Transformative Pedagogy

The world is changing – fast. The only constant is change. Traditional education is
fairly static, with a teacher transferring knowledge from the one who knows to those
who do not. To some extent this may be fine and necessary. But this approach does
not prepare for change. Rather it prepares for passively accepting change without
asking too many questions.

Transformative pedagogy involves engaged learning. It is democratic. It utilizes ideas

from Pablo Freire, such as dialogic education rather than “banking education“. A
relevant education is not limited to a classroom, but seeks to contextualize the issues
by the surrounding areas and people as parts of the learning environment. A
problem-posing approach to education involves listening, dialogue, action and
reflection. Transformative education demands active and engaged students, asking
critical questions, and search for additional information at other sources as well as
those given in a curriculum. The students are trained in information literacy:
searching and critically assessing the information obtained. The assessed
information should then be placed in a context and used for example to solve a
problem.
The students must collaborate and negotiate meaning with peers and in intergroup
relations. This is usually an efficient way to avoid superficial learning and to develop
deeper understanding. Cramming just for a test is as a rule avoided. Constructivist
and socioconstructivist pedagogy (Dewey, Vygotsky, Sæljø, Lave and Wenger,
Bruner, Biggs, etc.) are common approaches to education. Collaborative learning is
crucial for gaining experience in team work and key 21st century skills. See easy e-
book: Together we can.
In transformative education, an important concept is the “Communities of
practice” (Wenger, 1998) and “Knowledge building communities. With the
introduction of ICT and online education, there is a considerable potential for
increase and a transformation from a simple classroom to complex virtual
classrooms with participants collaborating irrespective of time and place. The socio-
constructivist pedagogy is obviously crucial, and any of the following approaches may
add to the online learning environment
 pedagogy of work (pupils learn by making useful products or providing useful
services);
 co-operative learning (based on co-operation in a productive process (Note the
discussion cooperative vs collaborative learning. See e-book: Together we can!);
 enquiry-based learning (a trial and error method involving group work);
 the “Natural Method” (based on an inductive, global approach);
 centers of interest (based on children’s learning interests and curiosity).
Transformative pedagogy prepares people for change.
Transformation now
Our economic system depends on GROWTH. However, the Earth’s ecological
systems break down from more economic growth.
We need a transition from the present consumer society to a sustainable society. To
ease the transition, we must collectively learn to cooperate, to treat each other and
the earth with dignity and respect. In short, we need a paradigm shift.

Stages in a paradigm shift

We have had a good period of economic growth and millions of people have been
improving their living conditions. However, the basic conditions for this
improvement are not stable, as can be seen in the present financial crises.
Many of us gradually become aware of an accumulation of unsolved problems
like climate change, peak oil, enormous capital accumulation in “wrong” places,
depletion of ecosystems, pollution, lack of freshwater, depletion of natural resources,
more storms, floods and droughts etc. As an increasing number of people become
aware of the problems, there will also be a number of increasingly vocal and
aggressive paradigm defenders. They will propose more and more extreme
and absurd measures to prevent change, and they will aggressively deny
reality.
At certain points there will be increasingly severe crises. There will be acute
problems and non-linear, dramatic shifts. Extreme and unpopular measures will be
taken. There will be a rapid depletion of the resource base, and important
actors within the old paradigm will understand the picture, and leave the
old ways of solving problems. At this stage there will be a competition for finding
radical solutions – a paradigm competition. This stage requires creativity and an
ability to think “outside the box”. A new paradigm will be established after a
more or less painful transition. The sooner we start working on the transition, the
better.