from https://hyp.is/rKawpAEpEe-8BWfaUKjlmA/www.linkedin.com/posts/daniel-christian-wahl-51a54616_transformative-education-in-a-crisis-of-activity-7187710848671379456-gCqc/

overlap of mutual aid and transformative justice

for: empathy, self other dualism, symbolosphere, Deep Humanity, DH, othering, What is it like to be a bat?, Thomas Nagel, ingroup outgroup

• title: What is it Like to be a Bat?
• author: Thomas Nagel

• date: Oct 1974

• comment

  • Forget about what it's like to be a bat, what's it like to be another human!
  • This is a paper that can deepen our understanding of what it means to be empathetic and also its opposite, what it means to participate in othering. In the fragmented , polarized world we live in, these are very important explorations.
  • Insofar as the open source Deep Humanity praxis is focused on exploring the depths of our humanity to help facilitate the great transition through the meaning / meta / poly crisis embroiling humanity, knowing what the "other" means is very salient.

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• for: Deep Humanity, self-other dualism, othering, transformative empathy

• comment

  • Humanity is insufficient to deal with the escalating violence in so many situations of modernity
  • Why not?
  • Because the self / other dualism is so strong that othering has become stubbornly habitual
  • To break through a lifetime of othering requires reaching a profound level of empathy , transformative empathy that disrupts the powerful social narratives constructed by powerful traumatized and alienated sides of a conflict that support and reify othering
  • a universal and open Deep Humanity is required to break the stranglehold of the social narrative of othering

= climate delay - redirecting responsibility onto individuals - advocating non-transformative solutions - focusing on negatives of climate action - wokewashing and white saviorism - doomism - giving up

• I will download the full article through EBSCO.

-This article will provide me with examples of how transformative learning theory can be put into practice in higher education settings and its limitations.

-rating 7/10

Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian journal of adult learning, 55(1), 9-30.

Transformative change is required across all aspects of society. With such short time windows, leverage points become critical.

Transformative change is required.

inevitable prioritization.

exactly!

see above calculation

Shall we make a calculation. A = max research funding from funders B = sum of researchers C = A/B = research fund accepted by researchers (with competition)<br> D = subscriptions to publishers

The old way: Within every C, there's E (OA publishing fund = X% x C).

The new TA way:

A = max research funding from funders consist of C = research fund without E (OA publishing fund)

D+E is paid to the publishers, which in turn give an allocation to publish as OA articles and to read non OA articles.

I don't think it changes much. It limits the choices of researchers to publish OA to certain publishers that have TA.

this is important.

1. read and publish agreement

• from subscription fund to allocations to read and publish.

1. publish and read agreement

• from subscription fund to allocation to publish. so members of the institution dan read all materials.

The repurpose should not be used since the agreement does not change the role of funders to fund and publishers to publish (with profit).

only happens to rich countries or funders with enough money to pay.

But the transition was only about how we publish and read. It does not change the fact the sum of money that has to be paid by funders (eg: government).

Then looking at the situation of publishers right now, there are big 4 or big 5 of giant publishers. The funders (eg the government) would not be able to pay agreements with all potential (big) publishers. What about agreement small- legit publishers, especially those that publish full OA from the beginning and local journals. They would be easily oversight.

1. In every deal comes with percentage of profits.

2. Although in a way it's natural (to gain profit from a service), but how much profit is a good profit?

3. I don't think we have set up the limit. there's a price cap, but it would easily be converted to final expected profits by inputing the component of large publishing portofolio. Calculation: fixed price cap per article x (sum of allocated articles to publish + sum of allocated articles to read) = expected profit X%

4. What we (researchers) would get from it? Is it rights to publish and rights to read? So let's consider the following situations: a. in this digital internet era, anyone can publish something anywhere anytime, why would we limit our choices to certain journals from certain publishers? b. if we insert to component of peer review as one of the key feature in publishing in a journal, well then all journal would "naturally" do that (by excluding questionable journals). with more choices of OA journals that we have, why would we limit our choices to certain journal articles from certain publishers?<br> c. in a scenario where preprinting is a norm to retain copyrights, then readers would always have an OA version of any articles they wish to read.

5. So again, why would we limit our choices to only journals from certain publishers?

Which freedom we are talking about? We can practice our freedom to publish and publish OA by preprinting even by uploading our manuscript to blogs.

The missing component with that freedom is peer reviewing. Then what is stopping us from creating a freedom to peer review? (eg: PCI, Pre-review).

Many UK institutions have signed a contract to fund CUP's publishing activities for four years as a result of Plan S, regardless of how many authors accepted manuscripts (AAM) are openly available in repositories. This fact undermines the arguments made above by the STM Association about the rights retention strategy (RRS) undermining financial sustainability.

pedagogical acts/knowledge processes of transformative pedagogy/multiliteracy pedagogy are experiencing, conceptualizing, analyzing, and applying

A blended learning approach to emotional intelligence is the methodology for the course created by Google and implemented in various institutions around the globe. Rating: 8/10

An emotional intelligence course initiated by Google became a tool to improve mindfulness, productivity, and emotional IQ. The course has since expanded into other businesses which report that employees are coping better with stressors and challenges. Rating: 7/10 Key questions...what is the format of the course, tools etc?

Transformative learning theory and methods to support it are discussed in this text. Andragogy is initially reviewed in order for the reader to become acclimated to basic principles of adult learning. Transformative learning segments emphasize the methods and environments needed to achieve such deep and challenging learning. Due to the intensive personal nature of transformative learning, one must understand the readiness of the learner. The text notes that learners in transition are more apt to engage in transformative learning if given an opportunity to develop self-awareness, and a willingness to be in discomfort in open, non-hierarchical environments.

REDIRECT to this URL Tranformation for adults

This study explores transformative learning theory (TLT) for adults in the Internet-base learning environment and questions the need for students to be self-directed. The study also includes the Constructivist Internet-based Learning Environment Scale (CILES). The Self-directed Learning Readiness Scale(SDLRS) as modified by Chang (2006) was used to meet the cultural needs of the participants. In conclusion, the results have a high reliability factor and add quantitative research to previous qualitative studies.<br> Further discussion is suggested regarding the technical and emancipatory learning interests on adult online learners.

RATING: 8/10

The education for the professions and clinic education requires a unique perspective and approach, this chapter presents the critical elements of transformative learning environment design: context, critical discourse, and critical reflection, and the health science education need to have a context supportive of critical discourse and reflection for transformative learning by using a technology-enabled learning environment.

Rating: 8/10

This article explores transformitive learning theory and autonomous thinking. The author focuses on putting theory into practice with adults.

8/10