Field-Based Art Programming As a Facilitator for Transformative Learning Experiences in Tertiary Education: Participants Reflections on Land Arts of the American West

Field-based art programming proposes a different pedagogical model to respond to contemporary challenges that artists face, ranging from ecological crises to the education and development of artists. This article analyzed interviews with field-based art programming participants across two decades, focusing on artists’ experiences through their own voices. Out of the interviews with participants from Land Arts of the American West, in which participants travel, camp, and create at different sites throughout the Southwest, the participants narrate important elements of field-based art programming. Using Mezirow’s theory of Transformative Learning, this article uses participants’ descriptions to analyze the pedagogical aspects of field-based art learning that denotes a transformative experience, distinct from what is available to them in conventional tertiary art classes. Central reoccurring themes identified include immersive nature, art-making, community, and place. Participants’ responses reveal Disorienting Dilemmas and having transformative experiences.

The Anamorphosis of Struggle, Confrontation, and Ideological Imagination in Tayeb Salih’s Season of Migration to the North (1966)

The transmedia narrative of the scope of Season of Migration to The North, emphasizes substantial composite creations where specific characters and idiosyncratic plot lines imply a neo-perception method and a post-conception model within the dimensionality of understanding becomes a generative system and a transformative experience. In this run, the anamorphic format of imagination and intellection inside the indigenized process of encoding, designs a new method of normative functionalism, an original attitude of discernments and a prima materia empirical perceptive consignment. Therefore, through a relational value of model and an aesthetic realism, Salih defines an innovative interactive and immersive reality within an analytic functionalism and a psycho-functionalist view in the perspective to transcend the Islamist conservative approach of formal concept analysis and then to deconstruct the Western absorption of temporal concept analysis. It is within this respect, the principle of this paper appears to be a social deconstructionism, a modality and property differentiation concerning the status quo of the Be-ing, and a transformative reform about anthropological prerequisites and requests. In this respect, the realm of functionalism, functional linguistic and aesthetic realism involve this Salih’s object argument in a transgressive object relation.

Training Kuwaiti Teachers to Lead: A Case Study of Competitive Debate at the Basic Education College

This paper presents a case study of a competitive debate program designed for teachers-in-training at the Basic Education College in Kuwait. Stakeholders at different levels have expressed an interest in introducing more constructivist-based pedagogies into the Kuwaiti national education system, but institutional and ideological challenges have hindered implementation. Teachers at the college designed and implemented a debate program based on constructivist principles of authenticity, student meaning-making, collaboration, and high performance expectations. Survey data suggest that participants experienced debate as a transformative experience, changing their perception of themselves, of the world, and of their ability to effect change in it. Participants came to imagine themselves as future system leaders preparing future generations with higher-order skills involving complex solving, which an increasingly complex social reality demanded. From 2015 to 2018, a group of professors formed debate teams at the Kuwait University National English Debate League. This endeavour formed the empirical research presented here as evidence to support a move from instructivist teaching to constructivist learning for future teachers in Kuwait.

Transformative Experience and the Problem of Religious Disagreement

Chapter 6 considers how peer disagreement over religion presents an epistemological problem: How can confidence in any religious claims including their negations be epistemically justified? Here, it is shown that the transformative nature of religious experience poses a further problem: to transition between religious belief and skepticism is not just to adopt a different set of beliefs, but to transform into a different version of oneself. It is argued that this intensifies the problem of pluralism by adding a new dimension to religious disagreement, for we can lack epistemic and affective access to our potential religious, agnostic, or skeptical selves. Yet, access to these selves seems to be required for the purposes of decision-making that is to be both rational and authentic. Finally, the chapter reflects on the relationship between the transformative problem and what it shows about the epistemic status of religious conversion and deconversion, in which one disagrees with one’s own transformed self.

A Co-Created Methodological Approach to Address the Relational Dimension of Environmental Challenges: When Critical Legal Analysis Meets Illustrated Storytelling

Environmental education research needs to take into account the relational dimension of the ecological challenges of our time. It requires the development of methodological techniques that prioritize community concerns, and generally foster positive relational dynamics of the research and study group. This leads to the construction of a research and educational approach around the collective and cocreated interpretation of stories related to ecological bonds and knowledge, and the adoption of illustrations enabling participation, inclusion, and interaction among the parties. Through the lens of critical legal analysis and participatory research, we explore the beneficial effects of cocreating knowledge with the help of a specific learning toolkit (LT), built around storytelling and designed to stimulate respectful relationships between participants. The LT addresses a wide audience of indigenous and local communities, students, and researchers. Founded on participated storytelling, collective interpretation, and illustration, the toolkit includes (1) the project cover, (2) an illustrated handbook based on an indigenous story, and (3) the illustration and conceptualization of a silent book. Through the interpretation of stories on the ecological bonds between humans and nonhumans, we analyze how the process of looking for common solutions to environmental threats makes participants reflect on their relational connection to the theme and each other. We also observe how the discussion generates a sense of responsibility that comes with bringing a new idea into being. The result is that both education and research become part of the solution to the challenge itself in the shape of a harmonious relational and transformative experience. The solution lies in the recognition of the individual and collective capacity to change systems by changing relationships. Only through a collective effort towards a common sense of relational accountability and trust we can heal the wounds of our planet, and our individual and collective wounds.

Against Intuitive Horribleness

Testimony by disabled people concerning the relationship between their experiences and overall well-being has long been an object of social scientific and humanistic study. Often discussed in terms of “the disability paradox,” these studies contrast the intuitive horribleness of certain impaired states against the testimonial evidence suggesting that people in such states do not in fact experience their lives as horrible. Explanations for why such testimonial evidence is suspect range from claims about adaptive preferences to issues of qualitative research methodology. In this paper, I argue that the problem lies not with the evidence, but the intuitions in question. Using the disability paradox as a case study, I further argue against the use of the concept of intuitive horribleness in social epistemology. I contend that testimonial and hermeneutical injustices are baked into most deployments of the concept, and even if one were to justify its use in select cases, it should be accompanied with prima facie suspicion. In conclusion, I discuss the implications of this analysis for the literature on transformative experience and also for the stakes of multi-cultural, historically informed philosophical analyses more generally.

A Call to Transform Maternal and Child Health Mentorship to Build Inclusivity, Honor Diversity of Experiences, and Tackle the Root of Health Disparities

Introduction Mentorship should be a transformative experience that propels mentees from one point in their career to another and drives personal growth. Within the field of maternal and child health (MCH), it is considered a critical professional duty. However, MCH has yet to explicitly embrace mentorship practice as a means to address workforce challenges including turnover, knowledge loss, and undue burden on the part of historically oppressed individuals and communities to overturn oppressive systems. Call to Action We advocate for public calls for diversity and equity to be met with strategic enhancement of the practice of MCH mentorship. Transformative MCH mentorship should be used to promote positive identity formation, understanding of self in context, efficacy, and sustained commitment to working with MCH populations in ways that are inclusive and prevent the perpetration of the problematic power dynamics that lead to inequitable outcomes. Recommendations We present recommendations to strengthen MCH mentorship practice. At the individual level, there should be a refreshment of norms and expectations, where mentorship is seen as a uniquely flexible opportunity for mutual learning. At the organizational level, embedding mentorship in all aspects of practice helps establish and sustain a culture of belonging. This transformative organizational culture can attract and retain future generations of professionals that are not only more representative of the populations that MCH programs support but are prepared to authentically elevate the needs and strengths of those populations. These suggestions incorporate best practices from other fields and include ideas for the MCH field in particular.