In this part of the ESD Change Project and in Learning Action 3, we will review different approaches to learning, identifying those that promote active learning and ‘handprints’ (or positive movement) for change, critical thinking and transformative learning (T-learning). We will consider how learning can emerge from culture and experience, and can be transformed through engaging learners in local depth inquiries using systems thinking, and through giving them chance to encounter new knowledge to expand their enquiries – and then to narrate, design and model more just and sustainable options, possibilities and alternatives that are ethics led, and that reflect empathy and concern for self, others and community, and compassion and purposeful change (see the diagram below).
You can download the Learning Action 3 below. The final step for Learning Action 3 is to complete the Assignment discussed below with your community of practice members.
We conclude Learning Action 3 with TASK 3:
Change Project Part 3 – Transformative Learning and Learning Environments
In this assignment, we particularly focus in on the T-learning pedagogical model for expansive learning that can be used to make ESD Change Project processes work in practice. This is because ESD cannot work without a focus on T-learning, learning something new, and learning to do something about the challenges we face in the world.
In planning a learning sequence like this, it is also helpful to identify learning materials with the student teachers and TVET instructors that you work with. For this reason we have built an e-learning library on the sustainabiltyteachers.org website. This e-learning library can be freely accessed and download by student teachers in training or by TVET instructors. They can use the learning sequence guideline, focused around a local or relevant sustainable development goal or challenge, and then plan for active learning and co-engagement in schools, colleges and in communities.
These tools are to help student teachers plan for T-learning with the learners with whom they will work during practice teaching and during their own teaching careers. We share the model again, and encourage you to use it with your student teachers as they plan lessons for practice teaching. This model can be used in all settings – ECD, Primary, Secondary Education and in TVET pedagogical processes.