Transpersonal Education

and, Nancy Rowe; Braud, William G.

doi:10.1002/9781118591277.ch38

Cited by 2 publications

(2 citation statements)

References 21 publications

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“…The few notable case studies are efforts to characterise transpersonal education as 'a holistic, expansive, growthful, or transformative process'. 53 These results, however, are limited to official postgraduate programmes. Nonetheless, the authors of this article find perspectives useful for inquiry into transpersonal growth and define transpersonal pedagogy as a distinctive approach to education theory and praxis, one that relates to multidimensional perspectives on reality beyond the boundaries of the self.…”

Section: Transpersonal Theorymentioning

confidence: 98%

“…(post-school adult) • Thus, different levels of participation were invited into the 'Myturn'-community of practice to ensure, as far as possible, that participants developed a critical selfawareness of multi-dimensional perspectives on reality beyond the boundaries of the self, to promote individual and in turn, societal transformation. 53 • The use of both private and public communication spaces provided participants with experiential learning opportunities with them performing different roles as cinematographers and directors of their own stories. If the participants' inter-relationships and intra-connectivity with the youth living in their communities were to be developed in 'sustainable, defensible, responsible and inclusive' 58 ways, we would need to establish applicable understandings, involving a sense of becoming receptive to the connections between oneself and others and to the environment.…”

Section: Experiential Learning Spaces and Reflective Activitiesmentioning

confidence: 99%

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Nurturing youth film literacy: Post-qualitative arts-based inquiry into critical self-awareness

Smidt,

Waghid

2024

The Journal for Transdisciplinary Research in Southern Africa

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Post-digital, as a timeframe set, raises specific concerns for young adults engaged in artistic and cultural activities, seeking to establish a sustainable livelihood within a semi-rural South African context. They grapple with issues such as determining their positionality within a world marked by fading boundaries between the physical and digital. To better understand the post-digital impact on experiential learning opportunities for young adults, the authors explored the specific ways and extent to which active engagement in shortfilm-making contributes to developing critical self-awareness among the participating post-school youth. An assemblage of transformative theories and concepts, rather than pre-determined methodologies, guided this inquiry that extended beyond the development of career and workplace competencies. The strengths of spaciousness and in-between boundary positions provided by the spider’s thread metaphor served as a useful methodological tool. Moving beyond the limitations of traditional discourse and content analysis, multimodal discourse analysis in combination with a modified, six-category measuring instrument was used to explore (analyse) the evidence (data) created as products of active participant engagement in a shortfilm-making project, over a 10-month period in 2020. Findings revealed that, for the participants, it was by moving from physical self-centred understandings of reality to experiential creations of authentic reality (shortfilm-productions) and involving an expanded awareness of those alternative possibilities that nurtured their potential transpersonal growth.Transdisciplinary Contribution: A synthesis of arts-based, post-qualitative and developmental phenomenographic approaches was employed to create, explore and communicate evidence in ways that present a holistic picture of alternative pathways to knowledge production.

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Section: Transpersonal Theorymentioning

confidence: 98%

Section: Experiential Learning Spaces and Reflective Activitiesmentioning

confidence: 99%

Nurturing youth film literacy: Post-qualitative arts-based inquiry into critical self-awareness

Smidt,

Waghid

2024

The Journal for Transdisciplinary Research in Southern Africa

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Transpersonal education

Buckler¹

2018

bpstran

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The field of transpersonal education was originally discussed in the mid-1970s, aiming to unite the various domains of human experience (i.e. cognitive, affective, psychomotor) through a series of principles and practices (Moore, 1975; Roberts & Clark, 1976). There has been a paucity of research in the area, furthermore the field has become strongly associated with postgraduate courses (e.g. Rowe & Braud, 2013), opposed to investigating how transpersonal education may be applied to the early years and compulsory schooling sector. Recently, there have been attempts to redefine transpersonal education to provide a balanced focus within compulsory schooling (Buckler, 2011; 2013), with initial research suggesting that the field has cross-cultural interest. This paper extends research into the concept through analysing current publications in the field, while also deriving international perspectives from participants. To conclude, a discussion of the UK context is provided where an opportunity is highlighted for transpersonal psychologists to lead future development.

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Transpersonal Education

Cited by 2 publications

References 21 publications

Nurturing youth film literacy: Post-qualitative arts-based inquiry into critical self-awareness

Nurturing youth film literacy: Post-qualitative arts-based inquiry into critical self-awareness

Transpersonal education

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