thinking and Subject Specificity, Educational Researcher, 18(3), 4-10. Ennis, R. H. (1993) Critical thinking assessment, Theory into Practice, V32, : 179–186. Freire, P. (1970) Pedagogy of the oppressed, New York: Herter and Herter. Garrison, D. R. (1991) Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners, International Journal of Lifelong Learning, V10 n4,: 287-303. Greene, M. (1986) In search of a critical pedagogy, Harvard, Educational Review, V56, n4,: 427-441. Gur-Ze’ev, I. (2002) Bildung and Critical Theory in the Face of Postmodern Education, Journal of Philosophy of Education, V36, n3, : 391-408. Kennedy, M. Fisher, M. B. Ennis, R. H. (1991) «Critical thinking: literature review and needed research, L. Idol, B. F. Jones, (Eds.) Educational Values and Cognitive Instruction: Implications for Reform, Hillsdale, NJ: Erlbaum. Knox, A. (1991) Transformative Dimensions of Adult Learning. San Francisco: Jossey-Bass. Kolb, D. A. (1984) Experiential Learning: Experience as the source learning and development, Englewood Cliffs, Prentice Hall. Kolb, D. A. (1993) The process of Experiential Learning, στο Thorpe, M., Edwards, R., Hanson, A. (eds.) Culture and Processes of Adult Learning, Milton Keynes, Open University Press. Kolb, D. A. (1993) The process of Experiential Learning, στο Thorpe, M., Edwards, R., Hanson, A. (eds.) (1993) Culture and Processes of Adult Learning, Milton Keynes, Open University Press, σελ :138-156. Kolb, D. A. Fry, R. (1975) «Toward an applied theory of experiential learning» στο C. Cooper (Ed) Theories of Group Process, London: John Wiley. Mezirow , J . (1978) Perspective Transformation, Adult Education, V28, : 100-110. Mezirow, J (ed.) (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco: Jossey Bass Mezirow, J. & associates (2000) Learning as transformation. San Francisco: Jossey-Bass. Mezirow, J. (1981) A critical theory of adult learning and education, Adult Education, V32, n1, : 3-24. Mezirow, J. (1990) How critical reflection triggers transformative learning, στοJ. Mezirow and associates (Eds) Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning, San Francisco: Jossey-Bass. σελ: 1-20. Mezirow, J. (1991) Transformative dimensions of adult learning, San Francisco: Jossey-Bass. Mezirow, J. (2000) «Learning to think like an adult: Core concepts in transformation theory» στοJ.Mezirow and associates (Eds) Learning as Transformation, San Francisco: Jossey-Bass. Mezirow, J. (2003) Transformative Learning as Discourse, Journal of Transformative Education, V1, n1,: 58-63. Parker, S. (1997) Reflective teaching in a postmodern world: A manifesto for education in postmodernity, Buckingham: Open University Press. Preston, r. (1999). Critical approaches to lifelong education, International review of education, The Netherlands: Kluwer Academic Publishers, Vol. 45, No 5/ 6, 561-574 Schön, D. A. (1983) The reflective practitioner, New York: Basic Books. Schön, D. A. (1983). The reflective practitioner: how professionals thinking action, New York: Basic Books. Schön, D.A (1987). Educating the reflective practitioner, San Fransisco: Jossey-Bass Publishers Taylor, E. W. (2001) Transformative learning theory: A neurobiological perspective of the role of emotions and unconscious ways of knowing, International Journal of Lifelong Education, V20, n3,: 218-236. Van Woerkom, M. (2004). The concept of critical reflection and its implications for human resource development, Advances in developing human resources, Vol. 6, No. 2, May 2004, Sage Publications, 178-192 Ζαρίφης, Γ.Κ., Παρθένη, Μ., Δολιώτη,Α., Κιουπέλογλου, Ν., Στρίκου, Α., Μωυσιάδης, Λ. Κανέλλου, Α. (2009): Ο κριτικός στοχασμός στη μάθηση και εκπαίδευση ενηλίκων. Θεωρητικές προσεγγίσεις & πρακτικές προεκτάσεις, Θεσσαλονίκη, Παπαζήσης. -Συναφή επιστημονικά περιοδικά: ⎼ Adult Education Quarterly: A Journal of Research and Theory ⎼ Adult Learner: The Irish Journal of Adult and Community Education ⎼ Adult Learning ⎼ International Journal of Learning and Change ⎼ International Journal of Lifelong Education ⎼ Journal of Adult and Continuing Education ⎼ Journal of Continuing Higher Education ⎼ New Directions for Adult and Continuing Education ⎼ Studies in Continuing Education ⎼ Canadian Journal of University Continuing Education ⎼ Continuing Higher Education Review ⎼ Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education ⎼ New Horizons in Adult Education & Human Resource Development ⎼ Studies in the Education of Adults ⎼ Journal for Critical Education Policy Studies ⎼ Critical Questions in Education ⎼ Critical Studies in Education
Last Update
02-08-2016