Evaluations using CATS

http://www.siue.edu/~deder/assess/catmain.html
http://www.ntlf.com/html/lib/bib/assess.htm
http://www.mtsu.edu/~itconf/proceed99/Martin.htm
Using Powerpoint to facilitate CATS
Internet Resources for Classroom Assessment Techniques Compiled by Mary Connolly

http://tep.uoregon.edu/resources/assessment/cats/cats.html

Pazmino's evaluation of outcomes

Have you noticed that when Pazmino writes his chapter on outcomes, all of his emphasis is about evaluating appropriation of values, not information?

Triggers for and Barriers of transformation

Triggers
Disquilibrating experiences

Cognitive Dissonance

Triggering event

Prophesy, dream, vision, quest, simulations, alternative metaphors, meaning making, sense of transcendance

Crisis,

Barriers to transformation
Blind spots
History and habits
sacred cows
emotitonal/financial/professional investment

But I don't need to be transformed!

A beautiful young lady went to a doctor for a slight headache and, after the doctor had finished examining her, she confessed to the doctor shyly, “Doctor, actually I also have this problem with gas. But it really doesn’t bother me too much. They never smell and are always silent. As a matter of fact I’ve farted at least 20 times since I’ve been here in your office. You didn’t even know I was farting because they didn’t smell and are silent.”

The doctor kept quiet for a moment and said, “I see. Take these pills and come back to see me next week.”

The next week the lady went back to the doctor, “Doctor,” she said, “What have you done! I don’t know what you gave me, but now my farts…although still silent they stink terribly!”

“Good,” said the doctor, “now that I’ve cleared up your sinuses, let’s work on your hearing.”

(From Tan, Ken. 2001. Utter Ken-fusion. Graham Brash: Singapore. p 85)

The point of this? The fish is least able to objectively describe the water it lives in.

Transformative learning literature

Transformational learning Web Literature
1. "Transformative Learning in Adulthood" by Susan Imel (1998 ERIC Digest no. 200)

2. "The Theory and Practice of Transformative Learning: A Critical Review"

3. "Transformative Learning and the Journey of Individuation" by John M. Dirkx (2001 ERIC Digest No. 223).

4. "Transformative learning" from Wikipedia, the free encyclopedia

5. Here is an article about transformational learning which is written in the context of a discussion about application to complementary and alternative medicine. The discussion of the literature is interesting, especially the discussion of Prof Bache's "subtle energeteic resonance." That really is an entry point into a discussion about God's Spirit and its work in transforming hearts and minds within a group.

One of the most provocative discussions of environment, subject matter, and learning activities relating to transformational learning was proposed by Youngstown State University professor Bache (n.d.). He described a “subtle energetic resonance” that spontaneously rises in learning circles. He identified this psychic field that surrounds and saturates the learning environment as inclusive of the teacher's personal energy field and the energy field created by all the participants. He stated that the stronger and more focused this mental field, the more likely that change would be induced among participants. Bache also believed that certain types of subject matter were particularly conducive to transformational learning, for example, inquiries into the origins and destinies of individual existence, mind exploration, the mysteries of human suffering and purpose, and other universal questions.

Beyond an informational model of education

Many teaching-learning processes are directed at informational ends. That is to say, they are aimed at filling the mind with information. What you do with the information doesn't seem at all to matter - hence the theory-practice divide.

Some have talked about a more formative, or even transformative purpose in education. That would be the case when teaching-learning processes used form sustained habits and dispositions or have a very powerful transformational effect on your life.

In Christian education, merely aiming at educating for informing falls short of its purpose. While many such transformative and formative processes must take place outside the classroom, how can one help to design teachng-learning processes which foster formational/transformational outcomes?