The listening train: A collaborative, connective aesthetics approach to transgressive social learning
- Authors: McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/371023 , vital:66404 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137658"
- Description: This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence.
- Full Text:
- Date Issued: 2015
- Authors: McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/371023 , vital:66404 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/137658"
- Description: This paper explores a personal iterative retrospective of a series of expansive social-learning processes that were collaboratively developed through practice-based enquiry across 17 South African towns/contexts. This reflexive narrative explores the development of a ‘Climate Train’, a mobile social-learning platform, that was conceived and created through a collaborative social movement of ‘cultural practitioners’ ranging from visual artists, poets, film-makers, theatre-makers, guerrilla-gardeners, musicians, facilitators, to educational researchers, among others, who created new ‘connective aesthetic’ social spaces for dialogue and exchange. Drawing from a variety of artistic genres, including but not limited to theatre and social sculpture (an expanded concept of public/participatory art), I reflect on the formative, foundational qualities of these approaches and share insights into social-learning praxis that emerged on the tracks. Of primary focus is the use of aesthetic praxis as a means that transforms how we engage with our inner capacities as well as how we develop our relational sensibilities. Key findings include the vital role of connective aesthetics in establishing imaginal thinking, moral intuition, empathy, participative parity, and emergence, and how these are important for transformation and establishing new capacities for ecological/global citizenship and collaborative intelligence.
- Full Text:
- Date Issued: 2015
Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E J, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction
- Lotz-Sisitka, Heila, Wals, Arjen E, Kronlid, David O, McGarry, Dylan K
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
- Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
- Date: 2015
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
- Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
- Full Text:
- Date Issued: 2015
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