Lives<i>of</i>Commitment<i>Higher Education in the Life of the New Commons</i>

Daloz, Laurent A.; Keen, Cheryl; Keen, James; Parks, Sharon Daloz

doi:10.1080/00091383.1996.10544263

Cited by 20 publications

(15 citation statements)

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“…Graduates focus on the importance of dialogue with partners as a means to solve problems and they recognize that a key learning of the experience was being able to integrate different voices to find solutions. These two findings parallel Daloz et al 's (1996) research on the sources of people's commitment to working on behalf of the world's needs. The interviewees in the Common Fire study all had had transformative and engaging experiences with the “other” – people about whom they had previously held narrow assumptions or prejudices.…”

Section: Resultssupporting

confidence: 59%

“…They had a goal that required on‐going discussion and collaboration and they were usually accountable to the outside groups to make presentations and to apply their findings. As Daloz et al (1996) found, such transformative encounters are a critical source of sustained commitment to addressing the challenges facing the human family and the earth community.…”

Section: Resultsmentioning

confidence: 97%

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Students promoting economic development and environmental sustainability

Keen

Baldwin

2004

International Journal of Sustainability in Higher Education

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Community‐based research has been suggested as a particularly effective form of service learning in college‐community collaborations. This paper reviews findings from interviews with alumni/ae and community partners of an environmental and economic sustainability center at Allegheny College in Northwest Pennsylvania, the Center for Economic and Environmental Development (CEED). CEED's community‐based research projects have spanned the natural and social sciences to analyze water quality, reduce waste streams and local energy consumption, identify environmental problems and enhance forest management. Interviews with alumni/ae point to the valued real world experience, enhanced cognitive development, and improved communication skills for students. Community partners valued new information and networks resulting from research and stressed the contribution they were making to college students' learning. Community‐based research projects can benefit from interviewees' recommendations to increase continuity, clarity of purpose, and follow‐through in projects, while maximizing opportunities for dialogue between community partners and students. Community‐based research may have a strong contribution to make to students' cognitive, academic, social, civic and career development.

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Section: Resultssupporting

confidence: 59%

Section: Resultsmentioning

confidence: 97%

Students promoting economic development and environmental sustainability

Keen

Baldwin

2004

International Journal of Sustainability in Higher Education

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“…Thus, there is an enhanced sense of a shared world, “a shared stake, something in common […] that lies at the core of being human” (Daloz et al , 1996, pp. 2, 4) that connects human beings to each other.…”

Section: Discussionmentioning

confidence: 99%

Navigating the wilderness of becoming professional

Johnsson

Hager

2008

Journal of Workplace Learning

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The wilderness is often conceived as a place where persons can become confused or get into a wild condition (Nash 1982) and the 'wilderness years' as a time of uncertainty where the vastness of life, choices and roles bewilder actions that could be taken. Such spatial and temporal conditions could aptly be applied to graduates making the transition from safe contexts of educational preparation to becoming professionals at work. Our paper examines the nature of learning discovered by recent graduates participating in a symphony orchestra-initiated development program designed to nurture them through the transition to becoming professional orchestral musicians. We argue that this empirical example helps to support a conception of learning as an embodied and constructed experience with others in context. Here, learning to become 'a whole musician' is facilitated by guided contextualisation, a process that differs from conventional discussions of skill-based novice learning and mentorship. The competency that is being developed is one of learning how to become, forming a sense of identity as broader musical citizens as well as becoming members of more instrumental communities. Such attributes of graduateness are less about applying disciplinary or generic skills and more about committing to a form of lifelong learning that is relationally-based, a critical part of graduates developing a fitness for professional practice and the persistence to emerge from the wilderness to becoming professional.

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“…Other assumptions have their roots in humanistic psychology, based on the idea that with help, individuals can choose how to live their lives better (i.e. Rogers, 1961; Maslow, 1968; Heron, 1977, Mezirow, 1991; Daloz, 1999) and when working in a group, authentic communication will facilitate this process (Srivastva et al , 1977; Randall and Southgate, 1980; Daloz et al , 1996).…”

Section: The Underlying Arl Principlesmentioning

confidence: 99%

Action learning and action reflection learning: are they different? Part 2

Rimanoczy

2007

Industrial and Commercial Training

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PurposeThe purpose of this paper is to compare action learning and action reflection learning (ARL), exploring the similarities and differences.Design/methodology/approachThis paper uses a bibliographic search through ProQuest to collect scholarly journal publications on the definition and evolution of action learning; scholarly dissertations on ARL and their bibliographic references applying to this comparison. The origins of both action learning and action reflection learning are explored. Action learning is first compared to ARL, using the taxonomy of Rimanoczy of ARL's principles and elements. Then ARL is compared to the characteristics listed for Action Learning by Smith and O'Neil.FindingsAs a result of this double comparison, a list of commonalities and differences is established. The comparison indicates that while there are action‐learning aspects in some of the ARL based interventions, the eclectic characteristics developed by practitioners convert ARL into a learning architecture that brings together best professional practices described in various theoretical lines.Originality/valueThis paper offers guidelines to designing and implementing learning interventions in a wide scope of contexts.

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LivesofCommitmentHigher Education in the Life of the New Commons

Cited by 20 publications

References 0 publications

Students promoting economic development and environmental sustainability

Students promoting economic development and environmental sustainability

Navigating the wilderness of becoming professional

Action learning and action reflection learning: are they different? Part 2

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