Teaching for transformation...

Teaching for transformation: Implications for learning programs and environments For several years now I have been writing about the complementarity of the cognitive, affective and spiritual dimensions in learning which are generated by notions of the rational, emotional and spiritual intelligences and which could and should lead to transformation.

I have drawn on various perspectives in literature and research to describe processes in learning which address both the inner and outer life of the student which involve perceiving, thinking, feeling and intuiting. By encouraging and prompting intuitive responses, learning is enhanced and deepened (see de Souza, 2001, 2003, 2004a, 2004b, 2005).

In general, this model of learning is conceivably different from many educational programs and practices in Australia, particularly ones which focus on the outer person and reflect a fragmentation and compartmentalization of subject areas as well as of elements in the learning process.

In addition, there are those practices that attend more to cognitive learning and assessment procedures that measure particular standards in the achievement of knowledge and skills, all of which are reflective of the positivistic, reductionistic mindset of a twentieth-century education system. In contrast, addressing the spiritual dimension of learning reflects aspects of the inner person and is about promoting connectedness between content and between individuals.

This is especially important in the current climate which reflects certain negative overtones which relate to religious pluralism, separateness and extremism. Certainly, there is some hope for progress to be made with such an approach to education if we are, indeed, experiencing a shifting paradigm and a changing consciousness as suggested by Harman. One sign, in Australia, is the Federal Government drive towards the incorporation of a values based education.

Another corresponding change is the increased focus being given to emotional literacy and the role of the imagination and intuition in the learning process. Therefore, children should be encouraged to access and develop this area of their lives.

To do this, we need to explore ways to change various aspects of learning programs and environments of contemporary classrooms so that they promote connectedness in the learning experience and promote self knowledge in students through their engagement and interaction with Other.