Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue

Mälkki, Kaisu; Green, Larry

doi:10.5296/jei.v2i2.9947

Cited by 16 publications

(9 citation statements)

References 12 publications

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“…In the current paper we highlighted the embodied nature of transformational processes. That is, we addressed the affective and existential demands inherent in reflection while in other papers we have also focused on the social aspects of the challenge and support for transformation (see Mälkki & Green, 2014;2016a;2016b;2016c). In future papers we turn to the situational dimension.…”

Section: Resultsmentioning

confidence: 99%

“…The presented conceptualization is based on an earlier research by the first author (Mälkki 2010;2019) and has been developed further in collaboration with the second (Beard & Mälkki, 2013;Mälkki & Green, 2014;Mälkki & Green, 2016a, 2016b, 2016c. The bases for this conceptualization are a result of a critical analysis of both Mezirow's (e.g., 1981 ;1991 ; transformative learning theory and Damasio's (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…In the following we will briefly outline the developed theorization with regard to cognitive and emotional dimensions only. The social dimension of the theorization is not considered here but can be found in our other publications (Mälkki 2011;Mälkki & Green, 2014;Mälkki & Green, 2016a;2016b;2016c).…”

Section: Introductionmentioning

confidence: 99%

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Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory

Mälkki

Green²

2018

phro

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The connection between cognition and emotion, and between mind and body, has been well documented by neuroscience. The adult education practitioners of critical reflection and transformative learning processes have understood this more holistic understanding of human nature both empirically and intuitively. However, the key theory of the field, Jack Mezirow’s theory of transformative learning, has been given consistent criticism on its focus on rational and cognitive aspects of learning while understating its emotional and social aspects. Similarly, the conceptualization of the processes of reflection appears more appropriate to sophia than for phronesis. This, as is argued in the paper, leaves the theory rather idealistic while lacking understanding of the prerequisites for, and actualities of reflection. This paper presents a recent theoretical development that is both grounded in the analysis of Mezirow’s theory as well as extending and elaborating the theorization of reflection, by utilizing the insights from neuroscience. The presented theory explicates how cognition and emotion are intertwined in the processes of reflection. Further, the theory offers conceptual basis for further research and practice regarding reflection and transformative learning, not only showing the ideals, but offering conceptual tools to work with the challenges of reflection as well.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory

Mälkki

Green²

2018

phro

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“…We are trying to balance not only the demands of current overlapping participations but also, as the research material in this study shows, premises and groundedness based on our own history. Social support and structures that create safe environments in development and in taking new steps are found to be significant in many research areas (Clark et al, 2020;Mälkki & Green, 2016;Panadero & Järvelä, 2015). Social relations play a major role from balancing to redefining.…”

Section: Evaluation and Discussionmentioning

confidence: 99%

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

2021

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This paper focuses on the process of development in remote and hybrid learning contexts in university students’ everyday life. Development is seen as a change in the person-environment relationship and indicates the development of the whole system. To understand development, we need to look at everyday life and participants’ grounds for action in everyday practices. The process of development is explored from the systemic person-environment perspective using cultural-historical concepts. Our understanding of students’ everyday life and empirical research processes has been strongly inspired by the subject-scientific approach. The research material consists of descriptions from 39 university students’ descriptions about their everyday lives while studying at home. The students observed and wrote about the conduct of everyday life as part of their studies. In a student’s everyday life, development occurs in relation to multiple conditions and meaning structures, which—from the standpoint of the subject—are seen as possibilities for action and experience. The results reveal four general ways of relating to the surrounding conditions and possibilities. Further, the results highlight the role of open spaces and structures in development. Remote students’ four ways of relating to possibilities for action are (1) balancing, (2) floating, (3) paralysing and (4) redefining. The study brings critical insights into continuous balancing and regulating of the demands between different life scenes and highlights the crucial elements of technology-mediated remote life in general: participations, transitions and the paradox of flexibility.

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“…Transformative learning, while offering many highly valued outcomes and even signifiers of adulthood, requires us to face our limitations, our imperfections and gaps in our existing understanding. It calls us to courageously step out of our taken-for-granted ways of thinking, being, and acting to give up something that used to bring us sense of safety in our encounters with the world (Mälkki, 2019; Mälkki & Green, 2014, 2016). We are invited to give in to the “catastrophic disorganization” (Berger, 2004, p. 339) of something that at the same time is part of the meaning structures that keep us alive.…”

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confidence: 99%

Spaces of Care and Multiple Voices

Mälkki

2019

Journal of Transformative Education

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Imagine that there would be no hindrances, challenges, and struggles in transformative learning. Whenever encountering knowledge or viewpoints that do not automatically fit with our existing beliefs, we would as rational agents calculate the difference between the perceived new knowledge and our set of taken-for-granted assumptions. We would turn on the process of critical reflection to check whether there is a need to modify not only our belief system but also our practical approaches and actions, our ways of contributing in our environment, and to apply our insights directly into our actions. Consequently, our work as adult educators would be really easy, or perhaps we would soon find our profession in extinction due to a lack of need for it. Yet, the reality often is far from this. Transformative learning, while offering many highly valued outcomes and even signifiers of adulthood, requires us to face our limitations, our imperfections and gaps in our existing understanding. It calls us to courageously step out of our taken-for-granted ways of thinking, being, and acting to give up something that used to bring us sense of safety in our encounters with the world (Mälkki, 2019; Mälkki & Green, 2014, 2016). We are invited to give in to the "catastrophic disorganization" (Berger, 2004, p. 339) of something that at the same time is part of the meaning structures that keep us alive. There we are, like babies, vulnerable and shaky with our first steps when accessing new meaning landscapes and coming to know our new forms of identity (see Illeris, 2014) in which we do not yet have confidence. Indeed, how do babies cope with the roller coaster of learning that they seem to be bound to from the moment they come out of the womb? Besides being nourished and kept suitably warm, they need to be held or embraced in the arms of a caring human, to feel the connection and touch. In Finnish language, there is a beautiful word syli to refer to this space between the embracing or holding arms and the front of the body or the space where another person can sit on the flat space of the upper legs of a seated person-as if a body-based place signifying a social space of caring. As the child grows, the time spent in the syli decreases, yet the syli remains as a source to refuel one's internal engine of love, courage, and curiosity. Besides the bodily-based space, syli can also metaphorically refer, for example, to nature-based space of being embraced with sense of caring. The need for hugs and care is innate for us humans.

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Ground, Warmth, and Light: Facilitating Conditions for Reflection and Transformative Dialogue

Cited by 16 publications

References 12 publications

Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory

Working with Edge Emotions as a means for Uncovering Problematic Assumptions: Developing a practically sound theory

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

Spaces of Care and Multiple Voices

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