Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy

Blimling, Gregory S.

doi:10.1080/00221546.2002.11777149

Cited by 12 publications

(18 citation statements)

References 1 publication

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“…La edad adulta esconde además un contexto catalizador de múltiples factores socioculturales que pueden permitir el acceso a un pensamiento integrador, dialéctico (Kitchener, 1983). Por ejemplo, asumir determinados roles, entre ellos el de trabajador, puede ser ocasión de salto epistemológico (Baxter Magolda, 1999). El cambio cognitivo en la edad adulta aparece como "rico, complejo y dinámico, quizás más aún que en la infancia y niñez" (Fischer, Yan y Stewart, 2003, p. 491).…”

Section: ¿A Qué Se Refieren Las Concepciones Epistemológicas?unclassified

Epistemologías intuitivas de los adultos: influencia de la edad, el nivel de instrucción y el dominio de conocimiento

Pecharromán

Pozo

2008

Estudios de Psicología

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En este artículo se describe una investigación sobre las creencias epistemológicas de los adultos, es decir, sobre cómo consideran la naturaleza del conocimiento y su aprendizaje. También se indaga la posible relación de estas creencias con el nivel de instrucción, la edad y el dominio de conocimiento. Se contó con una muestra (N = 171) de adultos de distinta edad (rango desde 24 a 60 años) y en tres niveles educativos diferentes (adultos no universitarios, adultos universitarios y profesores de Educación Secundaria); se les presentó un cuestionario en el que se solicitaba su grado de acuerdo con afirmaciones sobre la certeza y la adquisición del conocimiento. También se les pedía que justificaran sus elecciones y explicasen sus criterios epistemológicos. Las respuestas se analizaron atendiendo al grado de acuerdo con posiciones objetivistas, relativistas o constructivistas. Los resultados indican en los adultos una situación de transición entre el objetivismo y el constructivismo; tienden a mostrar una mayor sofisticación epistemológica -mayor constructivismo-en las tareas que requieren sólo expresar el grado de acuerdo que en las que implican explicitación y justificación de sus posiciones. El efecto del nivel de instrucción se manifiesta en un mayor objetivismo en el grupo de menor instrucción, mientras que los profesores manifiestan un significativo mayor constructivismo. En cuanto a la edad el mayor objetivismo de los adultos mayores contrasta con el relativismo de los más jóvenes, sobre todo en el dominio moral. Palabras clave: Creencias epistemológicas, adultos universitarios, profesores de Secundaria, objetivismo, relativismo, constructivismo, conocimiento moral, conocimiento social, conocimiento científico.

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Section: ¿A Qué Se Refieren Las Concepciones Epistemológicas?unclassified

Epistemologías intuitivas de los adultos: influencia de la edad, el nivel de instrucción y el dominio de conocimiento

Pecharromán

Pozo

2008

Estudios de Psicología

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“…In interpreting ways in which storytelling yields racial healing, it is important to recognize college as a new and intriguing environment for engaging in self-authorship on multiracial heritages. According to the self-authorship theory (Magolda, 1999), students are capable of defining their own identity through expanding intrapersonal, interpersonal, and cognitive dimensions. Helms (1990) also highlighted the role of societal events, meaningful social interactions, and cognition in racial identity development.…”

Section: Discussionmentioning

confidence: 99%

Storytelling for Asian–White multiracial American college students’ racial identity.

Sonoda,

Garrison

2023

Journal of Diversity in Higher Education

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This pilot study aims to explore how participatory digital storytelling can be used as an intervention to address race-based stress stemming from White supremacy and monoracism and describe the potential experiential effects on racial identity among Asian-White multiracial American college students. Specifically, we employed testimonio, or a liberation psychology-informed approach in a sample of 10 Asian-White multiracial American college students. The intervention consisted of four group sessions: (a) orienting (overview of liberation psychology and storytelling), (b) creating (self-reflection on personal stories and group discussion), (c) narrating (story sharing and filming), and (d) reflecting (watching and reacting to digital stories). Using reflective thematic analysis (Braun & Clarke, 2021), we categorized 10 participants' stories into four themes reflecting Asian-White multiracial identity statuses: (a) identity invalidation, (b) identity justification, (c) identity validation, and (d) identity integration. Implications for psychological and educational practices, ideas for advocacy, and suggestions for research are discussed.

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“…Self-authorship (SA) theory (Baxter Magolda, 1999) is a holistic illustration of the developmental processes that individuals engage in through personal growth and change. The theory draws on Robert Kegan's (1994) model of lifespan development, which analyzes how humans develop consciousness toward self and others across the span of their life.…”

Section: Self-authorship Theorymentioning

confidence: 99%

“…The progress toward self-authorship is illustrated through four developmental phases (Baxter Magolda, 1999;Kegan, 1994) connected to the individual's state of mindfulness. In the beginning phase, 'Following Formulas,' individuals depend largely on external opinions or established ways of thinking.…”

Section: Self-authorship Theorymentioning

confidence: 99%

“…Societal expectations and the culture within graduate education challenge how female graduate students view their participation in STEM and how they interact within their STEM communities (Parkman, 2016). Drawing on the additional challenges women STEM students may be exposed to, particularly as related to identity formation and connection (Shapiro & Sax, 2011), we utilize the framework of self-authorship theory (Baxter Magolda, 1999) to investigate how STEM identity development and interpersonal relationships may be supported through mindfulness. Mindfulness and its potential positive influence on graduate students have become a focal point for researchers.…”

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confidence: 99%

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(Re)discovering interpersonal relationships and self-authorship in STEM Graduate school through mindfulness

Lausch

Rossetto

2022

Journal of Social and Personal Relationships

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In this study, we utilized self-authorship theory to investigate how mindfulness practices support the connection between identity development and interpersonal relationships in STEM graduate students. In an 8-week self-led mindfulness intervention, 10 women from computer science and engineering graduate programs completed a variety of mindfulness exercises, including meditation, yoga, drawing and mindful daily activities (e.g., mindful dishwashing). We utilized a qualitative approach to gather an in-depth picture of each participant’s individual progress. Data analysis showed that students’ experiences, including supportive relationships and sense of identity in STEM, were influenced by interpersonal (dis)connections in and beyond academia. Mindfulness offered space and tools for students to reflect on their relationships and STEM identity and, if needed, modify them. Three themes are discussed: academic relationships with peers and advisors, including negotiating social comparisons; personal relationships with family and friends, including academia-life balance; and the relationship to their STEM identity.

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Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy

Cited by 12 publications

References 1 publication

Epistemologías intuitivas de los adultos: influencia de la edad, el nivel de instrucción y el dominio de conocimiento

Epistemologías intuitivas de los adultos: influencia de la edad, el nivel de instrucción y el dominio de conocimiento

Storytelling for Asian–White multiracial American college students’ racial identity.

(Re)discovering interpersonal relationships and self-authorship in STEM Graduate school through mindfulness

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