Aliki Nicolaides Ed.D, is Associate Professor of Adult Learning, Leadership and Adult Development at the University of Georgia in the program of Learning, Leadership and Organization Development. Dr. Nicolaides’ seeks to optimize vital developmental conditions for adults, groups and systems to learn. Through years of research and teaching, she has developed a theory of learning-within-ambiguity called “Collaborative Generative Learning”. The results show how adults may also learn from within the complexity so prevalent in this period of liquid modernity. Her work suggests that encounters with persistent ambiguity evoke learning from potential hidden within complexity. Dr. Nicolaides pedagogy is grounded in Collaborative Developmental Action Inquiry (CDAI); a methodology which consciously develops adult’s collaborative capacity to better respond to the fluidity and complexity of the early 21st century. The complex demands of a rapidly changing, interconnected world require new skill sets. CDAI is part of an emerging learning pedagogy that deliberately helps adults adapt to (and ultimately benefit from) this new global paradigm.
This paper uses Vygotsky's cultural-historical development theory to examine the theoretical ... more This paper uses Vygotsky's cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins’ (1990) model of informal and incidental learning. After discussing the context of each influence, the paper applies cultural-historical development theory to the many updates that Marsick, Watkins, and collaborators have contributed, moving the model into a theory. In 1990, Marsick and Watkins named the work of Dewey, Lindeman, Lewin, Knowles, Polanyi, and Argyris and Schön as primary influences for the formation of their informal and incidental learning model. By focusing on the context of each of the theorists who influenced the original Marsick and Watkins model and sketching the connections between the theorists' ideas and experiences, this paper fulfills the twofold purpose of exploring the context of Marsick and Watkins' model-turned-theory and providing a model for Vygotsky-informed literature reviews.
New Directions for Adult and Continuing Education, Feb 14, 2023
This update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhance... more This update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhancement to the emotional dimension in phase one—the disorienting dilemma—by proposing the need for a complete grief process (as theorized by Kübler‐Ross), to support movement from Mälkki's conceptualization of “edge‐emotions” to a “comfort zone,” thus removing a barrier to a successful transition to phase two and three—self‐reflection and critical reflection—the latter considered essential to the transformative learning process. The authors also seek to stimulate new thinking about this topic in the literature; catalyze future empirical studies focusing on barriers, microprocesses, and phasic transitions of Mezirow's theory; and identify adaptive strategies to facilitate the transformative learning process.
In the context of increasingly complex challenges facing 21st century school systems, action rese... more In the context of increasingly complex challenges facing 21st century school systems, action research has incredible potential to help leaders address persistent problems and implement context-specific, sustainable solutions. Just as powerful, the action research process can be transformative for the individuals, groups, and organization involved. The authors, a doctoral candidate and associate professor, illustrate these concepts by sharing experiences leading an action research study that tackled the problem of high teacher turnover in a school-university partnership context. The article focuses primarily on the constructing phase of the action research cycle, in which the school-university partnership action research team becomes a learning community. The authors offer practical advice for building trusting relationships and share the story of how this team experienced individual and group transformation while designing innovative new teacher support through the action research p...
This article discusses the theory and practices associated with a methodology for leadership capa... more This article discusses the theory and practices associated with a methodology for leadership capacity development that utilizes Collaborative Developmental Action Inquiry to support adults in understanding the connections between transformative learning and adaptive leadership. Discussion is focused on transformative learning, ways of knowing, or action logics and single-, double-, and triple-loop learning.
The involvement of artificial intelligence in manufacturing settings has revolutionized the relat... more The involvement of artificial intelligence in manufacturing settings has revolutionized the relationship between humans, computers, and workforce environments. The prior cyber-physical systems are developing rapidly due to advances in technology. However, human consideration has not advanced at the same rate. Only highlighting technology advancement is not sufficient, given the high interconnectivity between human-technology in Industry 4.0. Integrating the human factor in design and implementation of cyber-physical technology leads to the holistic development of cyber-physical-social systems (CPSS). Nonetheless, little is known regarding workers’ behavior and ethics that mainly pertain to the human factors of CPSSs. Also, little effort is given to seek a methodologically rigorous way to investigate human factors in CPSS. To fill the gap, this paper proposes a research framework that aims to explore the interaction between humans and AI agents in manufacturing setting. Incorporating...
There is a fundamental assumption that I have held about the role adult learning plays in society... more There is a fundamental assumption that I have held about the role adult learning plays in society. That the sinuous stuff between personal and societal transformation is made up of the connections that learning makes. This assumption has been shaken over the as the past two years, as ruptures of civil unrest and the cloud of the global Pandemic have revealed weaknesses in the power of learning that makes the vital connection between the personal and societal, transformative. I wonder more than ever how to reveal and make real the learning that connects the two worlds I feel we live in. The world that is known and that continues to be reproduced with all of its inequities and exclusions and the world not- foreknown that wants to be different, liberating the creative potential that learning unfolds. In this writing I offer a personal experience of penetrating the underlying assumptions I have about learning in between two worlds. I practice a method that I have created, in-scending, a...
The purpose of this work is to assist in identifying and naming dynamic relational forces that sh... more The purpose of this work is to assist in identifying and naming dynamic relational forces that shape the effectiveness of community engagement. Understanding power from the perspective of reciprocity supports adaptive and transformational learning necessary to increase the effectiveness of communityengaged partnerships and scholarship. Adaptive challenges faced by campuses and communities, by definition, require new paradigms of knowing and understanding in order to intervene in ways that catalyze progress on important issues (Chrislip & O’Malley, 2013; Heifetz, Grashow, Linsky, 2009). This paper discusses the implications of a conceptual framework that intersects the notions of power and generative reciprocity (Dostilio, Brackmann, Edwards, Harrison, Kliewer, & Clayton, 2012; Gutmann & Thompson, 1996) through deliberative civic engagement to allow for promoting reciprocity and leadership in university-community partnerships. We suggest that partners need to create intentional holdi...
In this paper I present a study with the purpose to deeply understand how adults learn when they ... more In this paper I present a study with the purpose to deeply understand how adults learn when they encounter ambiguity. I focused my inquiry on developmentally mature adults: those who make meaning—cognitively, affectively, and interpersonally—with an extraordinary capacity for complexity. Introduction An incessant feature of our current living, working, and learning contexts is persistent complexity that includes conflict, volatility, and ambiguity that place intensified demands on adults for constant adaptation, rapid learning, and unlearning habits of action. This complexity infuses systems with a dynamic that is “paradoxically stable and unstable, predictable and unpredictable, known and unknown, certain and uncertain all at the same time” (Stacey & Griffin, 2005, p. 7). Examples of this complexity abound, consider the rapidly aging societies that are facing unsustainable policies with respect to health care provisions and later life financial security. These types of collective c...
This study attempts to explore how transformative relationships take shape, and how they are fost... more This study attempts to explore how transformative relationships take shape, and how they are fostered in the context of online learning environments. This knowledge will contribute to extending current understanding of quality of the relational conditions for cultivating transformative learning. Transformative learning refers the learning processes that revise individuals’ taken-forgranted assumptions and reframe habitual ways of knowing, doing and being (Mezirow, 2000). This is precisely the kind of learning needed in the process of leading adults to grow and develop their capacities for more complex ways of knowing that help them to meet the adaptive challenges and persistent demands of early 21 century life. Transformative learning is considered a popular research area in the field of adult education (Henderson, 2010; Taylor, 2008). How to foster transformative learning is one such common research interest. According to the literature, transformative learning is grounded in the a...
This opening chapter reflects on the language and the vocabulary that are currently employed abou... more This opening chapter reflects on the language and the vocabulary that are currently employed about the discourse of transformative learning in attempting to generate new insights. What would new vocabularies include that could trouble how to transform ourselves, our communities, our fields of research, our ways of living together, and our attempt of co-creating a new, more just society? We decided to study the phenomenon of transformation, instead of transformative learning, as a passageway that might allow us to explore yet unfamiliar territories. The chapter is structured along four entangled provocations: multiple perspectives on transformation; generating conditions for transformation; (un)known discourses on transformation; and challenges and emerging futures for transformation
This comprehensive landmark handbook presents a change-of-the-guard shift of the field of transfo... more This comprehensive landmark handbook presents a change-of-the-guard shift of the field of transformation that creates multiple passageways that build upon the past but breathe new life into and expand and reinvigorate transformative learning theory in multiple ways. The over 100 chapter authors deliberately exemplify a balanced assembly of scholars and practitioners; feminine and masculine perspectives; thought leaders mainly from the US and Europe and a wide array of new yet original voices from highly diverse countries spanning all continents, cultures and disciplines across social and natural sciences and arts and humanities; and Western, Indigenous and Ancient philosophical worldviews. This handbook defines the state-of-the-art theory and practice and creates the space for a new bold expansive holistic future of transformation capable of contributing to creating the individual and collective paradigm shift required for creating a thriving future for humanity and the planet. The over 50 book chapters are exploring and providing insights into multiple perspectives on transformation, conditions for transformation, (un)known discourses of transformation, and challenges and emerging future for transformation. Based on the chapter content the editors set the impulse for the future of transformation research and practice by inviting scholars and practitioners to consider in their work four key provocations: • Transformation-in-context: Transformation occurs at the nexus of the individual and collective, requiring structural change and collective effort to transform systems. • Transformation-in-connection: The passageway to transformation is the relational ecology (connection, collective engagement) that evokes the interconnected being and becoming of humanity. • Transformation-in-action: Imaginal expressions of marginal experiences evoke storytelling and witnessing, sparking personal and collective identity (re)storying and action. • In-transformation: It is in dwelling in the unknown spaces between multidisciplinary and transdisciplinary ways of knowing that transformation emerges. It is our intent and hope that this handbook contributes to inspiring, encouraging, strengthening and enabling researchers, scholars, practitioners and students from diverse disciplines and professions to step more boldly and confident into being transformative agents that trigger transformation in each conversation and action in the spaces they live, work and play. This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the "Why of transformation." Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.
The complexity of our current social, environmental, and economic realities requires conceptual f... more The complexity of our current social, environmental, and economic realities requires conceptual frameworks that help us chart transformative pathways of collective action. Otto Scharmer’s Theory U is one such framework, offering a profound synthesis of relevant theories and practices related to systems thinking, organizational learning, and leadership. Theory U is also a rich, multi-layered framework that is challenging to apply in action due to its conceptual complexity and because of the demands it makes of both facilitators and participants. As a means of facilitating the skillful use of this theory and its practices, the authors find it helpful to examine and explore Theory U through the lens of a distinct, yet related framework: Collaborative Developmental Action Inquiry (Torbert, 2003, 2004). CDAI is a methodology based on action science that integrates adult development theory, first, second, and third person inquiry, and transforming action.
... They are forever my friends. Ellie Drago-Severson trusted the fluid shape of my heart and min... more ... They are forever my friends. Ellie Drago-Severson trusted the fluid shape of my heart and mind. Through her ... tender challenges she has forged me as an academic and researcher. Ellie, whom I consider a mentor and a friend, has taught me how to remain steady from within the ...
This study explored the extent to which ambiguity can serve as a catalyst for adult learning. The... more This study explored the extent to which ambiguity can serve as a catalyst for adult learning. The purpose of this study is to understand learning that is generated when encountering ambiguity agitated by the complexity of liquid modernity. Ambiguity, in this study, describes an encounter with an appearance of reality that is at first unrecognizable, oblique, simultaneously evoking fear of “no-cognition” and the potential hope for multiple meanings irresolvable by reference to context alone. Specifically, this phenomenological study engaged nine adults who make meaning—cognitively, affectively, and interpersonally—with an extraordinary capacity for mastering complexity. The findings suggest that metaphor facilitates probing encounters with ambiguity, revealing three capacities for generative learning within ambiguity. Given the unprecedented demands for rapid change and adaptation confronting adults today, exploring the value of ambiguity may facilitate the capacity for vital learnin...
This paper uses Vygotsky's cultural-historical development theory to examine the theoretical ... more This paper uses Vygotsky's cultural-historical development theory to examine the theoretical lineages that influenced Marsick and Watkins’ (1990) model of informal and incidental learning. After discussing the context of each influence, the paper applies cultural-historical development theory to the many updates that Marsick, Watkins, and collaborators have contributed, moving the model into a theory. In 1990, Marsick and Watkins named the work of Dewey, Lindeman, Lewin, Knowles, Polanyi, and Argyris and Schön as primary influences for the formation of their informal and incidental learning model. By focusing on the context of each of the theorists who influenced the original Marsick and Watkins model and sketching the connections between the theorists' ideas and experiences, this paper fulfills the twofold purpose of exploring the context of Marsick and Watkins' model-turned-theory and providing a model for Vygotsky-informed literature reviews.
New Directions for Adult and Continuing Education, Feb 14, 2023
This update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhance... more This update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhancement to the emotional dimension in phase one—the disorienting dilemma—by proposing the need for a complete grief process (as theorized by Kübler‐Ross), to support movement from Mälkki's conceptualization of “edge‐emotions” to a “comfort zone,” thus removing a barrier to a successful transition to phase two and three—self‐reflection and critical reflection—the latter considered essential to the transformative learning process. The authors also seek to stimulate new thinking about this topic in the literature; catalyze future empirical studies focusing on barriers, microprocesses, and phasic transitions of Mezirow's theory; and identify adaptive strategies to facilitate the transformative learning process.
In the context of increasingly complex challenges facing 21st century school systems, action rese... more In the context of increasingly complex challenges facing 21st century school systems, action research has incredible potential to help leaders address persistent problems and implement context-specific, sustainable solutions. Just as powerful, the action research process can be transformative for the individuals, groups, and organization involved. The authors, a doctoral candidate and associate professor, illustrate these concepts by sharing experiences leading an action research study that tackled the problem of high teacher turnover in a school-university partnership context. The article focuses primarily on the constructing phase of the action research cycle, in which the school-university partnership action research team becomes a learning community. The authors offer practical advice for building trusting relationships and share the story of how this team experienced individual and group transformation while designing innovative new teacher support through the action research p...
This article discusses the theory and practices associated with a methodology for leadership capa... more This article discusses the theory and practices associated with a methodology for leadership capacity development that utilizes Collaborative Developmental Action Inquiry to support adults in understanding the connections between transformative learning and adaptive leadership. Discussion is focused on transformative learning, ways of knowing, or action logics and single-, double-, and triple-loop learning.
The involvement of artificial intelligence in manufacturing settings has revolutionized the relat... more The involvement of artificial intelligence in manufacturing settings has revolutionized the relationship between humans, computers, and workforce environments. The prior cyber-physical systems are developing rapidly due to advances in technology. However, human consideration has not advanced at the same rate. Only highlighting technology advancement is not sufficient, given the high interconnectivity between human-technology in Industry 4.0. Integrating the human factor in design and implementation of cyber-physical technology leads to the holistic development of cyber-physical-social systems (CPSS). Nonetheless, little is known regarding workers’ behavior and ethics that mainly pertain to the human factors of CPSSs. Also, little effort is given to seek a methodologically rigorous way to investigate human factors in CPSS. To fill the gap, this paper proposes a research framework that aims to explore the interaction between humans and AI agents in manufacturing setting. Incorporating...
There is a fundamental assumption that I have held about the role adult learning plays in society... more There is a fundamental assumption that I have held about the role adult learning plays in society. That the sinuous stuff between personal and societal transformation is made up of the connections that learning makes. This assumption has been shaken over the as the past two years, as ruptures of civil unrest and the cloud of the global Pandemic have revealed weaknesses in the power of learning that makes the vital connection between the personal and societal, transformative. I wonder more than ever how to reveal and make real the learning that connects the two worlds I feel we live in. The world that is known and that continues to be reproduced with all of its inequities and exclusions and the world not- foreknown that wants to be different, liberating the creative potential that learning unfolds. In this writing I offer a personal experience of penetrating the underlying assumptions I have about learning in between two worlds. I practice a method that I have created, in-scending, a...
The purpose of this work is to assist in identifying and naming dynamic relational forces that sh... more The purpose of this work is to assist in identifying and naming dynamic relational forces that shape the effectiveness of community engagement. Understanding power from the perspective of reciprocity supports adaptive and transformational learning necessary to increase the effectiveness of communityengaged partnerships and scholarship. Adaptive challenges faced by campuses and communities, by definition, require new paradigms of knowing and understanding in order to intervene in ways that catalyze progress on important issues (Chrislip & O’Malley, 2013; Heifetz, Grashow, Linsky, 2009). This paper discusses the implications of a conceptual framework that intersects the notions of power and generative reciprocity (Dostilio, Brackmann, Edwards, Harrison, Kliewer, & Clayton, 2012; Gutmann & Thompson, 1996) through deliberative civic engagement to allow for promoting reciprocity and leadership in university-community partnerships. We suggest that partners need to create intentional holdi...
In this paper I present a study with the purpose to deeply understand how adults learn when they ... more In this paper I present a study with the purpose to deeply understand how adults learn when they encounter ambiguity. I focused my inquiry on developmentally mature adults: those who make meaning—cognitively, affectively, and interpersonally—with an extraordinary capacity for complexity. Introduction An incessant feature of our current living, working, and learning contexts is persistent complexity that includes conflict, volatility, and ambiguity that place intensified demands on adults for constant adaptation, rapid learning, and unlearning habits of action. This complexity infuses systems with a dynamic that is “paradoxically stable and unstable, predictable and unpredictable, known and unknown, certain and uncertain all at the same time” (Stacey & Griffin, 2005, p. 7). Examples of this complexity abound, consider the rapidly aging societies that are facing unsustainable policies with respect to health care provisions and later life financial security. These types of collective c...
This study attempts to explore how transformative relationships take shape, and how they are fost... more This study attempts to explore how transformative relationships take shape, and how they are fostered in the context of online learning environments. This knowledge will contribute to extending current understanding of quality of the relational conditions for cultivating transformative learning. Transformative learning refers the learning processes that revise individuals’ taken-forgranted assumptions and reframe habitual ways of knowing, doing and being (Mezirow, 2000). This is precisely the kind of learning needed in the process of leading adults to grow and develop their capacities for more complex ways of knowing that help them to meet the adaptive challenges and persistent demands of early 21 century life. Transformative learning is considered a popular research area in the field of adult education (Henderson, 2010; Taylor, 2008). How to foster transformative learning is one such common research interest. According to the literature, transformative learning is grounded in the a...
This opening chapter reflects on the language and the vocabulary that are currently employed abou... more This opening chapter reflects on the language and the vocabulary that are currently employed about the discourse of transformative learning in attempting to generate new insights. What would new vocabularies include that could trouble how to transform ourselves, our communities, our fields of research, our ways of living together, and our attempt of co-creating a new, more just society? We decided to study the phenomenon of transformation, instead of transformative learning, as a passageway that might allow us to explore yet unfamiliar territories. The chapter is structured along four entangled provocations: multiple perspectives on transformation; generating conditions for transformation; (un)known discourses on transformation; and challenges and emerging futures for transformation
This comprehensive landmark handbook presents a change-of-the-guard shift of the field of transfo... more This comprehensive landmark handbook presents a change-of-the-guard shift of the field of transformation that creates multiple passageways that build upon the past but breathe new life into and expand and reinvigorate transformative learning theory in multiple ways. The over 100 chapter authors deliberately exemplify a balanced assembly of scholars and practitioners; feminine and masculine perspectives; thought leaders mainly from the US and Europe and a wide array of new yet original voices from highly diverse countries spanning all continents, cultures and disciplines across social and natural sciences and arts and humanities; and Western, Indigenous and Ancient philosophical worldviews. This handbook defines the state-of-the-art theory and practice and creates the space for a new bold expansive holistic future of transformation capable of contributing to creating the individual and collective paradigm shift required for creating a thriving future for humanity and the planet. The over 50 book chapters are exploring and providing insights into multiple perspectives on transformation, conditions for transformation, (un)known discourses of transformation, and challenges and emerging future for transformation. Based on the chapter content the editors set the impulse for the future of transformation research and practice by inviting scholars and practitioners to consider in their work four key provocations: • Transformation-in-context: Transformation occurs at the nexus of the individual and collective, requiring structural change and collective effort to transform systems. • Transformation-in-connection: The passageway to transformation is the relational ecology (connection, collective engagement) that evokes the interconnected being and becoming of humanity. • Transformation-in-action: Imaginal expressions of marginal experiences evoke storytelling and witnessing, sparking personal and collective identity (re)storying and action. • In-transformation: It is in dwelling in the unknown spaces between multidisciplinary and transdisciplinary ways of knowing that transformation emerges. It is our intent and hope that this handbook contributes to inspiring, encouraging, strengthening and enabling researchers, scholars, practitioners and students from diverse disciplines and professions to step more boldly and confident into being transformative agents that trigger transformation in each conversation and action in the spaces they live, work and play. This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the "Why of transformation." Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.
The complexity of our current social, environmental, and economic realities requires conceptual f... more The complexity of our current social, environmental, and economic realities requires conceptual frameworks that help us chart transformative pathways of collective action. Otto Scharmer’s Theory U is one such framework, offering a profound synthesis of relevant theories and practices related to systems thinking, organizational learning, and leadership. Theory U is also a rich, multi-layered framework that is challenging to apply in action due to its conceptual complexity and because of the demands it makes of both facilitators and participants. As a means of facilitating the skillful use of this theory and its practices, the authors find it helpful to examine and explore Theory U through the lens of a distinct, yet related framework: Collaborative Developmental Action Inquiry (Torbert, 2003, 2004). CDAI is a methodology based on action science that integrates adult development theory, first, second, and third person inquiry, and transforming action.
... They are forever my friends. Ellie Drago-Severson trusted the fluid shape of my heart and min... more ... They are forever my friends. Ellie Drago-Severson trusted the fluid shape of my heart and mind. Through her ... tender challenges she has forged me as an academic and researcher. Ellie, whom I consider a mentor and a friend, has taught me how to remain steady from within the ...
This study explored the extent to which ambiguity can serve as a catalyst for adult learning. The... more This study explored the extent to which ambiguity can serve as a catalyst for adult learning. The purpose of this study is to understand learning that is generated when encountering ambiguity agitated by the complexity of liquid modernity. Ambiguity, in this study, describes an encounter with an appearance of reality that is at first unrecognizable, oblique, simultaneously evoking fear of “no-cognition” and the potential hope for multiple meanings irresolvable by reference to context alone. Specifically, this phenomenological study engaged nine adults who make meaning—cognitively, affectively, and interpersonally—with an extraordinary capacity for mastering complexity. The findings suggest that metaphor facilitates probing encounters with ambiguity, revealing three capacities for generative learning within ambiguity. Given the unprecedented demands for rapid change and adaptation confronting adults today, exploring the value of ambiguity may facilitate the capacity for vital learnin...
Generative Knowing: Principles, Methods, and Dispositions of an Emerging Adult Learning Theory, 2022
This book explores the mystery of learning from the unknown in ways that reveal that learning is ... more This book explores the mystery of learning from the unknown in ways that reveal that learning is a dynamic phenomenon, encompassing both personal and societal contexts. Dewey defines learning in terms of experience, reflection, continuity, and interactivity. When learning happens, it eventually solidifies into reliable truths that become a shortcut for taking action or making decisions-thus a habit of learning is formed and becomes rigid. Generative knowing is an emerging theory of adult learning that seeks the not-yet-foreknown potential that waits to be uncovered in the richness of experience. The book delivers vignettes of different lived experiences of being and becoming, signaling multiple ways in which a person shapes and transcends traditional conceptions of self-other binary activating the power to respond to the ongoing complex evolution of self and society.
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Papers by Aliki Nicolaides