BECOMING INTEGRAL EDUCATORS FOR SUSTAINABLE FUTURES … · The majority of current human-centred...

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BECOMING INTEGRAL EDUCATORS FOR SUSTAINABLE FUTURES: A HUMAN-DECENTRED DESIGN APPROACH TO TEACHER DEVELOPMENT IN AN INDEPENDENT SECONDARY SCHOOL Nikolas Michael Winter-Simat BA, AF HEA Submitted in fulfilment of the requirements for the degree of Master of Philosophy (Research) Creative Industries Faculty School of Design Queensland University of Technology 2019

Transcript of BECOMING INTEGRAL EDUCATORS FOR SUSTAINABLE FUTURES … · The majority of current human-centred...

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BECOMING INTEGRAL EDUCATORS FORSUSTAINABLE FUTURES:

A HUMAN-DECENTRED DESIGNAPPROACH TO TEACHER DEVELOPMENT

IN AN INDEPENDENT SECONDARY SCHOOL

Nikolas Michael Winter-Simat BA, AF HEA

Submitted in fulfilment of the requirements for the degree of

Master of Philosophy (Research)

Creative Industries Faculty

School of Design

Queensland University of Technology�

2019

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Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school i

Keywords

Integral Education; Collaborative Design; Holistic Teacher Development; Non-

Anthropocentrism; Human-decentred Education; Transformative Learning;

Ontological Design; Transition Design

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ii Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school

Definition of Key Concepts

Collaborative design: A participatory design methodology that identifies, values and involves the diverse ways of knowing and being of multiple stakeholders and actors in the work to solve complex problems and generate mutually beneficial outcomes. Co-design: An approach to problem solving that involves users as experts and collaborators in the design process addressing relevant problems. Consciousness Development (Expansion): A process of worldview transition towards increasing inclusivity, belonging and other-orientation. An individual and collective expansion from self towards ever increasing inclusivity and complexity. Decentred Design: A non-anthropocentric design approach that moves beyond the human-centred to include the agency and validity of non-human actors involved in a given network or context. Ontological Design: A theory that describes the agency of the designed world to shape all areas of human thinking and expression. Often understood as a circle in which human designed objects, systems, ideas etc. contribute to the forming of realities which found future human thinking, behaviour and designing. More-than-human: The consideration of human and non-human actors as co-participants in a network or system. Human decentred: An approach to thinking, acting and being that acknowledges the interdependence and co-evolution of all that exists rather than positioning the human as central. Transformative Learning: A process of change in thinking, values, beliefs, being and actions due to exposure to new information and a process of critical internal and external reflection and discourse. Sympoiesis: The understanding that complex adaptive systems are not self-making (autopoiesis) but reproduce, maintain themselves and adapt through complex relationships with often heterogeneous partners. Integral Education: An approach to education that acknowledges the need for humans to develop a coherent process of sense-making within an interconnected understanding of the world in terms of the relationships between mater, life, culture and consciousness.

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Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school iii

Abstract

The majority of current human-centred cultures, systems and behaviours are

unsustainable and threaten a life-supporting Earth. To transition to genuinely

sustainable futures, requires the development of more sustainable ways of being. This

involves transformation at the ontological level towards a more integrated sense of self

that extends beyond the dominant anthropocentric worldview.

Education, including the training and continued development of teachers, rarely

addresses these issues, and thus reinforces development within dominant

unsustainable paradigms of consumption and individualism. The theory of ontological

design offers a way of understanding human change in relation to what and how we

have designed. Considering this, the hypothesis of this research is that an integral and

human-decentred design approach to education might contribute to the ontological

changes needed to support the urgent work of transitioning to sustainable societies.

This research examines how a pedagogical framework might be developed to

engage secondary teachers in an ongoing process of personal and professional

development and contribute to the transition to a more integral and transformative

approach to education. It does so by proposing and applying a human-decentred

conceptual pedagogical framework to the design and facilitation of a series of co-

design workshops involving educators at a small independent special assistance

secondary school in Brisbane, Australia. Positioned within a developmental and

relational understanding of the world, this research employs a collaborative design

methodology of inclusion and change.

Findings provide insight into the capacity of the Decentred Pedagogical

Framework to facilitate participants’ expansion beyond the human-centred approach

to engaging in the world. This includes changes in participants’ perspectives on

educational priorities and values, transformative learning aligned with key mindsets

associated with sustainability, and an expanded capacity for collaborative work on

complex problems requiring non-dual thinking.

The thesis then draws together the findings to discuss limitations, future work

and the overall theoretical and practical implications of the research and the Decentred

Pedagogical Framework.

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iv Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school

Table of Contents

Keywords ............................................................................................................................. i

Definition of Key Concepts .................................................................................................. ii

Abstract ..............................................................................................................................iii

Table of Contents ................................................................................................................ iv

List of Figures ..................................................................................................................... vi

List of Tables ..................................................................................................................... vii

List of Abbreviations ........................................................................................................ viii

Statement of Original Authorship ........................................................................................ ix

Acknowledgements .............................................................................................................. x

Chapter 1: Introduction ................................................................................... 1

1.1 Background ................................................................................................................ 1

1.2 Context ...................................................................................................................... 3

1.3 Research Questions and Objectives ............................................................................ 4

1.4 Scope of the Study ..................................................................................................... 5

1.5 Thesis Outline ............................................................................................................ 5

Chapter 2: Literature Review .......................................................................... 7

2.1 Design and Sustainable Futures .................................................................................. 7

2.2 Education ................................................................................................................. 14

2.3 Teacher Development and Educational Change ........................................................ 25

2.4 Summary and Implications ....................................................................................... 28

Chapter 3: Theoretical Framework ............................................................... 31

3.1 Integral Ontology ..................................................................................................... 31

3.2 Epistemology ........................................................................................................... 32

3.3 Theory ..................................................................................................................... 32

3.4 Researcher’s Values and Position ............................................................................. 36

Chapter 4: Human-Decentred Conceptual Pedagogical Framework ........... 37

4.1 The Decentred Pedagogical Framework.................................................................... 37

4.2 Application in this Research ..................................................................................... 43

4.3 Contributions ........................................................................................................... 43

Chapter 5: Research Design ........................................................................... 44

5.1 Methodology and Research Design........................................................................... 44

5.2 Research Site and Participants .................................................................................. 51

5.3 Instruments .............................................................................................................. 53

5.4 Procedure and Timeline ............................................................................................ 54

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5.5 Analysis ................................................................................................................... 55

Chapter 6: Results .......................................................................................... 57

6.1 Narrative Results of Preliminary Study ..................................................................... 57

6.2 Narrative Results of Co-design Workshops ............................................................... 58

6.3 Emergent Thematic Analysis .................................................................................... 73

Chapter 7: Findings and Discussion ............................................................... 79

7.1 Decentred Pedagogical Framework ........................................................................... 79

7.2 Methodology ............................................................................................................ 81

7.3 AQAL and Spiral dynamics ...................................................................................... 83

7.4 The Entanglement and Coevolution of Participants, Methodology and Researcher .... 86

7.5 Summary .................................................................................................................. 87

Chapter 8: Conclusion & Implications .......................................................... 88

8.1 The Decentred Pedagogical Framework .................................................................... 89

8.2 Conclusions .............................................................................................................. 93

8.3 Significance and Implications of the Research .......................................................... 94

8.4 Limitations ............................................................................................................... 95

8.5 Recommendations .................................................................................................... 96

8.6 Final Thoughts ......................................................................................................... 96

Reference List ....................................................................................................... 97

Appendices .......................................................................................................... 103

Appendix A Collaborative Design Workshop 1 ................................................................ 103

Appendix B Collaborative Design Workshop 2................................................................. 105

Appendix C Collaborative Design Workshop 3................................................................. 107

Appendix D Collaborative Design Workshop 4 ................................................................ 108

Appendix E Collaborative Design Workshop 5 ................................................................. 109

Appendix F Workshop Data Examples ............................................................................. 110

Appendix G Data Analysis ............................................................................................... 113

Appendix H Enlarged Figures 2, 3, & 5 ............................................................................ 121

Appendix I Ethics Documents .......................................................................................... 125

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List of Figures

Figure 1 Four Quadrants of Integral Theory (Wilber, 2000) .................................... 23

Figure 2 Integral Map of AQAL and Spiral Dynamics (Wilber, 2000) .................... 33

Figure 3 Thinking, Being & Acting Model of Development. Diagram designed by the author based on the works of Wilber (2000), Beck and Cowan (1996) ....................................................................................................... 40

Figure 4 Human-Nature Relationship Evolution Model. Diagram designed by the author. ................................................................................................. 41

Figure 5 Research Design ....................................................................................... 48

Figure 6 Artefacts from Workshop 1 ...................................................................... 59

Figure 7 Artefacts from Workshop 2 ...................................................................... 63

Figure 8 Artefact from Workshop 4 ........................................................................ 68

Figure 9 Spiral Dynamics model adapted from Beck and Cowan (1996). ................ 84

Figure 2 Integral Map of AQAL and Spiral Dynamics (Wilber, 2000) .................. 121

Figure 3 Thinking, Being & Acting Model of Development. Diagram designed by the author based on the works of Wilber (2000), Beck and Cowan (1996) ..................................................................................................... 122

Figure 5 Research Design ..................................................................................... 123

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List of Tables

Table 1 Ontological Themes, Decentred Design Principles and Integral Quadrants. Integral Quadrants from Wilber (2000) .................................... 39

Table 2 Movement towards an integral learning paradigm ...................................... 42

Table 3 Research Paradigm Summary ..................................................................... 45

Table 4 Questions for Validity and Quality in Inquiry (Reason & Bradbury, 2006) ........................................................................................................ 56

Table 5 Workshop 1 Question, Objectives and Emerging Themes ........................... 58

Table 6 Workshop 2 Question, Objectives and Emerging Themes ........................... 62

Table 7 Workshop 3 Question, Objectives and Emerging Themes ........................... 64

Table 8 Workshop 4 Question, Objectives and Emerging Themes ........................... 67

Table 9 Workshop 5 Question, Objectives and Emerging Themes ........................... 70

Table 10 Education Philosophy Analysis ................................................................ 71

Table 11 Emergent Categories by Theme ................................................................ 73

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viii Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school

List of Abbreviations

AQAL: All Quadrant All Level EfS: Education for Sustainability AuSSI: Australian Sustainable Schools Initiative ACTLF: Arethusa College Teaching and Learning Framework HCI: Human Computer Interaction

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Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school ix

Statement of Original Authorship

The work contained in this thesis has not been previously submitted to meet

requirements for an award at this or any other higher education institution. To the best

of my knowledge and belief, the thesis contains no material previously published or

written by another person except where due reference is made.

Signature:

Date: April 2019

QUT Verified Signature

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x Becoming Integral Educators for Sustainable Futures: A human-decentred design approach to teacher development in an independent secondary school

Acknowledgements

Many have contributed to the formation and completion of this work. On the

broader scale, I want to acknowledge some of the wild places which have revealed

mysteries of interconnectedness in ways that text and thought cannot achieve. I want

to thank Fraser Island and that one very old tree, Nickel Lake for its still wisdom and

Storm King Dam for a quiet place to write. These places and their dynamic webs of

partnerships have been teachers, friends and home.

I thank QUT and the staff and structures that thoughtfully consider and support

the research journey. Thanks to my fellow research students and sessional academics

who have given feedback and shown interest in this work. A special thanks to my

colleagues and research participants at Arethusa College Spring Hill and in particular

Marj Hetherington.

I would like to give genuine thanks to my supervisory team, including Cara

Wrigley, Jaz Choi, Natalie Wright and Manuela Taboada. In particular I want to thank

Manuela and Natalie for seeing me through the final year and all the challenges that

emerged. Thanks Manuela for understanding the personal journey this work was

entangled with, muito obrigado.

Thanks especially goes to my wife Sharne for listening to countless hours of

verbal processing, confusion, breakthroughs and soul work, and to our two children

Ivy and Otis for their support and deep knowledge about what is most valuable.

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Chapter 1: Introduction 1

Chapter 1: Introduction

This chapter first establishes the background (section 1.1) and context (section

1.2) of the research. Section 1.3 articulates the problems, gaps in the literature and

research questions as well as the contributions and significance of this work. Section

1.4 describes the scope of the study and section 1.5 provides an outline of the thesis.

1.1 BACKGROUND

Due to human actions, several of the Earth’s major life systems are under threat

of irreversible and abrupt changes that could be disastrous for all life (Rockström,

2009). A thriving Earth life community will require a human population that has

developed beyond its current dominant anthropocentric stage of consciousness

characterized by over-consumption, disconnection, and competition.

Considering this need for human and systems transformation, secondary

education might be the most efficient current cultural mechanism to effectuate the deep

social changes required (Dewey, 1916; Orr, 1994; Plotkin, 2008; Sterling, 2001).

Adolescence is a time of cognitive and social construction of the self (Harter, 1999).

Formal education, spanning the adolescent transition period has strong impacts on

shaping personalities through consistent social engagement. However, considering

that education is currently embedded in, and promotes the current unsustainable

anthropocentric worldview, a paradigmatic transformation is required to be able to

promote human development that supports a life sustaining planet.

To engage education in this level of transformation, its role in the “epidemic

failures in individual human development” (Plotkin, 2008) must be acknowledged and

assessed. Education, while operating within a nationalistic sense of identity rather than

around the notions of planetary consciousness, has created a “deep fracturing of the

personal from community life at all levels of involvement” (O’Sullivan (1999). There

is a need for education to transition from a system promoting personal success, social

cohesion and national interests to one that helps individuals and groups identify and

develop the skills, mindsets, and worldviews that contribute to healthy, integrated, and

sustainable more-than-human communities.

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2 Chapter 1: Introduction

Design has played a major role in the development and expansion of all aspects

of industrial societies as well as the shaping of corresponding mindsets and

worldviews. Design has also been identified by many as a process capable of dealing

with the wicked problems involved in complex systems change (Cross, 2006; Fuad-

Luke, 2009; Nelson & Stolterman, 2003; Taboada, Dutra, Haworth, & Spence, 2010).

In response to the growing awareness of modern lifestyles’ contribution to far reaching

ecological loss and defuturing, human-decentred design initiatives are emerging, as

opposed to object-centred or human-centred (Cruickshank & Trivedi, 2017; Forlano,

2016; Mathews, 2011). Based on an understanding of the ontological nature of design,

these new design perspectives aim not only to redesign design but also to forge new,

more inclusive and integrated ways of being in the world. Irwin, Kossoff, and

Tonkinwise (2015) propose Transition Design as one such approach to sustainable

futures that works alongside knowledge from other disciplines to coordinate large

scale change towards societies based on communities in symbiotic relationships with

local ecosystems.

Yet any work towards what Fry (2008) refers to as ‘the sustainment’, requires

transformation at both systemic and individual levels. Therefore, work towards

sustainable futures that acknowledges the interconnectedness of life on Earth must

consider holistic human development as a part of the development of new systems and

practices.

Considering this, three major inconsistencies in the dominant education

paradigm must be addressed. First, the current educational paradigm is complicit with

market driven economies and mechanistic socio-cultural structures that directly

conflict with ecological and life sustaining principles. Second, preparing young people

to succeed in a future based on the progression of the current unsustainable ontological

paradigm cannot promote sustainability but only furthers ecological crises. Third, the

dominant methods, approaches and models of teaching and learning rarely consider

the larger structures and dynamics of consciousness development.

Therefore, new models and design approaches are needed to better understand

and implement learning strategies that are meaningful, transformative and inclusive of

the more-than-human world. Central to the changes required is the training and

development of teachers as active and creative agents.

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Chapter 1: Introduction 3

1.2 CONTEXT

Considering the crucial role of teachers and school leaders in curriculum

delivery, school culture and student outcomes, the central focus of this research is the

development of a conceptual pedagogical framework that supports both teacher

personal and professional development and the changes needed in education. To do

this, a holistic understanding of how change occurs and our role in it must set the

context of this study.

To begin with, education must be re-established within a framework that reflects

the interconnected, sympoietic (relational becoming) nature of life as well as the basic

principles of human change and transformation. These being: environmental pressures

(natural selection), social pressures (social selection) and technological pressures

(ontological design). Ontological design—or the influence that making and the made

has on the maker—and social selection are the primary means that education can

access meaningful and lasting change. For this reason, “making together”

(collaborative design) is a central theme in the context of this research.

Ontological levels of education require a deeper understanding of human

development in terms of transformation of being or the expansion of consciousness

rather than knowledge acquisition. Researchers in this area (Fry, 2012; Mezirow, 2000;

O’Sullivan, 1999; Plotkin, 2008; Wilber, 2000) believe that human consciousness is

dynamic and evolves in time through cycles of conflict, communication, reflection and

action. Based on the work of multiple philosophers, developmental psychologists, and

educationalists, Integral Theory provides a holistic model for understanding individual

and collective human development (Beck & Cowan, 1996; Esbjorn-Hargens, 2006;

Gidley, 2007; Wilber, 2000).

Transition Design acknowledges how individual and collective mindsets are

formed by experiences as well as social and political paradigms which in turn, impact

the way people engage with problems in the world. Therefore, Transition Design

proposes a holistic worldview leading to a collaborative approach to interaction and

sense-making. Irwin et al. (2015) identify postures and mindsets required for

individuals to actively contribute to these larger transitions including a mindset of

openness, mindfulness, self-reflection; a willingness to collaborate; cooperation over

competition; a sense of urgency and optimism for change; a deep respect and advocacy

for “others”; the ability to work with uncertainty, ambiguity, chaos and contradiction.

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4 Chapter 1: Introduction

However, the education approaches, models and frameworks that promote the

development of these characteristics remain undefined.

These fundamental and systemic changes are not usually well understood or

defined, nor is there substantial research identifying how schools and teachers can

develop and implement new responsive pedagogical frameworks that align to these

values. This is what this research is set to contribute to.

1.3 RESEARCH QUESTIONS AND OBJECTIVES

There are very few approaches to teacher development that acknowledge the

need for systemic change in education and recognize that these changes require

attention to not only professional, but also continued personal development including

values and mindsets. Further, little research exists on appropriate methods and theory

to frame such an approach. Considering this, the following research questions

emerge.

How might a pedagogical framework be developed to engage secondary

teachers in an ongoing process of personal and professional development and

contribute to the transition to a more integral and transformative approach to

education?

1. What theories, methods and approaches might be appropriate to guide

such transition work?

2. What is the perceived value of a collaborative method for change in

education?

In seeking to answer these questions within the scope of this research, the

following objectives have been identified.

1. The development of a decentred conceptual pedagogical framework based on

Integral Theory and Ontological Design

2. The development of theoretical models integrating Ontological Design,

decentred design, spiral dynamics and Transformative Learning within an

Integral Ontology.

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Chapter 1: Introduction 5

3. The development of a collaborative design methodology to implement the

pedagogical framework.

4. The application of Integral Theory in the design and assessment of a personal

and professional teacher development program.

1.4 SCOPE OF THE STUDY

To achieve these aims and contributions, this research utilised a collaborative

design methodology within a participatory and phenomenological epistemology. The

project consists of the design and facilitation of a series of educator personal and

professional development workshops. Participants were involved as collaborators in

the ongoing evolution of the project including the development of activities and the

co-design of transformative learning models and an education philosophy. Qualitative

data was generated from the workshops, focus groups, journals, questionnaires and

artefacts. Research outcomes were derived from thematic analysis of the qualitative

data.

This research is positioned to contribute in key ways to the urgent need for

education to participate in the larger social changes required to develop more

sustainable societies. First, the theories, methods, and approaches synthesised in this

work can be applied in diverse transition contexts. Second, the conceptual pedagogical

framework applied at the research site will be available for application at other schools.

Last, the application of the collaborative design methodology for personal and

professional development of teachers contributes to a gap in the literature concerning

school transformation.

1.5 THESIS OUTLINE

Continuing from this introduction, Chapter 2 (Literature Review) reviews

relevant literature and exposes the need for this work, integrating the diverse literatures

from design, philosophy, sustainability, education and developmental psychology.

Chapter 3 (Theoretical Framework) describes the theories framing this research while

Chapter 4 (Human-decentred Pedagogical Framework) details the framework, models

and approaches developed and applied in the project. Chapter 5 (Research Design)

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6 Chapter 1: Introduction

contextualises this research describing and explaining the methodology, research

design, participants, instruments, procedures, timelines, analysis, ethics and

limitations. Following this, Chapter 6 (Results) describes the results in relation to the

research design. Chapter 7 (Findings and Discussion) contains a discussion and

evaluation of the findings in connection with themes from literature. In Chapter 8

(Conclusion and Implications) the conclusion provides a brief summary of the research

including the theoretical background, methodology and project design. Following that

is a recap of the themes, findings and discussion in relation to the literature, theory and

research questions. Finally, the significance and implications of the results are

described, limitations identified and recommendations given.

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Chapter 2: Literature Review 7

Chapter 2: Literature Review

Considering the urgent need for radical changes in individual development,

social systems and human evolution, this chapter reviews and discusses literature

across the fields of design, education, philosophy and developmental psychology. The

aim of this chapter is to outline the need for, and characteristics of, an integral approach

to educator development that has the capacity to engage in coordinated ontologically

transformative processes. As a result, this research is based on a deep understanding

of design, change, futures, sustainability and the larger transitions needed in education

and society.

This chapter is organised into three sections. Section 2.1 builds on an ontological

design framework for human change, critically reviews approaches to sustainability

and futures, and establishes a decentred design approach as central to this work.

Section 2.2 identifies why dominant education approaches are limited in capacity to

contribute to sustainable futures, and critiques design-based and alternative education

approaches. The emerging application of Integral Theory to education is then

examined. Section 2.3 reviews approaches to teacher development for school

transformation and proposes the need to involve teachers as participants in decentred

approaches to education, as well as their own continued personal development. Finally,

Section 2.4 summarises the literature discussed and proposes the need for new

pedagogical frameworks based on a human-decentred and nondual paradigm to better

contribute to sustainable futures.

2.1 DESIGN AND SUSTAINABLE FUTURES

The current era has been considered the Anthropocene due to the influence of

humans on every aspect of the planet. Stein and Gafne (2015) define this growing

awareness of the human ability to impact the Earth to the extent that humans and many

other species may face extinction as ‘The Second Shock of Existence’. This crisis has

spawned decades of research, discussion and action addressing issues of ecological

sustainability (Gabler, 2015; Morton, 2013; Thorpe, 2007). Much of the focus has been

on political action, community work and technological and scientific innovation, yet

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8 Chapter 2: Literature Review

has often attempted to solve these problems with the same mindsets, worldviews and

methods that created them. What has been often neglected, is the need for the

development of human interiors—radical transformations in the very structure of our

consciousness and species-wide self-understanding. Design, as a future oriented

discipline well known for creatively working with wicked problems, is being called on

by many to address these existential crises. However, considering our growing

understanding of the interconnected and interdependent nature of the more-than-

human world, our approach to design must evolve beyond the current human-centred

paradigm. The ontological capacity of design to contribute to the evolution of human

consciousness toward more integral and relational ways of being in the world is

emerging as central to authentic work towards sustainable futures (Fry, 2008;

Haraway, 2016; Prigogine & Stengers, 1984; Stengers, 2009).

2.1.1 Sustainability and Design

The anthropocentric perspective on sustainability—as reflected in the World

Commission on Environment and Development (1987)—promotes the reduction of

the negative impacts of our human activities, while maintaining a mindset of continued

growth, consumption and commodification of the natural world (Alexander, 2015).

This perspective is embedded in the concept of “green capitalism” (Gabler, 2015),

which still endorses the ultimate aim of continuous growth and development.

Unlimited growth and development however, are intrinsically at odds with a planet

with limited space and resources (Alexander, 2015; Gare, 2017; Klein, 2014).

Although there is a general consensus that the current levels of extraction,

consumption and waste/pollution must be dramatically reduced, there is little

agreement on what constitutes a sustainable future and how that might be achieved.

Current efforts towards sustainability have been primarily focused on making

changes within the dominant anthropocentric and techno-centric development

paradigm with minimal impact on economic and political systems or consumeristic

lifestyles. This focus on new technologies, material substitutions and the creation of

more efficient systems does not question, but reinforces, a culture of consumerism and

techno-optimism (Alexander, 2015; Fry, 2008; Tonkinwise, 2015). This is based on

larger and often unobserved assumptions that humans are separate from nature and

stand in a position of power over the natural world.

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Chapter 2: Literature Review 9

Although many premodern and indigenous cultures do not hold this division in

their worldview, it has become the unquestioned dominant perspective through years

of conquest, colonialism and imperialism (Wilber, 2000). According to McDonough

and Braungart (2002), this has resulted in a common cultural understanding of

sustainability as attempts to do less harm to the environment while maintaining the

current systems and structures of design and production. Others however, identify

sustainability as not just a technological problem but a problem with the current state

of human consciousness (Beck & Cowan, 1996; Fry, 2012; Plotkin, 2008).

Fry (2012) refers to humans as currently an unsustainable species, stating that

“we can no longer remain as we are and have a viable future”. Mathews (2011)

suggests that the way humans understand themselves in relation to nature is what can

help determine people’s ability to value and act more sustainably. Across disciplines,

there are emerging conceptual approaches to subvert the dualism of culture and nature

and reframe nature, humans, artefacts and technology in connected, complex, and

coevolving relationships (Barad, 2007; Cullinan, 2011; Haraway, 2016; Mathews,

2011).

The theory of ontological design provides a way to understand the complexity

involved in the development of human worldviews, cultures and societies. From this

framework new design approaches have emerged that consider not only the product of

the design, but the ongoing contributions to new ways of being in the world.

2.1.2 Ontological Design and Human Change

For most of human history we have been unaware of the full impact that our

creative and imaginative acts have had on the environment, other species, human

individuals, cultures, and human evolution. Ontological Design can help us understand

our evolutionary history and the development of our current unsustainable societies.

Further, it can inform approaches to education for individual and collective

development.

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10 Chapter 2: Literature Review

Ontological design is a theory that describes the agency of the designed world to

shape all areas of human thinking and expression. It is often understood as a circle in

which human designed objects, systems, ideas, etc. contribute to the forming of

realities which found future human thinking, behaviour, and designing (Willis, 2007).

In this way, humans design and make from the context of their current human-made

world/reality, and those designed objects go on building the world that will in turn

shape other people’s ways of living, being and making the world. Yet, that world from

which they designed in the first place, has been, in their turn, designed by a long history

of human designing (Fry, 2008, 2012; Heidegger, Macquarrie, & Robinson, 2008;

Heidegger & Stambaugh, 1996; Searle, 2005; Willis, 2007). From this ontological

understanding of design, concerns about sustainability cannot remain simply on

materials and durability, but on how design contributes to a deeper, more connected

understanding of the nature of world and the human place in it.

In premodern history natural feedback loops kept humans from acting in ways

highly detrimental to the local ecosystems on which they depended for survival. When

those boundaries were crossed, human populations either diminished, died out or

migrated (Motesharrei, Rivas, & Kalnay, 2014). From the premodern to modern era,

the human relationship with nature shifted from one of primarily belonging to the

natural world, to exploring, opposing, or being in competition with nature. Modern

thought and the industrial revolution contributed to the development of whole cultures

based on dominating and subjecting nature to human needs, desires and conveniences

(Stein, 2019). The power in the relationship thus changed from subject-subject to one

of subject-object. This shift, also marked by the differentiation between the subjective

and objective in science, was articulated by modern thinkers and philosophers such as

Descartes, Newton, and Bacon (Gare, 2017; Wilber, 2000).

Design as a creative human action has always involved shaping the future. In

recent years, design approaches to framing and solving problems have become

recognised not only as creative and effective, but as capable of coordinating complex

systemic change. However, design as an act of making is always unmaking as well

(Fry, 2008). From a human-centred design approach, the human benefit of the made

(plastic furniture for example) is in focus, and the loss of trees, plants, animals, insects,

air and water quality, etc., is often out of focus, minimised, normalised, or not

acknowledged. This anthropocentric bias includes not only human needs, but

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preferences and conveniences. Through the twentieth century, design as a practice

became heavily co-opted by industries for the purposes of economic development

through marketing, advertising and innovation; and by governments for social control

through political and military propaganda (Margolin, 2005). A human-centred

approach has been applied to design at all levels, including communications,

interactions, physical artefacts and systems. As a part of modern mechanistic thinking,

the natural world has become a resource to serve human cultural and technological

development.

A broader ontological understanding of design recognises how it impacts not

only users, but environments, culture, politics, power structures, plants, animals and

ecosystems (Escobar, 2018). These impacts spread across geo-social-political space

and through time. Cultural attitudes influenced by design may perpetuate for many

generations, and materials such as plastics will continue to influence environments and

biology for hundreds, even thousands of years (Morton, 2013).

With the emergence of the study of design as a discipline with its own methods,

epistemologies, and strong relationship with ontology, design provides a unique

perspective on human interaction and influence in the world. The growing awareness

of the potential of design to affect systemic change (ontological design) has expanded

the study and practice of design to be applied as a transdisciplinary approach to broad

societal transformation (Fry, 2012; Irwin et al., 2015; Tonkinwise, 2015; Willis, 2007).

To transform beyond the human-centred paradigm however, requires decentring the

human in our work for sustainable futures.

2.1.3 Decentred Design

As a part of designing transitions towards more sustainable ways of being, de-

centring the human has emerged as central. De-centring the human requires a distinct

shift in worldview parallel to the Copernican revolution where the Earth, and thus

humanity, was decentred from the physical universe (O’Sullivan, 1999). There is a

growing body of work on design methodologies working to both de-centre humans

and explore the perspectives, agency and roles of non-humans (Haraway, 2016;

Morton, 2013; Smith, Bardzell, & Bardzell, 2017; Tironi & Hermansen, 2018).

Cruickshank and Trivedi (2017) argue that the agency of non-human could “disrupt

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design approaches that are fundamentally based on humans as the preeminent

concern.” This ‘non-anthropocentric approach’ sees humans as one entity among many

that are all legitimate and acting in coherent and interrelated ways (Forlano, 2016).

This research identifies that decentred design approaches can be organised under the

following four themes.

Transformative: Humans as reflective instigators of change

While recognising the legitimacy and agency of actors, humans must still be

acknowledged as uniquely powerful agents of transformation through conscious

awareness and reflection. Mathews (2011) claims that due to reflexive awareness

humans are indeed distinct from the rest of the natural world but that this reflexivity

“confers a certain freedom from nature while not signifying a real separation from

nature.” In this case the dualistic human/nature worldview must be transitioned to one

that can allow both distinction and commonality. In this way, humans are moved from

the centre of design while still recognising design as central to their being and

becoming.

Mutualism: Work for common good based on interconnectedness

Another concept that emerges as central in a decentred approach is mutualism.

From an ecological systems perspective, true sustainability must shift from self-

preservation towards a more inclusive, mutual, and generative (reflecting the dynamic

processes of evolution) approach, where the conditions of survival, security, and

wellbeing for all are considered (Laszlo, 1996; Nelson & Stolterman, 2003; Sterling,

2001). Depth psychologist Bill Plotkin asserts that a sustainable human society must

be conceived as an integral part of the larger biotic community and thus “establish a

niche for itself that benefits both its people and the greater geo-biological community

of which it is a member” (Plotkin, 2008). Fry (2008) refers to this as a design approach

that is ‘anthro-directive’ rather than anthropocentric.

Critical of the turn from product-centred design to human-centred design to be

able to address material and cultural problems, Anne Galloway’s approach to design

employs multi-species ethnography as a decentred approach to rethinking the

relationship between humans and nature. By looking at the ways in which non-humans

and humans relate, she proposes ‘more than human design’ as “complementary ways

of thinking, doing, and making that emphasise the practice of care and imagination”

(Galloway, 2017).

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Participatory: More than human actors in a network

Another decentred theme involves the acknowledgment that every phenomenon

includes more-than-human actors as participants in evolving networks. In an urban

informatics context, Smith et al. (2017) address the anthropocentric nature of cities as

urbanisation continually encroaches on the natural habitat of animals. They critique

the delineation between nature and cities using Donna Haraway’s term ‘natureculture’

to collapse the dualism and approach cities as places where humans and non-humans

live and belong. In doing this they decentre the human and propose a more equitable

cohabitation approach to designing HCI (human computer interaction) technologies in

cities based on interconnectedness, value and multispecies interaction. Haraway

(2016), in recognizing the entangled nature of life emerging through time, and situated

in the materiality of the world, presents the need to develop a multispecies kinship and

‘making-with’ relationships (sympoiesis) for a more liveable world. Mathews (2011)

calls for an environmental ethic that is bioinclusive where the interests of both humans

and nature can be mutually prioritised while retaining some distinctions. She proposes

that even if our moral reasoning starts within the human, due to our understanding of

ecological interdependence, this circle needs to be expanded to include the interests of

non-human members of the Earth’s life systems (Mathews, 2011).

Collaborative: Work on problems together from the inside

Linked to the idea of mutualism is the concept that a decentred design approach

does not externalize problems but works collaboratively from the inside. Based on the

idea of learning how to design sustainably from nature, Benyus (2002) looks at

biomimicry as a way to see how the co-evolution of life may contain solutions to our

technical problems, as well as the sustainability principles behind them. By applying

the design principles observed in nature, the focus shifts from reducing waste and

negative impacts, to designing in a way that is beneficial to natural systems

(McDonough & Braungart, 2002). This subverts the human relationship with nature

from one of ‘dominator’, ‘ruler’ or ‘manager’, to one of learner, student or even

collaborator.

Findeli (2001) advocates for the application of systems science and complexity

theory for designers claiming that design “evolves between the two poles of

anthropology and cosmology”. He claims that one can only act from within the system,

thus designers must understand themselves as a part of the problem they are working

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14 Chapter 2: Literature Review

on. This implies an entangled understanding of reality in which the designer is never

separate but continually in relationship with other subjects.

A decentred design approach thus acknowledges the participation of human and

non-human actors and applies the human design capacity to collaboratively solve

problems, while considering the common good of the interconnected whole.

Summary

Based on the review of literature in this section, there is an urgent need in the

work towards sustainable futures for the development and continued evolution of

human consciousness. Ontological Design provides a framework for understanding the

complexity of human change and the role of design in human evolution within a larger

ecological context. Decentred design emerges as a potential framework for

ontologically transformative approaches to sustainable futures. The following sections

will explore education in light of these concepts.

2.2 EDUCATION

Considering the urgent need for deep human change and the immensity of that

challenge, strategic and radical action must be taken. The education system is one of

the current cultural mechanisms deemed most capable to enact these changes (Stein,

2019; Sterling, 2001). In most parts of the world, young people spend 6-8 hours a day,

5 days a week for 12-14 years in structured primary and secondary education.

According to Plotkin (2008), the extended developmental stage of adolescence is one

of the major differences that set humans apart from primates. This stage therefore, is

central to further human consciousness development and the evolution of humanity. If

the purpose and focus of education was to guide young people through the healthy

stages of human development towards a decentred paradigm, a sense of planetary

consciousness might be developed by early adulthood.

There are numerous models, traditions and approaches to education. This section

will review and critique some of the dominant and emerging approaches in light of the

need for education to promote whole human transformation from an ontological design

perspective.

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2.2.1 Dominant Education Paradigm

With the exception of early universities which were attached to religious orders,

education can be divided into two stages: The first (informal) stage, pre-industrial

revolution, was characterised by cultural, religious and traditional skill-based

education conducted informally at home and in the community. The second (formal)

stage, was influenced by global industrialisation and colonisation, and took on a

factory model for both efficiency and preparation for industrial work. This strongly

informed the current modern instructional and transmissive models of education.

More recently, due to the pressure for homogeny, accountability and

competitiveness around standardized tests, schools focus on an increasingly narrow

set of cognitive skills (Hyslop-Margison & Sears, 2008; Trilling & Fadel, 2009). Many

schools have altered curriculum to align with their industry partners, prioritising the

development of knowledge, worldviews and ideas that are profitable in the current

market economy. Some, in an attempt to reduce unemployment and poverty,

intentionally adopt a vocational training focus. Lacking a holistic approach, these

schools can end up simply producing employees for a broken economic system and

thus meeting the needs of the globalised marketplace (O’Sullivan, 1999). Without an

overarching transformative purpose and long range global perspective, education is

easily influenced or even co-opted by interest groups such as governments and

industries, whose values rarely extend beyond their political or economic borders

(Stein, 2019).

Education, as a servant of the state, has been an institutional accomplice in the

development of citizenship, as individual participants in a globalised market economy

work towards the personal and national generation of wealth (Chomsky, 2016). Within

the dominant western understanding of wealth, the value of many things such a clean

air and water, healthy relationships and the general wellbeing of the more-than-human

world are diminished or not considered (Thorpe, 2007). The failure of education to

recognise its complicity with systemic power and oppression, exacerbates this problem

(Escobar, 2018; Freire, 1970; Sterling, 2001).

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2.2.2 Progressive and Design Education

Many educationalists believe that the current dominant modes of education and

pedagogical frameworks are not providing students with the skills and competencies

they will need for work, life and innovation in a world that provides its own

sustainment (Goldman & Kabayadondo, 2017; Koh, 2015; Trilling & Fadel, 2009).

Trilling and Fadel (2009) assert that the role of education in the twenty-first century is

to contribute to work and society, fulfil personal talents and civic responsibilities and

carry forward traditions and values. Many support this transition to a knowledge-based

society with what is being referred to as twenty-first century learning. It encompasses

the skills, competencies, mindsets and attitudes that current industries, educationalists

and academic institutions have identified as highly valuable to success in work and life

(Trilling & Fadel, 2009). However, within this model the personal and societal

transformative function of education is largely ignored. Considering this, Facer (2011)

identifies a current lack of public debate regarding the purpose of education asserting

that

“we should also conceive of education as a primary motor for shaping social

values, ideas, beliefs and capabilities rather than as a servant of society,

laggardly following on behind wherever socio-technical change might lead.”

The technocentric and success-driven agenda of much of what is considered

progressive ‘twenty-first century learning’, is problematic. Its focus on updating skills

and abilities often does not allow space to address core values and worldviews that are

essential to a sustainable human way of being in the world. The assumption in twenty-

first century learning is that the purpose of contemporary education is to prepare

learners to participate and succeed in the perceived formal (knowledge) economy of

the future (P21, 2009). However, in its current trajectory, this economy remains and

propagates an unsustainable model of consumption and development (Klein, 2014).

As most industries are not operating within the recognised boundaries of the Earth’s

capacity to sustain life long term, ‘succeeding in contemporary careers and

workplaces’ (P21, 2009) without transforming them is currently at odds with life on

Earth as we know it (Jensen, 2016; Kolbert, 2014). If education is to play a part in

developing a culture of sustainable practices, then it cannot simply equip young people

with ‘twenty-first century skills’ and knowledge and hope they use these for the greater

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Chapter 2: Literature Review 17

good. Education must also prioritise the development wisdom and a worldview that

extends beyond the human as central.

While design is being applied in schools as a part of developing employment and

innovation skills, the ontological nature of design is also being explored. Design as a

solution-focused approach to problems has been identified by many as an effective

way to not only help develop needed skills and knowledge, but also attitudes and

mindsets (Carroll, 2015; Carroll et al., 2010; Cross, 2006; Davis, 1998; Goldman &

Kabayadondo, 2017; Irwin et al., 2015; Wright & Davis, 2014; Wright & Wrigley,

2017; Yelland, Cope, & Kalantzis, 2008).

In their development of the concept of mindshifts, Goldman et al. (2012) explore

how design might impact perspectives and worldviews. They observe that design

thinking approaches to teaching and learning can lead to changes in young peoples’

resilience, empathy, approaches to problem solving and new challenges, and

epistemological viewpoints. These capacities indicate that design as a teaching and

learning approach, or pedagogical framework, may assist in the development of a

broader worldview. However, when situated within an innovation or human-centred

design approach or education paradigm, the capacity to expand worldviews to the

needs, health and interests of the more-than-human world may be limited.

Outside of education, design is increasingly being applied as an approach to

social change from a decentred ontology. This includes human-decentred approaches

in areas such as urban design, visual design, speculative design, and experience design,

for example. One such example is the use of digital tracking devices to map urban

wildlife to better design cities for a healthier cohabitation and shared use of urban

environments. Smith et al. (2017) describe how this is being used to develop wildlife

crossings over freeways, considering the perspectives and validity of animals, humans

and ecosystems in the design intervention.

Another example comes from a robotics arts workshop for teenage youth as a

part of a ‘City As Learning Lab’ project, in which a speculative approach to design

was used to develop critical engagements and creative expression with technology

(DiSalvo & Lukens, 2011). In the project, participants explored urban infrastructure

from a robot’s perspective (a camera mounted on a remote-control truck). Through the

course of this project, participants began to understand how the perspective of the robot

was different to theirs and alter their behaviour and understanding of the urban

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18 Chapter 2: Literature Review

environment. These examples begin to illustrate how a decentred design approach

might contribute to an education paradigm that moves beyond a world that privileges

human activities and desires over the non-human actors.

For education to contribute in a significant way to the development of more

sustainable futures and a life-supporting planet, it must engage learners in

transformative learning within a framework of holistic human development and

evolution (Dea, 2011; Freire, 1970; Gidley, 2007; Plotkin, 2008). Beyond changes to

education content, focus or approach, a paradigmatic shift is needed that resituates

humanity within a developmental model expanding towards a more planetary

consciousness (Berry, 1988; O’Sullivan, 1999; Plotkin, 2008; Stein, 2019). According

to Orr (1994):

“By what is included or excluded, students are taught that they are part of or

apart from the natural world. To teach economics, for example, without

reference to the laws of thermodynamics or ecology is to teach a

fundamentally important ecological lesson: that physics and ecology have

nothing to do with the economy. It just happens to be dead wrong. The same

is true throughout the curriculum.”

What is needed is an educational philosophy that positions humans within the

natural world as unique self-reflective collaborator-members. In contrast to the

dominant educational focus on achieving success in the current cultures of human-

centred markets, growth and consumption, this decentred education philosophy

encourages the holistic development and expansion of worldview within an

interconnected and interdependent Earth community. Considering this, meta-theories

such as Integral Theory offer a framework for the development of such a philosophy

(Stein, 2019).

2.2.3 Transformative Education Paradigm

Education has long been viewed as a means of transformation and social change,

yet when controlled by institutions of power, the transformative and emancipatory

potential of education is not generally prioritised (Escobar, 2018; Freire, 1970;

Habermas, 1984; Kemmis, 2001; O’Sullivan, 1999; Sterling, 2001). This section

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critically reviews transformative learning theory and practices, introduces Integral

Theory, and examines how it has been applied in education.

Transformative Learning Theory

The development of transformative learning was advanced in the 1970s with

researchers such as Jack Mezirow, Edward Taylor, Robert Boyd, and Gordon Meyers.

Based on the analytical psychology tradition, transformative education consists of

helping people work towards a meaningful and integrated life through understanding

the dynamics between their inner and outer worlds, focusing on the enlargement of

personality and the expansion of consciousness. This concept is based primarily on the

depth psychology of Carl Jung (Boyde & Myers, 1988). In psychoanalytic tradition,

perspective transformation or transformative learning maps the reforming—or

reframing—of current beliefs as a result of new and/or conflicting information and

experiences. According to Mezirow (2000):

“transformative learning refers to the process by which we transform our

taken-for-granted frames of reference (meaning perspectives, habits of mind,

mind-sets) to make them more inclusive, discriminating, open, emotionally

capable of change, and reflective so that they may generate beliefs and

opinions that will prove more true or justified to guide action.”

Although theories vary on whether transformation is primarily a cognitive or an

intuitive and holistic process, most theorists agree that transformative learning results

from a new insight or experience that is in conflict with an existing meaning

perspective (values and beliefs). Not easily assimilated, this conflicting insight creates

a “disorienting dilemma” in which either the new insight must be rejected or the

meaning perspective adjusted or transformed (Taylor, 1998). The process then of

perspective or worldview transformation is highly contextual, but often involves

among other things, experience, critical reflection, and rational discourse,

(Mezirow, 2000). Experience is central to transformative learning theory—the discord

between an experience and a perspective or belief that sets the stage for the

transformative process. Critical reflection is one of the core actions that enable

transformative learning. Learners can engage in content, process, and premise

reflection across three learning domains, instrumental, communicative, and

emancipatory (Habermas, 1984; Kemmis, 2001). Content and process reflection can

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20 Chapter 2: Literature Review

impact our beliefs, but it is reflection on premises that can transform meaning

perspectives (worldview). Rational Discourse is the space in which experience and

critical reflection can be articulated into action. Existing beliefs can be called into

question, discussed from an objective, social, and subjective perspective, and revised

to consensual understanding, which leads to a change in perspective, worldview, and

action (Habermas, 1984; Mezirow, 1990). Taylor (1998) also highlights that the

primary goal of rational discourse is to promote mutual understanding amongst others.

Theories on transformative learning, originally developed by Jack Mezirow

through the 1980’s and 1990’s, have been primarily focused around adult education.

Mezirow (1990) asserts that children participate primarily in formative learning and

that the adult ability of critical self-reflection is what enables transformative learning

to occur. The age at which transformative learning is possible is unclear however,

according to Marks (2005):

“Through training adolescents to develop their capacities for critical

reflection, reflective discourse, coping with disorienting dilemmas, and other

key dimensions of the transformative learning process, they are, at the very

least, better placed to experience transformative learning as adults.”

Singleton (2015) concludes that because of many young people’s natural

capability for reflection, self-regulation, and metacognition (or ability to learn these

skills), transformative learning appears to be a natural human process and important

to the sustainable development of a more just world. Social theories stress the

importance of social and societal influence on individual change. Habermas (1984)

highlights language and communicative action as an emancipatory process that people

use to form their lifeworlds and identities. Others have engaged education as a means

of democratic social reform (Dewey, 1916) or to address societal systems of power

and dominance (Freire, 1970).

Although transformative learning has been developed and primarily

implemented within adult education, similar approaches are practiced in secondary

education contexts.

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Transformative Learning Practice

Approaches to apply transformative learning principles include learner-centred

education, problem-based learning, project-based learning, design–based learning,

global citizenship, ecological education and many others. Some mainstream schools

are now adopting transformative methods and techniques of long standing approaches

such as Steiner and Montessori. However, Gidley (2007) critiques this trend asserting

that

“such attempts are often piecemeal and not necessarily cognizant of their

original pedagogical purpose or their potential evolutionary significance.

More concerning is that isolated methods have been appropriated and applied

as externals of this approach, without being coupled with the equally

significant, less tangible, internals of the inner landscape of teachers and

children.”

Contributing to this problem in the dominant education paradigm, approaches to

student transformation are generally situated within the existing structures. Without

critically analysing these structures, transformative approaches are often hindered by

systemic issues of power, oppression, competition or prejudice (Freire, 1970;

O’Sullivan, 1999). Further, schools and teachers are often not equipped or encouraged

to develop the kind of perspectives or worldviews that will critique and act against the

institutions of power, wealth, and consumption (O’Sullivan, 1999). Many schools are

enmeshed and often are beneficiaries of these systems due to their position in society

and an increase in education/industry partnerships. The pressure for schools to operate

as businesses means they are often in direct competition with each other for funding

and end up focused on producing results on standardised tests and statistical outcomes,

rather than on effective transformative learning (Hyslop-Margison & Sears, 2008).

There are current education initiatives, however, that are making radical attempts

to align their approach, curriculum, governance etc. within a more holistic ecological

framework. The Green School in Bali is one such initiative. They envision education

as guided by the local environment, ecological sustainability and futures thinking

while practicing student-guided, community integrated, and entrepreneurial learning

(Green School Bali, 2016). Oxfam also promotes its transformative vision for

education by developing a free curriculum for global citizenship education. Their

global citizenship education endeavours to transition students from a worldview of

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22 Chapter 2: Literature Review

wealth accumulation, to meaningful sustainable development projects that benefit the

global community. This transition requires the development of empathy, creative

confidence, exposure to other perspectives and an ecological worldview that

acknowledges the interconnected and interdependent nature of the Earth.

The majority of work in transformative learning occurs outside mainstream

education. To enact these changes in mainstream education, a new foundation or

educational paradigm is needed.

Integral Learning Paradigm

As in many areas of human thought, the world of education and educational

philosophy is often split in dualistic and oppositional positions. Esbjorn-Hargens

(2006) identifies philosophers Locke and Rousseau as early examples of this dualism.

While Locke believed that children needed forceful instruction to instil values and

morals, Rousseau thought that children would naturally develop in healthy ways when

in a safe and supportive environment apart from societal pressures to conform. Similar

debates continue today with conventional or mainstream education focusing on a more

cerebral and empirical approach, while alternative or holistic approaches to learning

focus on nurturing natural individual and community development.

Esbjorn-Hargens (2006) proposes that an integral approach to education can

situate both mainstream and alternative education within a framework that can apply

the strengths and sensibilities of both systems toward a more holistic and

developmental learning paradigm. Based on Integral Theory, this learning paradigm

does not neglect core subjects, but integrates them with students’ social, intellectual,

cultural, vocational, and personal development ,while situating learners as participants

within the Earth’s interconnected and interdependent ecological community (Dea,

2011; O’Sullivan, 1999). In contrast to an objective knowledge and skill-focused

learning paradigm, an integral paradigm encourages the application of both interior

subjective experiences (“I” and “we” quadrants) and objective scientific study (“it”

and “its” quadrants) within individual and collective contexts (See Figure 1). Figure 3

illustrates the four quadrants of the All Quadrant All Level (AQAL) map developed

by integral philosopher Ken Wilber.

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Chapter 2: Literature Review 23

Figure 1 Four Quadrants of Integral Theory (Wilber, 2000)

The four quadrants of AQAL provide a systematic yet holistic map that can be

used to develop a more integral education practice. As many disciplines in education

have one or two quadrants designated to their study, reflecting on how each quadrant

contributes to knowledge and transformation can add a critical approach to the

development of a more holistic praxis.

Gare (2017) points out that, just as any holistic endeavour must be understood

in terms of eco-poiesis, or creating the conditions for a thriving global ecosystem, they

require perspectives from both the physical and social sciences. In applying the

concept of ontological design to education, Fry (2012) advocates education that

generates ideas, knowledge, practices, object-things, and environments that are

capable of making sustainable futures. This inclusion of the subjective and objective,

the singular and plural (as seen in Figure 1), is central to an integral approach to

education.

There are a growing number of schools and educational projects that are using

developmental theories in their school structures and pedagogy. The Circle School in

the United States applies Integral Theory to all aspects of the school, including their

‘transcend and include’ approach to teaching and learning methods, an integrated

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24 Chapter 2: Literature Review

curriculum, multiple lines of development, self-directed development and

collaboration across ages. Further, the school practices a form of ‘meta-message

learning’ by applying concepts and values such as free enterprise, democracy and

personal responsibility in the structures and systems within the school

(TheCircleSchool, 2018). In Australia, Brisbane Independent School takes a

developmental approach to education, applying Integral Theory in their four-quadrant

approach to curriculum and their use of multiple lines of intelligence. They also

regularly provide parent courses that teach the theoretical underpinnings of Integral

Theory (BIS, 2016).

Integral Theory has emerged from the crossroads of disciplines such as

philosophy, developmental psychology, cultural evolution and post-metaphysics. It is

a meta-theory that corroborates with the work of scholars such as Clare Graves, Jurgen

Habermas, Arthur Koestler, Jean Piaget, Robert Kegan and Sri Aurobindo. It is

acknowledged that the term ‘Integral’ has attracted a large and diverse body of

theories, programs, frameworks and methods that largely vary in their academic rigour.

Although there exists criticism regarding some of the elements of Ken Wilber’s work,

there is a growing body of work supporting the application of Integral Theory and

Wilber’s AQAL map/meta-theory. This includes the work of Jane Loevinger’s ego-

development theory, Susanne Cook-Greuter’s MAP research and the STAGES model

by Terry O’Fallon.

Integral Theory has now been applied to many disciplines including design

(DeKay, 2011), education (Dea, 2011; Gidley, 2007; Stein, 2019) and ecology

(Esbjorn-Hargens, 2005). In particular, its application to transdisciplinary research is

increasing as Integral Theory further distinguishes qualitative and quantitative

research into the singular and plural forms (using the four quadrants of AQAL) as well

as the inside and outside of each quadrant. This results in eight distinct ‘zones’ of

inquiry contributing to a more accurate alignment between methodologies and

ontological positions (Bohac Clarke, 2019).

Summary

It is of the utmost importance that we contribute to the development of human

cultures that are life affirming, that is, able to respectfully collaborate with other forms

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Chapter 2: Literature Review 25

of life through our way of thinking, being and acting. This requires an ontological

understanding of the world as a place of connection, belonging and participation. To

contribute to this, new education models need to do two things: first, identify where

they have been complicit in reflecting the current unethical and unsustainable cultural

values and practices; and second, critically and creatively engage learners in the

development of more holistic and sustainable ways of thinking, acting and being in the

world.

The transitions needed in schools will require educators to have a comprehensive

understanding of the central issues, an aware involvement in their own continued

development, and the skills and personal conviction to work for change. In other

words, intentional growth must occur in both the ‘interiors’ and ‘exteriors’ of

educators. Considering this, and the urgency demanded by ecological destabilization,

this research argues that the current state of education as a social, political and

economic structure needs to be carefully critiqued and redesigned from a

developmental understanding of consciousness, ecology, and human potential. Integral

Theory and the AQAL map provide a robust framework for working with such

complex transdisciplinary concepts. In particular, there is a need to contribute to the

professional, personal and social development of teachers as key agents in school and

education transformation.

2.3 TEACHER DEVELOPMENT AND EDUCATIONAL CHANGE

Teachers and school leaders have been identified as central in contributing to

education including student success, school culture, teaching and learning

development, innovation and school transformations (Bell & Gilbert, 1994; Malm,

2009; Matuk, Gerard, LIm-Breitbart, & Linn, 2016). Due to these links with outcomes,

the training of teachers in both pre-service and in-service contexts is identified as

central to the development of schools and education (Hattie, 2012). This section

explores the growing inclusion of the personal and social dimensions of teacher

training, examines two relevant case studies, and identifies the need for critical and

human-decentred approaches to teacher development.

Teacher training has been traditionally viewed as a means for ensuring standards

of skills, knowledge and competency are met, but is now being explored as a way to

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26 Chapter 2: Literature Review

develop capabilities to innovate, problem solve, create and contribute to change. Due

to the complex and changing problems faced by teachers, Malm (2009) claims that

there is a need for teacher development that addresses the whole person. Teaching has

been described as an emotional practice (Hargreaves, 1998), and as such, it is now

being recognised that personal development is equally important and interconnected

to professional development. Day, Kingtona, Stobart, and Sammons (2006) point to

the significant personal investment required of teachers as a large factor for the

interrelationships between professional and personal teacher identities. Bell and

Gilbert (1994) identify personal, professional and social development as three

interdependent aspects of development requiring equal attention. Malm (2009), thus

stresses the need for far more attention on the ‘personal processes involved in

becoming a professional teacher’, resulting in balance between the cognitive and

emotional aspects of teacher development.

2.3.1 Teacher Training and Sustainability

It is in this context of personal and professional development and training that

issues of sustainability are often addressed in education. One such area within

mainstream education that focuses on both transformative learning and sustainability

is Education for Sustainability (EfS).

In Australia, national curriculum documents such as the Melbourne Declaration

(MCEETYA, 2008) are supportive of integrating sustainability in education. The

Australian Sustainable Schools Initiative (AuSSI) supports these policies with

resources towards a whole-school approach to sustainable development (Australian

Government, 2010). Although these resources promote a systems approach, action

learning and community involvement, the program itself is not critical of the larger

unsustainable cultural paradigm in which it is embedded. The development of a more

critical pedagogy is highly dependent on individual teachers and school leadership.

Considering the complex, systemic and political nature of teaching on sustainable

futures, sustainability taught as a subject is limited in its transformative nature

(Sterling, 2001). Further, unless teachers have a philosophical conviction, personal

transformative experiences, as well as the tools and skills required, their confidence

and ability to embed sustainability within curriculum will be limited (Evans,

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Chapter 2: Literature Review 27

Stevenson, Ferreira, & Davis, 2016). This is demonstrated in a study of early education

teachers in Japan and Australia where research findings showed that subjects

“did not report many opportunities to develop in-depth ideas related to

sustainability such as an ecological world view, or where they were supported

to develop understandings of human-nature relationships and the causes of

environmental and sustainability problems” (Inoue, O’Gorman, & Davis,

2016).

There are some innovative transformative learning approaches emerging within

Education for Sustainability teacher training in Australia. Addressing the need for

teachers to meaningfully engage with the complex and distributed nature of EfS,

O’Gorman and Davis (2013) explore the Arts as a transdisciplinary teaching and

learning approach. In their 2013 paper titled “Ecological Footprinting: Its potential as

a tool for change in preservice teacher education”, O’Gorman & Davis describe the

use of an ecological footprinting tool within an integrated arts and humanities pre-

service teachers subject to explore issues of sustainability. The implementation of the

tool resulted in many students progressing through what could be described as the

stages of a transformative learning process, from experiencing the conflict between

personal beliefs and the new information, through to making commitments to changed

behaviour. The use of this tool and the findings introduce a larger discussion on the

use of creative transdisciplinary approaches that not only provide pre-service teachers

with a diverse array of tools, but a personal experience of transformative learning

regarding sustainability.

2.3.2 Design and Teacher Development

Design approaches are also being employed in the space of teacher development

to both empower teachers and enable school capacity growth. Kwon, Wardrip, and

Gomez (2014) describe a case study in which an interdisciplinary project co-design

process was used to develop teachers’ professional practice and increase the capacity

in a US urban secondary school. This research employed project-based learning and

collaborative design within an improvement infrastructure. By using a collaborative

design approach, they utilised the expertise of designers while including teachers’

unique experiences and knowledge of the identified problems and complex contexts.

They found that the combination of project-based learning and co-design were more

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28 Chapter 2: Literature Review

effective than when used separately, and that reflective discussion was a valuable

mechanism for de-privatising instruction, building a stronger sense of community and

deepening long-term practice (Kwon et al., 2014).

In another case study Matuk et al. (2016) highlight the importance of involving

teachers as participants in developing educational innovations. They cite that there are

many benefits of co-design as an approach to teacher development and the

development of technology enhanced learning tools. Included are tools that are better

aligned with needs and goals; a greater success in implementation; and more

sustainable long-term use. Situated in participatory design, this project identified better

design outcomes when grounded in a deep understanding of the needs, goals and

expectations of the teachers (Matuk et al., 2016).

Although the application of design methods may contribute to good outcomes in

practice and capacity, they are rarely established in theory and frameworks designed

to contribute to the larger sustainability transitions needed. It remains that the vast

majority of approaches to teacher development are founded within an anthropocentric

worldview and a culturally embedded education paradigm, which is often uncritical of

systemic issues of human privilege, power, oppression, competition or prejudice. This

criticality is central to living sustainably in an interdependent more-than-human world.

Considering the urgent need to transition education towards a transformative and

human-decentred paradigm, new pedagogical frameworks and the theory and methods

that support them, need to be prototyped, tested and disseminated quickly. Teacher

development, with the growing emphasis on the personal and social dimensions,

emerges as an opportune and strategic area to develop and trial new pedagogical

approaches based on a human-decentred design approach.

2.4 SUMMARY AND IMPLICATIONS

Everything in nature exists and develops through interconnected and sympoietic

relationships. This relational understanding of the world means that nothing is static

or exists in isolation. Based on this, and that human actions are severely impacting the

Earth’s life systems, it has been established that the development of sustainable futures

will require the continued expansion of human consciousness towards more

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Chapter 2: Literature Review 29

sustainable ways of being in the world. This includes the development of worldviews

and a sense of self that includes but transcends the anthropocentric.

Considering the urgent need for such dramatic changes, Ontological Design has

been explored as a theory to understand how we participate in our own and others’

individual and collective evolution. Emerging human-decentred philosophies have

then been reviewed, in particular regard to how they have been applied in design

approaches towards complex and urgent problems such as sustainability. Approaches

to sustainability in education are expanding, and although education has the capacity

to engage in large scale human transformation, these approaches rarely address the

ontological changes needed or are critical of the dominant cultural paradigms in which

they are situated. Exceptions found in the area of design-based education highlight the

value of design approaches to systemic and ontological change. Transformative

learning emerges as a promising framework, but to date has been primarily applied to

adult education. The application of Integral Theory in some schools provides a rare

example of the ontologically transformative potential of education.

Considering the need for change in schools and education, teachers and school

leaders emerge as central to the equation. Teacher training and development, although

increasingly open to personal and social development, rarely critically address the

ontological changes needed. For education to better contribute to sustainable futures,

new pedagogical frameworks are needed that acknowledge the required ontological

changes and employ methods that reflect a human-decentred paradigm. Accordingly,

a theoretical framework and appropriate methods are also urgently needed.

In summary, pedagogies in secondary education and in particular teacher

development, are rarely critical of the dominant unsustainable anthropocentric

paradigm. Further, little research exists on the theories, methods and frameworks that

might contribute to this gap. Therefore, there is an urgent need to develop and trial

transformative pedagogies from within a human-decentred theoretical framework.

It is the focus of this research to contribute to this need in education and

sustainable futures. The following two chapters will establish the theoretical

framework for this research and a conceptual pedagogical framework to inform the

methodology and facilitation of this research.

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Chapter 3: Theoretical Framework 31

Chapter 3: Theoretical Framework

Supported by the literature review, this chapter describes the theoretical

framework of this research. An epistemology, theories and researcher position are all

described within an integral and participatory ontology. From this Theoretical

Framework, a Human-decentred Conceptual Pedagogical Framework is proposed and

described in Chapter 4, which will inform the research design outlined in Chapter 5.

3.1 INTEGRAL ONTOLOGY

Humans are an integral and interconnected part of the cosmos and relationally

involved in the continued evolution of the Earth and its ecosystems. This emerging

participatory ontology (Reason & Bradbury, 2006) understands humans as already

acting and impacting the whole. Agency is not limited to humans, as all members of

the more-than-human world are participants contributing to an emergent whole

(Morton, 2013).

Engaging in multiple ways of knowing and acting contributes to an expanded

sense of being. Within this ontology of interdependence and sympoietic development,

individuals and groups acknowledge all life as valuable with an intrinsic right to exist

placing humans—as a conscious and self-aware dimension of the cosmos (Berry,

1988)—in a position of unique responsibility to minimize harm to other forms of life

as a result of their own action.

This ontology is political by nature in how it engages with people, structures and

environments. It favours a democratic and relational approach to inquiry that engages

the voices of those marginalised by social and political structures of power, prejudice

or preference. Further it values not only human equity, but also that of the more-than-

human world, acknowledging a strong link between collaboration, mutualism,

planetary consciousness and ecological sustainability.

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32 Chapter 3: Theoretical Framework

3.2 EPISTEMOLOGY

Extending from a post-modern understanding of the socially constructed nature

of knowledge, this research acknowledges the deeper structures of a developing and

coherent cosmos of which our own reflective consciousness is part.

Based on an ontology of tetra-arising reality from the intra-action of phenomena,

knowledge cannot be generated from the purely objective study as an outside observer.

It is likely then, that all knowledge is gained from a relational entanglement of both

matter and non-matter (Barad, 2007). From this perspective, knowledge is generated

by exploring the ways in which the intra-acting of diverse agents co-generates the

emergence of an experienced phenomena.

Therefore, research and all learning are collaborative and creative acts between

heterogeneous partners. Insights come through critical analysis of partners including

objects, relationships, interactions, technologies, materials, meaning, tools,

consciousness, life and intentions that gave rise to the research phenomena. The theory

of ontological design supports this way of knowing in the assertion of how what is

designed continues to act back on the designer (Fry, 2012). This agency of design can

be seen as a web of future-oriented action that contributes to human ‘being’ in the

world and continued human evolution.

3.3 THEORY

Three theories emerged from the literature that contribute to the framework of

this study in different but complementary ways. Integral Theory (Bohac Clarke, 2019;

Dea, 2011; Esbjorn-Hargens & Zimmerman, 2009; Wilber, 2000), a developmental

meta-theory, establishes reality as the emergence of both subjective and objective ways

of knowing. It describes evolutionary phenomenon as an unfolding process that

transcends and incorporates previous forms. This includes the cultural worldviews

relevant to this study. The Integral Theory AQAL map (Wilber, 2000) is used in

practice as part of the design and analysis of this research. Ontological Design provides

a deep understanding of agency, the nature of change, and emerging realities from a

broad design perspective. Transformative Learning Theory contributes to a practical

understanding of how learning can contribute to shifts of perspectives and changes in

worldview. Following is a brief overview of these three contributing theories.

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Chapter 3: Theoretical Framework 33

3.3.1 Integral Theory

This research applies Integral Theory in three ways. First, as a foundational

philosophy informing the ontological position of this work. Second, to better

understand the position of the researcher as a reflective participant interacting with and

co-creating knowledge with diverse participants situated in a particular cultural

context. Third, as a framework to understand and interpret complex change throughout

the research.

Integral Theory describes an interconnected and evolving world in terms of not

only mater and life but also culture and consciousness (Wilber, 2000). Integral Theory,

as a meta-theory, attempts to relate separate paradigms and ways of thinking into one

coherent framework. It’s four irreducible perspectives or quadrants provide a holistic

way to understand the world and work on complex problems (Esbjorn-Hargens &

Zimmerman, 2009). Further, the holonic (transcend and include) relationship of

consciousness expansion outlined in the Integral Theory AQAL map (see Figure 2) is

used as a foundation for understanding worldviews and how education might be

redesigned to intentionally develop consciousness beyond the current dominant

paradigm.

Figure 2 Integral Map of AQAL and Spiral Dynamics (Wilber, 2000)

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34 Chapter 3: Theoretical Framework

The AQAL map provides a way of framing the complexity and interrelatedness

of all human knowledge and experience through four subjective/objective quadrants,

developmental lines, states of consciousness and stages of development. The four

quadrants can be used to view a subject in an interior subjective—“I”—way, an

exterior objective/empirical science—“it”—way, a collective interior—“we”—way,

and a collective objective systems—“its”—way. These four ways of knowing then can

be held together to form a more holistic understanding. The four quadrants are not only

used to better understand philosophical problems such as human consciousness, but

can also be applied to complex practical problems by identifying which lenses are

being used or neglected in a situation. Figure 2 also shows stages of development on

the left side of the AQAL model. These stages or spiral dynamics, represent

consciousness or worldview development not as a hierarchy, but as a nested system of

holons that transcend and include the previous stage (Beck & Cowan, 1996). The lines

represent the different intelligences (ex. relational, aesthetic, cognitive, mathematical,

ecological, etc.) as they progress through the stages of development. States represent

the interior awareness often associated with eastern wisdom traditions of moving

beyond the small separate self through techniques such as yoga and meditation. The

types represent different personality types and energies. Although it is acknowledged

that integrating as many of these factors as possible results in a more integral approach,

due to the scope of this research the primary areas used for this research will be the

four quadrants and spiral dynamics stages of development. For consistency, the

quadrants will be referred to as ‘I’, ‘WE’, ‘IT’, ‘ITS’ and the stages of consciousness

development according to the colour and title from spiral dynamics (see Figure 2).

Esbjorn-Hargens (2006) proposes that four of the stages of development (rule,

rational, sensitive, integral) (see Figure 2) represent the four basic worldviews;

traditional, modern, postmodern and integral. According to Wilber (2000), the

majority of human cultures and individuals currently operate within the first three of

these stages. The fourth stage and beyond correlate to the more integrated and non-

dual worldviews needed for the development of a more sustainable and ecological

civilisation.

Integral Theory and the AQAL model have been criticised for being elitist and

hierarchical. However, from an integral perspective, no stage, state, line, types or

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Chapter 3: Theoretical Framework 35

quadrant is more important than another. Rather, it is the inclusion of all of these in

their most healthy versions that contribute to a healthy whole. From this perspective,

the AQAL map is a valuable tool for understanding the world more holistically and

working towards a healthy more-than-human future. This model informs the

ontological position of this research at the same time as it provides a developmental

framework for understanding the interactions and changes of the participants and

researcher.

3.3.2 Ontological Design

Ontological Design describes the circular relationship between people and

worlds co-creating each other (Meurer, 2001; Willis, 2007). This interconnected and

co-evolving understanding of relationships are well aligned with the ontological

position of this research around sympoiesis, evolution and collaboration. Particularly

relevant is the fact that these relationships acknowledge the agency of the more-that-

human world including animals, technology, objects and systems (Morton, 2013).

Ontological design also helps frame how this research might contribute to changes in

the researcher, the participants and the extended network of agents involved.

The Theory of Ontological Design will be used in this research to: better

understand the relationships between humans, the made, and the worlds we make from;

contribute to the development of a decentred design approach to education that

acknowledges the agency of the more-than-human world; complement Integral Theory

and Transformative Learning Theory in understanding human change; and critically

frame the researcher’s role as an actor involved in this research.

3.3.3 Transformative Learning Theory

As previously mentioned in the Chapter 2 Literature Review, Transformative

Learning Theory involves the reforming or reframing of current beliefs and

understanding as a result of new and/or conflicting information and experiences,

critical reflection and rational discourse (Mezirow, 2000). This framework for

understanding human change will be used to understand and encourage changes in

staff perspectives; provide a framework for staff to co-design their own approach to

change; understand human subjects in terms of change; and understand the potential

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36 Chapter 3: Theoretical Framework

of education to result in lasting change. Transformative learning also has a strong

symmetry with the cycles of changes characteristic of the collaborative design

methodology of this research.

3.4 RESEARCHER’S VALUES AND POSITION

As a researcher-practitioner working within a collaborative design and

phenomenological research framework, I acknowledge that my personal values,

experiences and involvement have a direct influence on the research environment.

Some of these influences are a natural part of collaborative design research and are

required to instigate change. However, consideration of how my position of power

may influence participants and impact the data has been considered in the project

design, data collection and data analysis. In particular the focus on democratic,

collaborative and participative practices in this research will help minimise the

influence of institutionalised power.

I understand my own growth and development as a cyclical relationship between

action and contemplation, and have the strong belief that through a community

supported transformative learning process individuals as well as societies can undergo

significant positive changes. Considering that human actions are impacting the Earth’s

ability to support life, I have a sense of urgency to contribute to the transition beyond

a behavioural or technocentric understanding of sustainability. Through an

understanding of the interconnected nature of the world and the unique role of humans

as conscious and self-aware expressions, I have a conviction to position myself and

my work into what Thomas Berry refers to as the ‘the great work’ of our time (Berry,

1988). Thus, I endeavour to use my position as an educator, parent, mentor and

researcher to contribute to the development of a healthier, more equitable, other-

oriented, creative, and sustainable more-than-human world through transformative and

emancipatory learning (Habermas, 1984; Kemmis, 2001; Mezirow, 2000). By valuing

these things that have brought my life meaning and purpose, I hope to contribute to

the holistic human development in others and impact structures that systemically

inhibit this (Chomsky, 2016). I hope to do this through working collaboratively with

educator participants and reporting findings to participants and the broader learning

community such as academics, educators, policy makers and designers.

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Chapter 4: Human-Decentred Conceptual Pedagogical Framework 37

Chapter 4: Human-Decentred Conceptual Pedagogical Framework

Based on the urgent need established in the literature review to develop and trial

human-decentred design pedagogies, this chapter will build on the Theoretical

Framework established in the previous chapter. First, the ‘Decentred Pedagogical

Framework’ and how it fits within the Theoretical Framework, is outlined in Section

4.1. Next, the application of this framework in this research is explained in Section

4.2. Finally, its potential uses and contributions to the field are identified in Section

4.3. It is intended that it may have the capability to be continuously tested and adapted

through case studies at all educational levels via open, collaborative and coordinated

learning communities dedicated to teacher development in this area.

The theoretical and practical development of the proposed ‘Decentred

Pedagogical Framework’ will be refined and extended upon in greater detail with

respect to the results of the research outlined in Chapter 6. Findings will be reported

and discussed in Chapter 7 and implications for the refined Framework outlined in

Chapter 8.

4.1 THE DECENTRED PEDAGOGICAL FRAMEWORK

The proposed framework consists of three elements: (i) an integrated set of

ontological themes and decentred design principles; (ii) conceptual models that

illustrate the role of decentred design in the continued expansion of human

consciousness; and (iii) the values, strategies and approaches that contribute to the

application of this framework.

4.1.1 Ontological Themes and Decentred Design Principles

This research argues that the development of an ecological civilization requires

a coherent and emerging framing of the world that is not positivist or relativist. What

is needed is an ontology of belonging and participation that moves beyond the

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38 Chapter 4: Human-Decentred Conceptual Pedagogical Framework

polarisation of the objective or subjective understandings of the world, towards one

that is iterative and generative (Berry, 1988; Mathews, 2011; O’Sullivan, 1999).

The current state of the dominant global culture is characterised by a departure

from communion towards individualism, and by extension legitimised dominance,

greed and ecological destruction (Gare, 2017). An integral ontology frames the world

in terms of interconnections and re-establishes kinship, relatedness and communion

not only among humans but across animals, plants, ecosystems, things and even

technologies. Haraway (2016, p.13) asserts that:

“ontologically heterogeneous partners become who and what they are in

relational material-semiotic worldings. Natures, cultures, subjects, and objects

do not preexist their intertwined worldings”.

Based on the philosophical positions of Integral Theory, Ontological Design and

Phenomenology, four ontological themes have been identified to guide the

development of this framework:

1. a decentred and inclusive consciousness and sense of self

2. an understanding of the collaborative co-generative nature of reality

3. a relational and interconnected view of the world

4. a co-emergent, non-dual and evolutionary understanding of the world

Four design principles have emerged from the literature on human decentred

philosophies and non-anthropocentrism (see section 2.1.3):

1. Transformation: Humans as reflective instigators of and participants in change

2. Collaboration: Work on problems together from the inside

3. Mutualism: Work for common good based on interconnectedness

4. Participation: More than human actors in a network

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Chapter 4: Human-Decentred Conceptual Pedagogical Framework 39

Table 1 Ontological Themes, Decentred Design Principles and Integral Quadrants. Integral Quadrants

from Wilber (2000)

Ontological Themes, Decentred Design Principles and Integral Quadrants Integral Quadrants

I WE IT ITS

Integral Ontology Themes

a decentred and inclusive consciousness

the collaborative co-generative nature of reality based on mutuality

a relational and interconnected view of the world

a co-emergent, non-dual and evolutionary understanding of the world

Decentred Design Principles

Transformation: humans as reflective instigators of and participants in change

Collaboration: work on problems together from the inside

Mutualism: work for common good based on inter-connectedness

Participation: more than human actors in a network

Both the ontological themes and decentred design principles can be organized to

fit within the four quadrants of Integral Theory demonstrating that the interior,

exterior, individual and collective dimensions are considered. Table 1 therefore forms

the foundation of this Decentred Pedagogical Framework and informs the following

models, values, strategies and approaches.

4.1.2 Conceptual Models

Two conceptual models have been designed by the researcher as a part of this

Framework. Both models contribute to articulating the purpose, direction and position

of the Framework within the larger context identified in the literature review. In turn,

they have been central to the design of this research. The first (see Figure 3) is based

on a broad understanding of the history and development of design, consciousness,

anthropology, developmental psychology, cultural evolution and philosophy.

Particular influences include the work of Wilber (2000) on Integral Theory and the

work of Beck and Cowan (1996) on Spiral Dynamics whose work is included. The

second model (see Figure 4), designed by the author, is based on concepts emerging

from posthumanism, non-anthropocentrism, anthropology and philosophy.

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40 Chapter 4: Human-Decentred Conceptual Pedagogical Framework

Figure 3 Thinking, Being & Acting Model of Development. Diagram designed by the author based on the works of Wilber (2000), Beck and Cowan (1996)

The first model (Thinking, Being and Acting Model of Development), while

bringing together many aspects of both individual and collective human evolution,

introduces design as a human ontological activity with the capacity to initiate

transitionary change (see Figure 3). This model positions the theoretical and practical

aspects of this framework within the context of history, culture and worldviews. Each

of these worldviews and stages of development belong in an integral worldview. What

can become pathological in the individual and/or society is the resistance to expand or

develop towards the subsequent space (Plotkin, 2008). Rather than the development of

cognition and skills being the end goal of education, this framework sees them as a

part of the means by which whole healthy human development and the continued

expansion of consciousness occurs. As such, the urgent problems of social, ecological

or economic collapse cannot be addressed simply with better thinking, technology and

Anthropocentric

Planetary Consciousness

Integral Consciousness

Ethnocentric

Biocentric

Ecocentric

Premodern Era

Modern Era

Postmodern Era

Metamodern Era

Posthumanism

Egocentric Design:

Power & Dominance

Design: Self Expression

Design: Cultural Desires

Design: Human Survival

Universal Design

Decentred Design: Mutualism,

Cohabitation, Sustainment

Integral Design

Human Centered

Design

Cosmology of Belonging & Participation

Pluralistic Relativism & Nihilism

Cosmology of Origins

Design (Acting)

Stages of Consciousness according to Spiral Dynamics (Being) -Survival/Undifferentiated -Magic/Animistic -Egocentric/Power -Absolutistic/Truth -Multiplistic/Rational -Relativistic/Pluralistic -Systemic/Integral -Global/Universal

Scientific Realism

Integral Cosmology

Stages of Consciousness expansion Egocentric > Ethnocentric > Anthropocentric > Biocentric > Ecocentric > Integral

Worldview/Mindset (Thinking)

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Chapter 4: Human-Decentred Conceptual Pedagogical Framework 41

skills. Rather, an expanded, decentred and inclusive development of being is needed.

This framework takes a decentred design approach to transformation.

The second model (Human-Nature Relationship Evolution Model) designed for

this Framework illustrates the possible progression of the relationship dominant

human cultures have had and are beginning to have with the rest of the natural world

(see Figure 4).

Figure 4 Human-Nature Relationship Evolution Model. Diagram designed by the author.

The belonging-to relationship represents a pre-modern worldview. The

opposing, dominating and managing relationships represent a modern and transition

to post-modern worldview. The collaborating and be-longing/coming relationships

represent a more integral or trans-modern worldview. It is the movement towards these

latter ways of being in the world that is the focus of this Decentred Pedagogical

Framework. These models have thus contributed to the design and methodology of

this research.

This Decentred Pedagogical Framework is designed to engage participants in

collaborative design methods towards ‘co-designer’ and ‘anticipant’ ways of engaging

in the world. In engaging in the transition of ‘ways of being’ described in this research,

Table 2 illustrates examples of some of the paradigm shifts needed.

Belonging To (Participant)

Collaborating (Co-Designer)

Managing (Benevolent Monarch)

Be-longing/coming With (Anticipant)

Dominating (Dictator)

Opposing (Combatant)

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42 Chapter 4: Human-Decentred Conceptual Pedagogical Framework

Table 2 Movement towards an integral learning paradigm

From Dominant Paradigm To Integral Paradigm

Human independence Global interdependence

Isolated actions and events Universe operating as a seamless integral whole

Fragmented areas of learning All learning as interdisciplinary and interconnected

Earth as a human resource Earth as a complex community

Humans (self) as pre-eminent and of higher value than the rest of the biotic community

A web of life perspective where humans are a part of a more than human world.

First order learning (formative) Second and third order learning (formative and transformative)

Dominate / compete Participate / collaborate

Control and command Consult and consent

Others have developed lists demonstrating needed shifts in perspective and

thinking (Dunne & Raby, 2013; Nelson & Stolterman, 2003). This list in Table 2 is

positioned at the upper left arc of Figure 3 and 4, and demonstrates the repeating

pattern of development described by many theorists as ‘transcend and include’ (Bohac

Clarke, 2019; Stein, 2019; Wilber, 2000). Accordingly, the right column of Table 2

does not deny the left column; but transcends it and includes it in a larger and more

holistic perspective.

4.1.3 Values, Strategies and Approaches

To account for the complexity of the human inner world (thoughts, feelings, etc.)

as well as the outer world (ecologies, environments, etc.), requires understanding

everything in relationship. Acknowledging the importance yet difficulty of people

understanding themselves as a part of a larger system while living in individualistic

societies, Du Plessis (2015) advocates a co-creation approach to design and worldview

transition.

This framework values a range of transformative strategies and approaches to

teaching and learning. Central to these approaches are methods of collaborative design

which involve prototyping, (inter)acting, consulting, listening, imagining etc. This

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Chapter 4: Human-Decentred Conceptual Pedagogical Framework 43

includes activities such as role-playing, focus groups, forced-choice, design

challenges, co-design projects, theatre games and other kinaesthetic or embodiment

activities.

4.2 APPLICATION IN THIS RESEARCH

This Decentred Pedagogical Framework has been applied and tested as the

pedagogical framework for the series of educator co-design workshops central to this

research. These workshops involved participants as collaborators in their personal and

professional development, the co-design of a transformative learning model, and a new

education philosophy for the school site. Findings will be discussed in Chapter 7.

4.3 CONTRIBUTIONS

This Decentred Pedagogical Framework has potential implications for the

integral development of individual teacher classroom approaches, the personal and

professional development of educators, school transitions and the initial set up of new

schools. This Framework may also contribute to ontological approaches to transitions

outside of education.

Outside of schools, this framework might also be applied to the development of

Integral Education, non-anthropocentric philosophies of human/nature relationships

and the emerging field of Transition Design. In theory, this Framework could be

applied outside of education towards the development of decentred and transformative

approaches across multiple disciplines. This Framework also contributes to the larger

conversation around the future of human development and human/non-human

relationships.

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44 Chapter 5: Research Design

Chapter 5: Research Design

This chapter outlines the methodology and design of this research and

demonstrates how they align and contribute to the Decentred Pedagogical Framework

and work together to answer the research question.

Section 5.1 describes the methodology and research design. Section 5.2 then

provides details of the research site and participants. Section 5.3 identifies the data

collection instruments, and Section 5.4 outlines the research procedure and timeline.

Finally, Section 5.5 describes the data analysis process including how reflexive

analysis, triangulation and a validation group contribute to ensuring rigour and quality.

5.1 METHODOLOGY AND RESEARCH DESIGN

5.1.1 Methodology

Collaborative Design

Based on the theoretical framework and this relational and co-generative

understanding that our knowledge comes from a position as participants from the

inside, collaborative design has been selected as an appropriate methodology for this

research. Collaborative design involves stakeholders as not only participants in solving

a problem or generating knowledge, but as collaborators in the design and

development of the project (Dutra, Haworth, & Taboada, 2011; Meppem & Bourke,

1999; Taboada et al., 2010). Through this process, the understandings of the problems

are able to co-evolve while working towards solutions (Schon, 1983). Participants are

thus recognised as skilled and invested actors able to contribute in meaningful and

unique ways to the co-generation of insight and knowledge (Détienne, 2006; McNiff,

2014; Reason & Bradbury, 2006; Simonsen, 2014; Tironi & Hermansen, 2018).

Considering the phenomenological nature of a collaborative design

methodology, attention is given to behaviour, conscious experience and lived realities

as they are expressed through actions, relationships, attitudes, language and designed

artefacts (Heidegger & Stambaugh, 1996; Taboada et al., 2010; Wendt, 2015).

Collaborative design as a methodology of future-oriented action, change and

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Chapter 5: Research Design 45

participation is well aligned with the four ontological themes and decentred design

principles that emerged from the data as central to design work towards sustainable

futures.

Table 3 Research Paradigm Summary

Integral Quadrants

I WE IT ITS

Integral Ontology Themes

a decentred and inclusive consciousness

the collaborative co-generative nature of reality based on mutuality

a relational and interconnected view of the world

a co-emergent, non-dual and evolutionary understanding of the world

Decentred Design Themes

Transformative: humans as reflective instigators of change

Collaborative: work on problems together from the inside

Mutualism: work for common good based on inter-connectedness

Participatory: more than human actors in a network

Collaborative Design Methodology

Acknowledges personal changes central to changed or improved futures through

Focuses on co-creation as a mode of contributing to holistic outcomes

Identifies relationships, connections and interactions as central

Advocates for the inclusion of diverse shareholders and complex partnerships

Table 3 above illustrates some of the ways in which a collaborative design

methodology aligns with the Decentred Pedagogical Framework. This research applies

collaborative design methods to involve educators in their own development of skills,

knowledge, values, agency, wisdom and maturity that are needed to contribute to more

sustainable futures and a transformative education paradigm. The methods employed

in this research stem from this collaborative design methodology.

5.1.2 Research Design

Guiding the design of this research is a commitment to the four themes of a

decentred design approach within a collaborative design methodology. Based on both

the literature review and conversations with the participants, a collaborative workshop

series was determined to be an appropriate and effective format for this research. From

an Integral Theory framework, the workshop series needed to address both the interiors

(personal and cultural values, mindsets, meaning-making frameworks etc.) and

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46 Chapter 5: Research Design

exteriors (knowledge, skills, understanding etc.) of teacher development. As such, the

series is considered a personal and professional development program. Engagement

with participants and a review of school documents contribute to understanding the

local context, identifying central problems and the initial design of the workshops. The

length and frequency of the workshops was determined in negotiation between the

researcher and the campus principal. Although the researcher established the initial

workshop structure and agenda, once the workshops began, participants

collaboratively steered the direction, design and content of the workshops.

The collaborative design of this research serves several functions. First, by

involving participants as co-researchers they would be able to gain the insights,

learning and growth usually experienced by the researcher. Second, the involvement

of participants in finding solutions to relevant problems often results in more effective

and sustainable solutions. Third, collaboration as a decentred ontological design act

reflects the interconnected nature of reality and contributes to the transition to a more

integral human development. Finally, as a political act, collaborative design can

contribute to the development of a more equitable and ecological society.

Methods

Through the collaborative design methodology, participants were involved in all

aspects of the design process, from the design of the workshop activities, development

of the workshop series, to the design of transformative education tools and approaches.

Considering an ontological design perspective, critical reflective practices were used

to expand awareness of the generative nature of the current designed world context

and the agency of design. To contribute to the rigor and validity of the findings,

participants were also involved in certain aspects of data analysis and the identification

of themes. Considering the situatedness of data in a phenomenological framework,

multiple mediums of data generation (visual/verbal, individual/group) were used to

triangulate and thus identify themes.

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Chapter 5: Research Design 47

Project objectives

The following objectives were identified in the design of this project to ensure

alignment within the Decentred Pedagogical Framework and a collaborative design

methodology.

• Understand local context and identify problems.

• Get to know participants’: worldviews, values, priorities, educational views.

• Identify preliminary strengths, weaknesses and underlying problems based on

Integral Theory.

• Design collaborative workshop sessions and activities to generate a common

understanding of and vision for transformative education.

• Present AQAL as an integral framework for transformative education.

• Co-design further workshop sessions with participants to help them identify

problems and work collaboratively to solve them.

• Involve participants in aspects of workshop design, activity design and data

analysis when possible

The Research Intervention

The research design chosen for this project includes two stages: (1) a preliminary

study; and (2) a series of five workshops. The preliminary study included the

examination of school documents and an exploration of staff ideas and practices

around the purposes of education. This short preliminary study, including participant

engagement and the review of school documents, was conducted to identify local

problems related to the research area. Based on an Integral Theory framework this

preliminary study informed the initial design of a personal and professional educator

workshop series.

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48 Chapter 5: Research Design

Figure 5 Research Design

The series of five workshops consisted of four to five thirty-minute sessions

each. They built from personal experiences towards the collaboration of ideas and

theory and culminated with the cogeneration of a transformative education philosophy.

Collaborative design as a methodological approach informed the design of this project,

placing an emphasis on the involvement of participants in cycles of design and

reflection. In this way, the participants contributed to the direction of the project, and

at times were involved as co-researchers. Following is an outline of the workshop

structure, including the aims, format and instruments for each workshop.

Workshops

The workshops consisted of a combination of group activities, focus groups,

presentations, individual activities, group discussions/inquiry and questionnaires. The

researcher took photos, field notes, collected workshop artefacts and kept a reflective

journal to document the process, collect data and contribute to the planning of the

following session. At the beginning of each of the five workshops, the researcher met

with one or more of the participant/validation group members to receive feedback and

Analyse data for emergent themes, unexpected results and new ideas.

Workshop 1 Personal Education Experiences

Workshop 2 Futures and Worldviews

Workshop 5 Cogeneration of a Transformative Education Philosophy

Workshop 3 Transformative Theories, models and Co-design

Workshop 4 Application to Practice

Creative visualisation

Questionnaire

Co-design Artefacts

Focus group Focus groups

Focus group Individual and group

design projects

Final Survey Focus group Co-design process

Group design project

Co-design Artefacts

1. What theories, methods and approaches might be appropriate to guide such transition work?

2. What is the perceived value of a collaborative method for change in education?

How might a pedagogical framework be developed to engage secondary teachers in an ongoing process of personal and professional development and contribute to the transition to a more integral and transformative approach to education?

Document through

multiple sources

Revise approach and plan new actions based on participant consultation and emergent data. Reflect

Plan

Observe

Researcher participates

Act

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Chapter 5: Research Design 49

contribute to the development of the following workshops. The workshops were

conducted as follows:

Workshop 1: Personal Education Experiences

Aim: To establish a creative, collaborative and reflective workshop approach in line

with the theoretical framework of this research, explore participants’ experiences of

education, and allow participants to get to know each other better and build trust.

Format: A creative work representing individuals’ education experiences, group

reflection on the project, interactive activities exploring the themes that emerged,

collaborative project documenting those themes.

Instruments: creative visualisation (artefact), discussions, reflective journal, field

notes

A more detailed account of the activities and processes that were specific to this

research site context in Workshop 1 is provided in Appendix A.

Workshop 2: Futures and Worldviews

Aim: To better understand the participants’ view of the world, futures and preferred

futures.

Format: Individual and group activities in which participants explore and document

their concepts of perceived and preferred futures. A questionnaire exploring preferred

worldviews for graduating students.

Instruments: Focus groups, individual and group design projects (artefacts), reflective

journal, field notes, questionnaire

A more detailed account of the activities and processes that were specific to this

research site context in Workshop 2 is provided in Appendix B.

Workshop 3: Transformative Theories, models and Co-design

Aim: To work with theories to collaboratively develop models and approaches to

transformative learning appropriate to the site.

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50 Chapter 5: Research Design

Format: Presentation of AQAL and spiral dynamics, focus groups on transformative

learning, co-design of visual models

Instruments: Focus groups, group design project (artefacts), reflective journal, field

notes

A more detailed account of the activities and processes that were specific to this

research site context in Workshop 3 is provided in Appendix C.

Workshop 4: Application to Practice

Aim: To connect participants’ experiences, values and worldviews to their practices

by developing a shared set of desired outcomes of the school campus.

Format: Individual and group activities to create a visual map of a graduate student,

explore purposes of education, identify education practices and priorities that connect

with the values and desired futures of participants

Instruments: Focus groups, individual and group design projects (artefacts), reflective

journal, field notes

A more detailed account of the activities and processes that were specific to this

research site context in Workshop 4 is provided in Appendix D.

Workshop 5: Cogeneration of a Transformative Education Philosophy

Aim: Collaboratively design a school specific transformative education philosophy

based on the workshop series.

Format: Focus groups to design the process, individual and group activities to generate

content, a focus group to revise the document, a reflective discussion on the

philosophy, a final questionnaire.

Instruments: Focus groups, individual and group design projects (artefacts), reflective

journal, field notes, questionnaire.

A more detailed account of the activities and processes that were specific to this

research site context in Workshop 5 is provided in Appendix E.

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Chapter 5: Research Design 51

This outline provides only the basic structure of the research design due to the

highly context dependent nature of this kind of collaborative design work. In different

contexts, the specific application of this design would need to adapt and evolve with

the collaborative input from the participants and other unique environmental factors.

5.2 RESEARCH SITE AND PARTICIPANTS

5.2.1 Research Site

This research was conducted at the Brisbane campus of the Independent Special

Assistance School (SAS) Arethusa College in Queensland, Australia. Opened in 2008,

the college is founded on an inclusive Christian ethos and has several campuses around

south-east Queensland with a central office at its original campus near Deception Bay.

The school is accredited by Independent Schools Queensland (ISQ) and is governed

by a Board of Directors. The school attracts both federal and state funding annually

through a student census process and charges no regular school fees to students or

families. As a SAS, the school works with young people who have or at risk of

disengaging from education and are not participating in vocational training or full-time

employment. Due to the different localities and student demographics, each campus

differs in their points of engagement with students, specific activities, and community

involvement. Across the school there is a common focus on creating a supportive

education approach and environment that accounts for the significance of physical,

social, intellectual and emotional factors that can impact on a young person’s ability

to learn and become a healthy adult. As a part of this, all campuses have a restorative

justice process, reduced class sizes, a reduced school day, partnerships with local youth

support agencies and a focus on diverse post-secondary transitions.

The Brisbane Campus has a focus on creative arts to engage students in

education, personal development and global citizenship. The site offers both junior and

senior secondary education and has a total enrolment of approximately 80 students

from year 7-12. Both the junior and senior classes are further divided into male and

female programs. The junior program is based on the Australian National Curriculum

and the senior program offers National Curriculum Mathematics, English and

Recreation Studies as accredited courses. Both programs also offer a number of co-

curricular electives designed and delivered by staff. The site has ten staff which include

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52 Chapter 5: Research Design

three teachers, four education support officers, a program coordinator, a campus

support officer and a principal. Due to the diverse needs of the students and the reduced

student contact hours, professional development is both prioritised and more easily

scheduled. Negotiated with the principal and approved by the Board, this project was

able to secure a weekly 20-30 minutes morning time slot available as an option to all

ten staff.

The site was primarily chosen for the high level of access, the support of the

principal and the researchers’ knowledge of and connection with the site as a program

coordinator. Also, the size of the campus and student hours allowed for the entire staff

team to attend morning meetings and subsequently the workshop sessions. Finally, the

researcher identified that early or experimental transition work ideally occurs at the

margin of dominant systems. Therefore, as a special assistance school it could

experiment at the margin of mainstream education, while research results could still

have direct implications to it. In many ways the site informed aspects of the research.

It is acknowledged however, that although findings may be transferable, limitations

may exist due to the unique structure and student population of the research site.

5.2.2 Participants

Upon gaining access and permission to conduct this research at the Brisbane

Campus of Arethusa College, a low-risk human ethics application was developed and

submitted through Queensland University of Technology (QUT) Human Ethics Board

(See Appendix H). Upon approval, emails (See Appendix H) were sent to the Brisbane

campus staff inviting them to take part in the study. All ten of the campus staff agreed

and signed the permission waiver. Beyond these full-time staff, two university work

placement students also participated. Participation was and continued to be voluntary

throughout the project and staff attendance remained between nine and twelve for each

workshop. The project therefore included three teachers, four education support

officers, a program coordinator, two placement students, a campus support officer and

a principal. The activities in the workshops were designed in a way to allow

participants to contribute in a number of different ways to account for different

learning styles and participation preferences. Small groups were encouraged to change

members throughout the project to address potential issues of power and groupthink.

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Chapter 5: Research Design 53

5.2.3 Researcher Roles

I have been the program coordinator for the male program at the Brisbane

campus since its inception in 2012. In 2017, during the data collection period, I

transitioned to a part-time role as the coordinator for a new innovation and design

program that offers co-curricular and Certificate programs to all senior students. My

role and experience at the school allowed access, insight and relationships that an

external researcher would not have. I am also aware of the potential risks of having

multiple roles in a research project. I am at times a researcher, co-participant, program

coordinator, and co-worker at the research site. Throughout the course of the project I

endeavoured to clarify my role to myself and others. This is identified and noted in the

data methods.

5.3 INSTRUMENTS

Observation as a data collection tool is central to a collaborative design

methodology. As a co-participant, observations include the interactions, emotions,

behaviours and experiences of the participants and the researcher. Therefore,

observations, direct quotes and reflections were documented in the researcher

reflective journal throughout the project (See Appendix F for example).

Focus Groups were used in this research as the primary way of engaging in

discussion and collaborative design. The focus group allows for the researcher to set

the initial agenda or topic (often based on outcomes of previous sessions) to initiate

the process yet also allow participants to redirect the focus. Field notes, photographs,

collected artefacts and a reflective journal are the primary methods of recording data

from the focus groups.

Two questionnaires (See Appendix G for example) were used in this research to

allow for individual and reflective responses to support or contradict findings from

group work. The design of the questionnaires was based on emergent data from earlier

workshops.

The design of artefacts throughout the workshops served several purposes. First

as a visual design for group reflection and further development. Second, as a

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54 Chapter 5: Research Design

contribution to the development of practical tools for use in the transition to a more

transformative education approach. Third, as a way to use the act of making together

as a phenomenon contributing to a new shared understanding. Artefacts that

participants individually and collaboratively made as a part of the workshops were

collected and photographed for analysis (See Appendix F for examples).

5.4 PROCEDURE AND TIMELINE

5.4.1 The preliminary study

The purpose of the preliminary study was to gather information on the mission,

purposes and approaches of the school from both school documents and campus staff.

To do this, the Arethusa College Teaching and Learning Framework (ACTLF)

document was analysed according to emergent categories. Similar statements,

concepts and ideas were then consolidated into five themes. The researcher also wrote

a short reflection based on experiences working at the research site and conversations

with staff. These five themes and the reflection was then checked with co-workers to

clarify and define the initial context and problems to inform the co-design workshops.

Aim: To gather information on the mission, purposes and approaches of the

school. To identify problems related to the research area.

Instruments: Desktop research and reflections on casual staff interviews

5.4.2 Workshop Series

The purpose of the workshops was to trial a collaborative education philosophy

design approach in order to promote personal and professional staff development

towards a more transformative and integral education approach. The local problems

were situated within the context of the larger systemic problems identified in the

literature review. Integral Theory, Ontological Design and a decentred approach to

sustainable futures provided a framework in the development of the workshops.

The workshop sessions were held once a week on a Tuesday morning for twenty

to thirty minutes, over 25 weeks. Occasionally a week would be missed due to school

event conflicts. The workshops consisted of a combination of group activities, focus

groups, presentations, individual activities, group discussions/inquiry and

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Chapter 5: Research Design 55

questionnaires. The researcher took photos, field notes, collected workshop artefacts

and kept a reflective journal to document the process and collect data. At the beginning

of each of the five workshops the researcher met with one or more of the

participant/validation group members to receive feedback and contribute to the

development of the following workshops.

5.5 ANALYSIS

Emergent Thematic Analysis was used as the primary method for making sense

of the data collected. A three-step thematic analysis process advocated by Creswell

(2005) was used. This includes familiarisation with the data, grouping similar data and

synthesising groups into emergent themes. This approach aligned well with the design

of the research as a preliminary analysis of data was required throughout the research

as a reflective process to inform the ongoing design of the workshops.

Data was analysed and grouped into categories. After several iterations of the

categorisation of data, themes were then analysed to identify possible relationships,

connections or reoccurring patterns (Boulton & Hammersley, 2006). These categories

were then combined into four themes. The AQAL map (Wilber, 2000) and the stages

of consciousness development in Spiral Dynamics (Beck & Cowan, 1996) contributed

to further analysing and discussing the findings according to the Decentred

Pedagogical Framework proposed in Chapter 4.

Credibility of data, themes and claims were assessed through reflexive analysis

(Greenwood & Levin, 2007), triangulation, a validation group and by addressing the

validity and quality questions (see Table 4) proposed by Reason and Bradbury (2006).

Triangulation: To ensure reliable data, the use of diverse forms of visual and

verbal data in the form of observation, researcher reflective journals, questionnaires,

and participant activities (artefacts) was compared (Efron & Ravid, 2013).

Validation group: In order to ensure accuracy and credibility, a validation

group was established that included the two school staff members involved in the

student co-curricular class development. They were consulted regularly to discuss

problems, review data, and give constructive feedback (Grey, 2014).

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56 Chapter 5: Research Design

To ensure the rigour of this research project, the researcher used a framework of

questions for validity and quality in qualitative research proposed by Reason and

Bradbury (2006) (see Table 4).

Table 4 Questions for Validity and Quality in Inquiry Adapted from Reason & Bradbury (2006)

Questions for validity and quality in inquiry Does the research lead to questions of emergence and enduring consequence? Within an understanding of ontological design, the pedagogical framework has been developed to contribute to an emergent, evolutionary, educational process of engaging with self, persons, communities sustained over time. Topic Questions This research Questions of outcomes and practice

Practical outcomes. Does it work? what are the processes of inquiry? Are they authentic? Life enhancing?

Reflective practices. Situated, authentic and democratic action research. Building consensus, collaboration, mutuality and relationships

Questions about plural ways of knowing

An extended epistemology of Experiential, presentational, propositional, and practical knowing. What dimensions are emphasized? is this appropriate? Validity and relationship between different ways of knowing.

Integral Theory, AQAL framework and collaborative design promote diverse ways of knowing and being The pedagogical framework promotes engaging in the more-than-human world as co-participants.

Questions of relational practice

How have the values of democracy been actualized in practice? What is relationship of initiators and participants? Infrastructure and political implications?

Co-design workshop format with all staff. Researcher, co-worker, participant relationship. Emergent themes and participant contributions influence project design and direction.

Questions about significance

What is worthwhile? What values have been actualized? Is the inquiry process truly worthy of human aspiration? Spirituality and beauty?

Development of connectedness, contribution and purpose. Transformative learning as situated within an ontology of belonging, relationship and response-ability towards human planetary consciousness.

The left and centre columns contain the topics and questions posed by Reason

and Bradbury. The right column contains the ways in which this research addresses

those questions.

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Chapter 6: Results 57

Chapter 6: Results

This chapter describes and analyses the information gathered throughout the

duration of this study. The data is presented in a chronological narrative form due to

the developmental nature of the main research question and the iterative and

participatory nature of the methodology. Themes, patterns and resulting changes in

workshops are described as they emerged throughout the study. The chapter is divided

into two sections, first a short narrative reporting the results of the preliminary study

followed by a longer narrative reporting the workshop results. These results are

divided into the five workshops chronologically.

The colours referenced in this chapter refer to the stages of development

according to the spiral dynamics model developed by Beck and Cowan (1996) found

in the AQAL map (see Figure 2 and Figure 9). This model was presented to the

participants and thus discussion and reflection reference some of the terminology and

colours from this model.

6.1 NARRATIVE RESULTS OF PRELIMINARY STUDY

The purpose of the preliminary study was to gather information on the mission,

purposes and approaches of the school from both school documents and campus staff.

A thematic analysis of the ACTLF demonstrated that although more holistic

approaches to education were promoted, the larger purposes of education were focused

almost solely on personal success, educational achievement and employment

outcomes.

Based on conversations with participants, staff were feeling a tension between

an increasing school leadership (off-site) focus on objective measurable outcomes and

the staff focus on student and school community development and health. There

seemed to be a difference of approach and perhaps difference of values between the

campus staff and those in management positions. Although there was a strong sense

of unity in the local campus team the lack of clearly articulated and practiced values,

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58 Chapter 6: Results

mission and approach throughout the school was impacting the staff’s sense of morale.

Staff often discussed not feeling supported or valued by the organisation in different

ways. This was often linked to decisions being made without consultation with staff.

Although there was a general desire to provide a more ‘holistic’ and ‘alternative

approach’ to education in comparison to mainstream schooling, Arethusa Brisbane

campus staff did not have a specific education theory or philosophy to guide their

development as educators and as a school. Staff reported a lack of clarity and unity

regarding the central mission and practices of the school.

6.2 NARRATIVE RESULTS OF CO-DESIGN WORKSHOPS

The table at the beginning of each workshop contains a central question and three

objectives identified by the researcher to guide that particular workshop, as well as

themes that emerged from that workshop. Many of the questions and objectives were

informed by themes from previous workshops. It should be noted that each workshop

represents four to six half-hour sessions which might include multiple activities, topics

and methods. Within this narrative, important example outcomes have been

highlighted in a shaded box for clarity and emphasis.

6.2.1 Workshop 1: Personal education experiences

Table 5 Workshop 1 Question, Objectives and Emerging Themes

Question Who are the participants and what are their education experiences, values, views & practices?

Objectives Establish a participative, creative, active and collaborative environment

Better understand the participants, their education experiences, values, views and practices

Explore how worldviews are shaped by experiences

Emerging Themes

Belonging/Not belonging

Inter-subjectivity and dual/nondual tensions

Transformation, redemption, restoration

At the start of Workshop 1, participants were asked to reflect on their

experiences as secondary students. The space chosen, the large communal paper on

the table and the selection of writing and drawing utensils were set ahead of time to

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contribute to a relaxed, creative and collaborative workshop environment. Several staff

expressed excitement for the opportunity to be creative and reflective with no pressure

to produce something finished. Nearing the end of the session participants began to

notice and comment on each other’s work. The visual and textual results (as illustrated

in Figure 6), as well as the informal dialogue, showed a strong theme of belonging or

not belonging in the participants’ education experiences.

In the second session, participants showed willingness and excitement to share

their personal education experiences. Most used the visuals and text from the previous

session as a guide. A sense of belonging or not belonging was central to many of the

participants’ narratives. This ranged from relationships with peers, teachers, family

and school communities. A theme of redemption and restoration also emerged from

several participants, as they described an experience or juxtaposed belonging and not

belonging.

One participant identified a specific teacher’s anxiety and took time to listen to

her and later, made adjustments specifically for her. Another juxtaposed “yes” teachers

and “no” teachers, and expressed how she felt seen and heard by “yes” teachers. This

became an intimate and vulnerable session, as participants shared very personal and

life-defining events from their histories.

Based on the strong emergence of the themes of (not) belonging and redemption,

I decided that it might be important to explore this further before moving on, as it may

contribute to a better understanding of our own and each other’s worldviews and

approaches to education. In consultation with one of the teachers, we developed

several activities including forced choice, role-play and forum theater to further

explore this theme.

In the forced choice activity, participants moved considerably between contexts

of belonging (such as family, school campus, Australia, Earth etc.), demonstrating that

Figure 6 Artefacts from Workshop 1

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60 Chapter 6: Results

belonging was not necessarily a constant experience for participants, but could change

contextually. Participants were encouraged to reflect on their different states of

belonging and engage in how others experience belonging differently. Conversations

afterwards centred around how surprised people were at how much everyone moved,

how spread out everyone was for each category, and how each person’s understanding

or interpretation of the category was influential.

Example (Earth): Some who had moved to the “strong sense of belonging”

side of the room voiced the beauty of the Earth and wonder and science/astronomy

contributed to their decision. On the other side of the room one person voiced not

always fitting with society and therefore not a strong belonging with the

world/Earth. Another voiced the destructiveness of humans and therefore not

wanting to associate or belong to cultures of hate, greed and destructive behavior.

(he interpreted Earth as societal structures and human actions)

Considering this experience, participants identified terms that represented

belonging and not belonging to them and assembled them on the large paper in the two

themes. In discussing the assembled terms, one participant summed up the discussion

saying “it seems like exclusion and isolation sums up the not belonging category and

acceptance, connection and care seem to sum up the belonging category.”

Although participating in the role play was difficult for some participants, all

were very willing to engage in discussion. Several participants reported that they found

themselves identifying specific students that they thought might be experiencing not-

belonging in a similar way that they themselves have. Some participants expressed

that they were surprised by how the other person experienced not belonging differently

to themselves, and what particular students they identified as also experiencing not

belonging in this way.

This seemed to further uncover the diversity of how each person might

experience the world. Discussion developed around empathy and understanding

certain students more than others based on our way of experiencing the world. The

group seemed very excited about this as a way to better understand students and

improve teaching practices. The themes of redemption, restoration and transformation

emerged stronger here as a central focus for most staff in their work with students.

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In the final session of this workshop participants were given the chance to work

together to better understand student behaviour as it relates to not belonging, and trial

different restorative approaches. The structure of the activity seemed to allow

participants to learn from each other’s practices in a way that is rarely possible, as

many staff do not get to see or learn from each other’s classroom practices. A common

theme that emerged was the tension between taking the time to address a behaviour in

a restorative way and maintaining an undisrupted classroom. This tension of holism in

a dualistic system also first emerged here, with one teacher explaining “I think the

students can’t engage in learning until they feel safe and that they belong, so this has

to come first” and another asking, “how do I balance the behaviour/emotional needs

of students with the reportable outcomes?”

Summary

The participants included inexperienced to highly experienced teachers,

education support officers (youth worker/teacher aids), program coordinators, a

campus support officer (involved in student and family contact and restorative justice)

and a principal (qualified teacher). Based on this workshop series all the participants

expressed a high value on belonging, community, family and friends. Relationships of

care, and the experience of belonging/non-belonging highly impacted their educational

experiences, and several expressed how it influenced their current education approach.

Several participants identified key relationships that were redemptive or

transformative in their schooling experience. Togetherness, holism, inclusiveness and

seeing students as individuals came through in most of their practices and dialogue.

Redemption, restoration and transformation emerged as a strong value and focus of

staff. Restorative justice was a central process in dealing with conflict in the school.

Themes of inter-subjectivity and non-dualism also began to emerge.

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62 Chapter 6: Results

6.2.2 Workshop 2: Futures and Worldviews

Table 6 Workshop 2 Question, Objectives and Emerging Themes

Question How do the participants view the world, futures & sustainability? Objectives Understand

participants views on people, nature, futures and sustainability.

Explore how worldviews are connected to purpose and practice in education.

Articulate what worldviews might lead to desired futures.

Emerging Themes

Nature-culture dualism: Destructive and constructive capacity of humans

Need for change, transition, revolution

Sustainable (preferred) futures defined by other-oriented and mutual relationships of wellbeing and power

Workshop 2 focused on identifying the values and beliefs that make up the

participants’ worldviews, as well as creating space for participants to become more

aware of the relationship between their worldviews and their education practices.

Table 6 highlights the objectives and resultant emerging themes.

In the first activity participants described the world in ways that highlighted a

dualistic understanding of the world in terms of nature and humans as separate entities.

Many portrayed nature as ‘good’ and human disruption of nature as ‘bad’ or

destructive. Comments included “the world is being destroyed by human actions and

is getting unhealthier every day” and “the world is full of beauty and life but is being

changed and damaged by human needs and greed.” In describing the school campus,

participants showed both an understanding and frustration with the subjective way in

which the campus could be perceived and understood.

Using individual and group activities, participants described their perceived

futures and preferred futures (see Figure 7). In describing what they thought the world

would be like in twenty years, many expressed tensions between nature and culture,

human constructive and destructive actions, power/greed and community/sharing.

Most participants viewed the world as moving in a destructive and unhealthy direction

and in need of dramatic change. The changes indicated trended towards a human-

centred society with high values on individual and community health and development

over industrial or economic development. Several participants indicated the need or

inevitability of a collapse or revolution.

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Chapter 6: Results 63

When describing the world in which they want to live, most participants

indicated a need to shift towards a human society focused on awareness, empathy,

community development, subject to subject relationships, equality, inclusivity,

diversity, and decentralized power. Many focused on a shift to a human-centred or

well-being focused society. Holism and collaboration were common themes. There

appeared to be a disparity between the depth and detail in which participants described

their preferred futures.

This workshop series concluded with a questionnaire (See Appendix G) focused

on the worldview and values that participants hope students develop. The questions

addressed self, others and the world (all four AQAL quadrants) resulting in the

following themes and key words. The terms used were strongly centred in the

subjective “I” and inter-subjective “WE” interior AQAL quadrants.

• Self: Empowered, Valued, Capable/strong, Purposeful, Community/

connected, Love/care/ empathy

• Others: Equality, inclusive, Community, Collaboration, Allies, Empathy,

comp, connect gratitude, Understanding, other oriented

• World: Respect, care, interconnected, wonder, curiosity, value, gratitude

Figure 7 Artefacts from Workshop 2

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64 Chapter 6: Results

Summary:

Most participants viewed the world as moving in a destructive and unhealthy

direction and in need of dramatic change. Many expressed tensions between nature

and culture. Most views of futures and sustainability indicated a need to shift towards

a human-centred society focused on awareness, empathy, community development,

subject to subject relationships, equality, inclusivity, diversity and decentralized

power. The tension of a dualistic human/nature world seemed to be resolved for some

participants in a “preferred future” based on collaboration, sharing, interconnectedness

and holism. This could represent a transition from dual to non-dual consciousness or

conflicting worldviews.

6.2.3 Workshop 3: Transformative Theories, models and Co-design

Table 7 Workshop 3 Question, Objectives and Emerging Themes

Question What are the participants’ views and understanding of human learning, change & transformation?

Objectives Present Transformative Learning Theory

Present overview of models of understanding human being and becoming

Collaborate in developing a collective understanding of how transformation can occur in a learning environment

Emerging Themes

Change requires whole human development

Change occurs in safe social environments

Other-orientation (empathy) is essential for change

This third workshop series focused on presenting theories and approaches to

human change and collaboratively designing and customizing these to contribute to a

more transformative education approach for the campus. Table 7 Summarises the

objectives and resulting emerging themes.

Using three domains of the human, represented by ‘thinking’, ‘being’ and

‘acting’, participants explored the relationship between the three in relation to human

change and learning. In a focus group (See Appendix F), participants explored and

developed each of these domains and critically examined their own practices.

Participants noted and agreed that “mainstream” education often has a primary focus

on the ‘thinking’ domain. ‘Acting’ was acknowledged as the domain of kinaesthetic

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Chapter 6: Results 65

learning, yet ‘being’ was the focus for most of the discussion. Many were interested in

how the interior development was involved in transformative learning and human

development. Participants reflected on their own teaching experiences and student

behaviour/learning to synthesise ideas and concepts. Transformative Learning Theory

and models of Spiral Dynamics were activated by collaboratively sharing ideas and

experiences. Through discussion, participants identified that learning might originate

primarily in one of the three different areas for different students, but that

transformative learning would then need to also activate the other two. There was

particular interest in the relationship between the three domains and how some people,

groups and cultures might emphasise one or two above others. The mutual relating of

these three was discussed at length illustrated by the quotes below.

“enough people have to all want the same kind of change bad enough”

“individual greed and selfishness has to be dealt with somehow”

“whole industries and political systems need to change, value people and the

earth more than profits or power”

“we all need to learn how to look outside ourselves, look out for others”

“it might not all change but maybe there can be pockets of change first, healthy

communities”

Several staff acknowledged that someone who operates primarily in one domain,

such as ‘acting’, might see the world and transformation in terms of that domain. This

discussion furthered the theme of empathy or understanding the ‘other’ as a subject

with perhaps a different way of being in the world.

Based on the emerging theme of other-orientation (empathy), I presented the

Spiral Dynamics model of human consciousness evolution (Beck & Cowan, 1996) in

terms of a continuation of expanding inclusion. Participants connected well with the

‘stages of development’ and tended to identify specific students that they identified at

different stages. Participants were invited to use descriptive words that might

characterise each stage of development in the context of students in the school. The

Egocentric stage was characterised by all negative attributes. The Ethnocentric stage

was characterised by both positive and negative ones. The Anthropocentric and beyond

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66 Chapter 6: Results

were all positive attributes, although the Integral stage seemed hard for participants to

connect with.

Through a focus group discussion, there was a general agreement that

developing further along these lines would contribute to the preferred future world

identified in the previous workshop. Discussion then focused on practicality of

applying an understanding of Spiral Dynamics to co-curricular and personal

development class planning, student conferencing, restorative justice processes and

elective activities.

Summary:

Participants in general had a holistic understanding of learning, in that it is not

just a cognitive activity, but a social and emotional engagement. Most identified that

belonging, feeling safe and self-esteem were of high importance to learning. An

interconnectedness between the ‘thinking, being, acting’ categories was strongly

developed by the participants. Personal development (becoming a healthier person)

was one of the strongest themes brought up through this process.

Most seemed to believe that personal change and transformation are related to

social environments and communities. The data indicated a strong belief that healthy

change in students was highly dependent on being able to value diversity, inclusivity

and looking out for others’ (empathy) wellbeing. Collaboration and mutuality were

identified as important to larger transformations in society. The stages of development

represented by Spiral Dynamics was well received and explored as a way to better

understand different students and create a more holistic education community.

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Chapter 6: Results 67

6.2.4 Workshop 4: Application to Practice

Table 8 Workshop 4 Question, Objectives and Emerging Themes

Question What do the participants value about education and what is its purpose?

Objectives Identify what participants think is the value and purpose of education

Explore perspectives on the purpose of education

Collaboratively align worldview, preferred futures and education

Emerging Themes

Skills and abilities to thrive and contribute to a better world

Personal character attributes for personal and social health

Bring a larger awareness and understanding of self, others, world

Its transformative potential: personal, community, society wellness and wholeness

Workshop Four was designed to expose what participants value about education

examine how these might align with the preferred futures articulated in the previous

workshop through a series of activities, co-design projects and focus group sessions,

with Table 8 above summarising these objectives and emerging themes. Responding

to the preliminary findings of the ‘student worldview’ questionnaire of the previous

workshop, the first session allowed participants to freely identify and document the

‘characteristics’ deemed important for a graduate of the school. Participants

individually and collaboratively documented their thoughts and ideas on a large outline

of a human figure representing a ‘graduating student’ (see figure 8). I purposefully

defined characteristics with a list of other terms to allow for as full a range of responses

as possible (skills, competencies, character traits, views, opinions, abilities,

understanding, knowledge, wisdom, etc.). The data demonstrated a strong emphasis

on personal healthy character development, and social and community development.

Interestingly, there was very little focus on personal success or individual

achievement. Within the Spiral Dynamics framework and its associated colours, these

results (with a focus on inclusivity, acceptance, equality, diversity and empathy)

indicate that participants might be operating from primarily the “green-sensitive self”

meme. When posed with the question as to why those graduate characteristics are

important, responses centred around creating whole, healthier, happier, and aware

selves and communities that contribute to a better world. Again, there was little

mention of personal ‘success’ in terms of economics or status, but rather the focus was

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68 Chapter 6: Results

around positive change and transformation. Data from this session also positioned

participants primarily in the ‘Green’ stage (awareness, empowerment, freedom,

improve relationships) and potentially some in the ‘Yellow’ integral-self stage

(understand interconnectivity, so they can pass on these qualities, values, skills to

others/generational).

Figure 8 Artefact from Workshop 4

In the next session participants identified individual and collective campus

practices that they felt contribute to the characteristics and purposes identifies earlier.

Most practices were relational, with a focus on togetherness and belonging (restorative

justice, check-in/out class meetings, connection with support people, calm voice

interactions, student conferencing, personal interest in activities, challenging

mainstream thinking or assumptions in discussions, fun, sport, active interactions).

Several other practices were structural (consistency and fairness, well planned PD

classes, adequate planning time). Discussion after this session focused on the

challenges to contribute to ‘change’ in students, and for staff to continually change

approaches in program to create space for change. Here transformation and change

again emerged as a central theme and motivation for most participants. At this point,

the focus of change shifted from external actors (students, systems, cultures, other

people) to changing internal perspectives and personal approaches.

One of the teachers helped develop a ‘life boat’ group activity to further explore

participants’ values and priorities in education and triangulate around the emerging

data. From this activity, participants reported strong reactions to the time pressure,

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Chapter 6: Results 69

competition and exclusion of others, as illustrated by one teacher who said “I kept

thinking why do we need to get rid of these they are all good things”, and another who

noted that “the competition of it felt unproductive.”

Discussion afterwards centred on how subjective the concepts were, and how

they might be understood differently according to person and situation. Many

participants noted how many of them could be joined together within larger themes.

This contributed to the development of the emerging themes of inclusion, inter-

subjectivity and interconnectivity.

In the previous session’s discussion time, the concept emerged that different

people from different roles in education might have different values surrounding

education and even different ideas about the purposes of education. Based on this

concept, a focus group in the final session of Workshop Four encouraged participants

to imagine what might be the main educational values and priorities from six different

roles. By analysing the data according to Spiral Dynamics stages and the four

quadrants of Integral Theory (AQAL), participants identified teachers as uniquely

having a more integral (all quadrant) approach to education from primarily a ‘green’

stage. This would place teachers in a position of both potential understanding and

conflict with those from other roles.

Summary:

Participants valued the capacity of education to contribute to the development of

personal, mental and emotional health; healthy social and community life skills; and a

larger awareness of the world (ability to see perspectives outside themselves). These

educational priorities led to a focus on the larger purposes of education to contribute

to a healthier life, positive social changes and a more empathetic and respectful world

(more than human). The participants’ beliefs in the potential for education to

contribute to meaningful change was central. Several forms of data illustrate staff

identify as a strongly ‘Green’ stage staff group in their values and views of education.

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70 Chapter 6: Results

6.2.5 Workshop 5: Cogeneration of a Transformative Education Philosophy

Table 9 Workshop 5 Question, Objectives and Emerging Themes

Question What does the education philosophy & co-design process say about the group’s views, values & approaches to education?

Objectives Identify the groups views, values and approaches to education

Co-design the philosophy development process

Co-generate an education philosophy representative of the group

Emerging Themes

Humans and nature have a complex and paradoxical relationship with each other and change

Personal and social development is central to education

Education should be holistic, focused on transformation towards the mutual health of people, society and larger systems of life.

In this final workshop, participants collaborated to develop their own education

philosophy including the design process.

The participants first identified the purpose and value of an education

philosophy, what it should cover, participation, and methods. The participation

focused process continued to highlight the participants strong value on collaboration,

relationships and inclusion, as noted in the emerging themes in Table 9 above.

The first stage consisted of small focus groups writing down terms and phrases

in response to the five topics selected in the previous session. After consolidating these

responses, they were presented back to the participants to individually attempt to write

a summary paragraph for each topic. From this, two participants worked with the

researcher to draw the themes together and write the final education philosophy to be

reviewed by the group. Data from both of these activities as well as the final

philosophy statement was analysed for emergent themes. The results included the

following initial themes. The bold signifies the lead-in phrase from the five topics from

the previous session and the remainder is the focus group’s synthesis of the participants

answers. Table 10 below displays the final Education Philosophy and AQAL analysis.

• In a world that: struggles with dualisms and power systems resulting in a

both/and or non-dual view.

• Considering that humans are: Struggling with human nature dualism and

good and bad dualism, focus on human capacity for good and change

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• Education should: Transformation focus (personal and social and societal).

Education should make changes.

• By engaging students: other oriented values and practices, connected

awareness, action and change

• In order to (self, others, world): ensure peace, equality, mutuality, empathy,

sustainability

Table 10 Education Philosophy Analysis

Education Philosophy: consolidation focus group Data from textual artefact Themes AQAL Para 1

We believe that humans are inherently good, have the capacity to affirm life and the power to enact positive change, yet often act in contradiction to this and participate in inequitable, unethical and destructive cultures and systems that are severely damaging our complex, evolving yet resilient world.

Green, Yellow

IT, ITS

Para 2

As educators we are committed to initiating change through reflective practices, holistic approaches to learning, personal and community development while maintaining and promoting open and flexible mindsets.

Green, Yellow

I, WE

Para 3

We endeavour to do this by engaging students in relevant and meaningful learning experiences that develop curiosity, creative problem solving skills, collaboration and resilience within a safe community of shared values and goals.

Green I, WE, IT

Para 4

We hope that our students become empowered, inclusive, active and caring members of diverse, respectful, compassionate and revolutionary communities that work towards a more sustainable, just and interconnected Earth community.

Green, Yellow

NTGRL ITS

An analysis of the final education philosophy statement using the AQAL map

showed three things. First, participants were strongly embedded in the ‘Green’ stage

and occasionally the ‘Yellow’ and ‘Orange’. Second, all four AQAL quadrants were

addressed in the philosophy. Third, there was a high value on personal and social

transformation (interior quadrants) towards holism, wisdom, health, connectedness

and mutuality (exterior quadrants).

Summary:

Through the education philosophy design workshop sessions participants

demonstrated a dualistic view of nature and culture, as well as a non-dual

understanding of the complex systems involved in the nature – human relationship

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72 Chapter 6: Results

with change. They reinforced their focus on education’s role in the personal

development of values and mental and emotional health, as well as a very strong focus

on equity, respect, collaboration and belonging towards a more connected sustainable

world (more than human at times). Data suggests that within a Spiral Dynamics

framework (Beck & Cowan, 1996) the participants’ collective worldview is within the

‘Green’ and occasionally ‘Yellow’ stage (see Figure 9).

6.2.6 Final questionnaire

At the end of the five workshops series, a final survey was conducted with

participants (see Appendix G). In this survey participants reported a high value on the

collaborative workshop process, learning from each other, thinking and reflecting in

new ways, examining values and practices and continued development in relational

education practices. The results of the survey confirmed the importance of the

collaborative methodology to the participants as well as their commitment to education

that promotes growth and change. Below is a summary of the key outcomes of the

workshop series:

• High value in the co-design and participatory approach

• High value of the philosophy co-design process 4.6/5

• Most reported personal changes as a result of the workshops/co-workers 3.8/5

• Most reported noticing changes in student worldviews during the course of the

workshops 3.2/5

• Very high value on the development of a young person’s worldview as a part

of education 4.9/5

• Most reported that the process influenced their thinking about education 3.7/5

These results demonstrate a direct relevance to the research questions. First, in

terms of the participants’ continued engagement in both personal and professional

development. Second, in the participants’ willingness to engage in theory and

collaborate on the development of models. Third, in the continued engagement in the

co-design process.

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Chapter 6: Results 73

6.3 EMERGENT THEMATIC ANALYSIS

This section will outline the data analysis process including checks for validity

and reliability and describe and analyse the four resulting themes. Findings are then

summarised for further interpretation and evaluation in Chapter 7.

6.3.1 Analysis

An analysis of emerging themes was conducted according to the process outlined

in section 5.5. As previously mentioned, data was first analysed and grouped into a

number of categories through an iterative and critically reflective process. These

categories were again analysed and grouped together resulting in four themes. Table

11 illustrates how the preliminary categories were grouped to create these four themes.

The validation group was consulted several times throughout this process to further

ensure the reliability of the analysis process.

Table 11 Emergent Categories by Theme

Emergent Categories by Theme Theme 1: The need for holistic transformation & change

Theme 2: Value of personal and social health and development (relational/community focus)

Theme 3: Other-oriented awareness, mutuality and collaboration

Theme 4: Complexity, non-dualism, pluralism and paradox

Redemption/ restoration

Personal and Social development

Other-orientation (empathy) is essential for change

Nature – culture dualism; Destructive and constructive capacity of humans

Transformation towards the mutual health of people, society and larger systems of life.

Belonging Not belonging

Bring a larger awareness and understanding of self, others, world

Humans and nature have a complex and paradoxical relationship with each other and change

Its transformative potential: personal, community, society wellness and wholeness

Personal character attributes for personal and social health

Sustainable (preferred) futures defined by other-oriented and mutual relationships of wellbeing and power

Frustration with diverse needs of students, Struggle to engage students in transformative learning,

Change requires whole human development

Skills and abilities to thrive and contribute to a better world

Need for change, transition, revolution

Change occurs in safe social environments

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74 Chapter 6: Results

As per the objectives of this research and due to its use in the workshops, the

AQAL map was also used to contribute to the analysis of data and description of the

themes. The four quadrants of AQAL and colour stages of development of Spiral

Dynamics are thus used in the following theme descriptions (see Figure 2).

6.3.2 Themes

Theme 1: The need for holistic transformation & change

Participants reported a very high value in the education philosophy development

process and showed a strong interest in the transformative learning process and

evolution of consciousness.

Participants held a high value and educational focus on student growth and

change, expressed in particular by the interest in human development and holistic

wellness. In general, these changes were valued in terms of personal health and

wellbeing, extending to healthy relationships and communities. Only upon questioning

and focus groups did participants expand their responses to include social and societal

transformation as a purpose of education. This could be due to some of the more

immediate social and emotional needs of the students and the fact that very few

students are with the school for their entire high school education.

Although change and transformation were highly valued, it seemed that it had

not been connected with the larger societal transformations required for a transition

towards sustainable futures for some participants. It remained at the individual level.

One of the things the workshops seem to help with, was connecting the focus on

change in the individual with the change in human futures, as this theme elicited a high

level of interest.

The workshop sessions in which participants described their preferred futures

showed common themes, but also showed a disparity between those who described the

future in detail and across diverse areas, and those with short simple responses. This

could show that there is either a large difference of interest in futures or experience in

exploring and imagining futures. Considering the need for education to be directly

contributing to sustainable futures, this demonstrates a need for educators to be

regularly challenged to reflect on the future-orientation of their practices.

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Chapter 6: Results 75

Theme 2: Value of personal and social health and development (relational/community focus)

This was the strongest theme across all the workshops and demonstrated the

participants belief in the importance of personal and community development. It is

perhaps possible to assume that within a Special Assistance School there is a greater

focus on personal development due to students’ higher needs in this area. Further, the

capacity of students to self-regulate and engage in healthy social behaviours was seen

as preliminary to being able to excel in academic study and vocational programs. The

focus on personal and social development at times excluded, or was prioritised, over

the objective exterior quadrants. This might have to do with a response to the perceived

stronger focus on objective academic outcomes in mainstream education.

Connecting personal and social development with the larger changes needed in

society was an opportunity to engage participants in thinking more integrally and

working in the two exterior quadrants as well. Further, the stages of human

development presented in terms of an expansion of value from self to group to others

to world, highlighted the need for development in the interior quadrants in education.

Theme 3: Other-oriented awareness, mutuality and collaboration

Participants regularly demonstrated a high value on this theme for themselves,

students and the school. ‘Empathy’ and ‘understanding other perspectives’ were

common themes throughout the workshops. Within the framework of Spiral Dynamics

this value is consistent with the ‘Green’ or sensitive-self stage of development.

According to Ken Wilber (2001), this stage values inclusivity, diversity, equality and

participation, but opposes any form of directive authority or hierarchy. This seems in

line with the data from the workshops and could explain the high value on the

collaborative education philosophy process (4.6/5 on the questionnaire) and the

continual frustration with the directive and hierarchy style leadership of the school

outside of the local campus.

Interestingly, according to Integral Theory, students at an earlier stage of

development would first need healthy forms of hierarchy and structure before being

able to fully engage in a more collaborative and participative learning environment.

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76 Chapter 6: Results

Theme 4: Complexity, non-dualism, pluralism and paradox

Throughout the workshops, participants held a range of different and sometimes

conflicting views and approaches regarding complex and paradoxical situations. There

was a consistent uneasy tension between humans and nature. Humans were primarily

seen as separate from nature with the ability to impact nature in both destructive and

constructive ways. Simultaneously, participants acknowledged the interconnectedness

and shared future of both humans and nature. The strong value on transformation and

restoration seemed to emerge through the workshops as a source of hope for many and

seemed to resolve some of the dualistic tension between humans and nature and the

human capacity of both ‘good’ and ‘evil’. Another source of frustration that emerged

was the complexity of working with students with very diverse needs. The workshop

sessions that framed stages of development in terms of Spiral Dynamics provoked

interest and discussion in how this might influence the design and approach of a

Special Assistance School, but time did not allow the further exploration of these

possibilities. This emerged as an area recommended for further study. Participants

regularly expressed frustration with the school’s value on providing students with

skills to survive and thrive in the current systems, and their personal conviction to help

students develop beyond some of the mindsets and values inherent in the dominant

system. This tension seemed to result in polarising the campus’s focus on

transformation and the management’s focus on measurable outcomes.

6.3.3 Summary

In summary, the data suggests a strong desire for change in students and in the

world and a high value on change, growth and transformation in education.

Participants prioritised education’s role in both students’ interior development (i.e.

mental and emotional health & community and relational health) and exterior

development (i.e. deep understanding and awareness outside of self). One of the

strongest themes pertained to the value of empathy, other-orientedness, connection and

collaboration. Throughout the project, participants struggled with the tension between

a dual and non-dual understanding of the world, including the nature-culture

relationship, human capacity for both ‘good’ and ‘evil’, and plurality in values. In the

final survey participants reported a high value on the collaborative workshop process,

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Chapter 6: Results 77

learning from each other, thinking and reflecting in new ways, examining values and

practices and continued development in relational education practices.

The following chapter will analyse and discuss these results in terms of the

Decentred Pedagogical Framework, methodology and AQAL map.

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Chapter 7: Findings and Discussion 79

Chapter 7: Findings and Discussion

This chapter discusses ways in which the development of the Decentred

Pedagogical Framework, the collaborative design methodology and the AQAL map

(as a design, learning and assessment tool) contributed to the results and emergent

themes from Chapter 6. In each section aspects of both the design and practice are

considered. Following this, are insights on the entanglement and coevolution of

participants, methodology and researcher and the need for a phenomenological

approach to understanding and interpreting the findings. The chapter concludes with a

summary of this discussion in section 7.5

7.1 DECENTRED PEDAGOGICAL FRAMEWORK

This section reflects on how the design and practice of the Decentred

Pedagogical Framework contributed to the results and findings in relation to the

literature. The framework is based on the four ontological themes and four decentred

design principles as established in Chapter 4 (see Table 1). This section is organised

according to the four themes that emerged from the data.

Theme 1 represents multiple ways in which the participants identified the need

for holistic transformation and change. This was initially centred on the individual and

collective students, but through the course of the workshops expanded to include the

need for educational and societal transformation. This focus on change as a human

trait and is embedded in the Framework of the workshops in the first decentred design

principle of ‘transformative: humans as reflective instigators of and participants in

change’. This focus on transformation was reinforced by the AQAL map and in

particular by the stages of development outlined by Spiral Dynamics (see Figure 1).

Transformation is identified by many as central to human development, agency and

identity (Beck & Cowan, 1996; Fry, 2012). In this way, it is possible that the focus on

transformation in the workshops and their participatory involvement expanded

participants’ understanding of change to include interiors and exteriors. Corroborating

data reported that strong emotional engagement occurred when the participants

explored the relationships between ‘being’, ‘thinking’ and ‘acting’ in the context of

transformative learning in Workshop 3.

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80 Chapter 7: Findings and Discussion

Theme 2 represents the participants’ value of personal and social health and the

importance of a relational community. The third and fourth framework principles

support this with a focus on interconnectedness and participation. According to

Integral Theory, phenomenology and ANT, the world is inherently relational, based

primarily on interactions and relationships rather than independent objects. This

relational foundation of the workshops allowed participants to explore these complex

webbed connections between students, families, school staff, school structures, culture

and even the school dog. This resulted in deeper understanding. However, some

participants also occasionally reported feeling overwhelmed by the complexity.

Theme 3 represents the participants preference for other-oriented awareness and

collaboration. This theme is illustrated by the repeated occurrence of empathy,

identified as a characteristic central to teaching, learning and healthy development; the

high value on collaboration demonstrated in the survey results; and strong participation

in the co-design workshops. This theme directly corresponds to both the second

(collaborative) and third (mutualism) decentred design principles. Although some took

a more-than-human understanding of mutualism, others applied this in a more human-

centred way. The data suggests that for some participants this theme corresponded to

long-held values, but that for others this theme represented new ideas that they were

willing to explore.

Theme 4 represents the participants’ continued struggle with complexity,

plurality and paradox throughout the research. This theme appeared to draw the most

division within the group, as some participants embraced complexity at multiple

levels, while others resisted and became frustrated. The stages of development of

Spiral Dynamics provided some possible insights into this which are described in

Section 6.3.2. This theme is best reflected in the Decentred Pedagogical Framework’s

fourth ontological theme of ‘a co-emergent, non-dual and evolutionary understanding

of the world’. This aspect of the framework seemed to resonate with some participants

and frustrate others, which would potentially align with the difference between a

modern and post/trans-modern worldview. According to Spiral Dynamics (see Figure

9) the ‘Orange’ and ‘Blue’ stages of development thrive on structures and hierarchies

and only at a ‘Green’ stage begin to engage with non-duality.

The proposed Decentred Pedagogical Framework models were useful to

illustrate novel concepts, trial new ideas during focus groups, and provide common

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Chapter 7: Findings and Discussion 81

language and images with which to discuss complex assemblages. In particular,

models that participants were able to contribute to became more used and referenced.

For each of these it is difficult to know in what particular ways the design of the

framework impacted the emergence of themes, but there does appear to be a strong

relationship between the emergent themes and the decentred design principles of the

Decentred Pedagogical Framework. Conclusions can be drawn that the design of the

framework had a direct relationship with the themes that emerged from the research.

Finally, reflecting on this and on the postures and mindsets identified by Irwin

et al. (2015) as required for individuals to actively contribute to the larger transitions

to sustainable societies, the application of this framework demonstrated development

in several key areas. In particular, was the promotion of a mindset of openness; the

process of self-reflection; a willingness to collaborate; a sense of urgency and

optimism for change; a deep respect and advocacy for ‘others’; and the ability to work

with uncertainty, ambiguity, chaos and contradiction. The development of the first five

of these are well supported by the data and align well with the decentred design

principles within the Framework (see Table 1). In particular, this final mindset was

strongly reflected in both the participants engagement and struggle with complexity

and nonduality as demonstrated in theme four from the data (see Section 6.3.2).

7.2 METHODOLOGY

This section discusses how the design and implementation of the workshop

series emerged throughout the project in relation to the methods and approaches of a

collaborative design methodology. Reflecting on the literature, it will then outline how

these findings might contribute to the gap previously identified.

Based on the Decentred Pedagogical Framework of this research, the methods

and approaches selected for the workshops were based on notions of collaboration,

interaction, co-evolution and mutuality. Within a collaborative design methodology

these values contributed to an openness to change and adaptation from multiple

sources. The weekly cycles of reflection and action documented in the researcher’s

reflective journal, illustrate the participants’ collaborative involvement in the

evolution of the workshops. Based on a growing responsiveness to the interest and

engagement of participants, activities, topics and methods were customised and on

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82 Chapter 7: Findings and Discussion

occasion extended, deepened or curtailed as required. Co-reflection and critical

dialogue with participants between sessions further influenced the design of activities,

workshop structures and session ordering. One teacher in particular, who had a

background in theatre, helped develop many of the more interactive activities. The data

showed how the methods emerging from a collaborative design methodology

encouraged learning from each other; taking initiative and increasing participation;

working with diverse and sometimes conflicting perspectives; negotiation across

different worldviews and values and the synthesis of diverse ideas. These capacities

were particularly demonstrated in Workshop 5, where participants co-designed an

education philosophy. In this process, they had to negotiate multiple perspectives and

sometimes conflicting ideas to create a coherent and representative written text.

In the literature, collaboration skills, reflective practices, divergent thinking and

working in diverse groups have all been associated with design thinking and design

approaches to education (Carroll, 2015; Carroll et al., 2010; Dorst, 2011; Goldman et

al., 2012; Goldman & Kabayadondo, 2017; Koh, 2015; Kwek, 2011). These capacities

are well aligned with many of the postures and mindsets identified by Irwin et al.

(2015) as required for individuals to contribute to the larger transitions needed. In

particular, a mindset of openness, self-reflection, a willingness to collaborate and

valuing cooperation over competition.

The application of this collaborative design methodology and the design-centred

methods and approaches employed were shown to contribute to development in these

same areas. One example is the strong aversion the participants had to the ‘life boat’

activity which required education priorities, and participants by extension, to be in

competition with one another. This activity led to a participant-led discussion on the

value of collaboration over competition. On another occasion, a focus group resulted

in participants exploring ways to better include the diverse perspectives of students

and parents in the direction of the school.

This action and reflection process of practice-based research involving others

has also contributed to my own continued learning and development as a researcher.

This in turn, impacted how I presented information and participated in the group. I

slowly became aware of how I was changing, and that awareness seemed to further

contribute to more changes in my facilitation, participation and workshop design.

From an ontological design perspective, this seemed to illustrate the impact of the

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Chapter 7: Findings and Discussion 83

others, the framework and the methodology on my own continued becoming. I noticed

over time I became more creative and less rigid in the design of interactive activities

and more attentive to the responses of the participants. I also noticed myself becoming

more curious and involved in the process rather than removed as an observer. This

may have contributed to how later in the workshops I began to involve participants

further in action researcher roles such as analysing data, identifying themes and even

contributing to the development of the transformative learning model. What I notice

now, is that I seemed to become more of a participant through the course of the

workshops and some of the participants became co-researchers. This blending of roles

seemed to increase participation and encourage creativity and collaboration.

The implication of the personal changes I experienced is that by applying this

methodology in the Decentred Pedagogical Framework, other teachers or facilitators

might also experience similar experiences of personal change and interior

development. In this way the design of the framework and methodology contributes to

decentred changes in both the facilitator and participants. This finding is corroborated

in theory and other research (Carroll et al., 2010; Fry, 2008, 2012; Goldman et al.,

2012; Willis, 2007). Considering this, this pedagogical framework has been shown in

practice and supported by theory and literature, to contribute to both the personal and

professional development of facilitator and participant in ways that contribute to

sustainable transitions.

7.3 AQAL AND SPIRAL DYNAMICS

This section reflects on data demonstrating how the AQAL map (Wilber, 2000)

including the contribution of Spiral Dynamics (Beck & Cowan, 1996) contributed to

the participants personal and professional development and contributed to interpreting

and understanding these changes. Many terms and concepts discussed in this section

will reference the Spiral Dynamics section of the AQAL map shown in Figure 2 and

Figure 9.

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84 Chapter 7: Findings and Discussion

Figure 9 Spiral Dynamics model adapted from Beck and Cowan (1996).

From early in the workshop series, there appeared to be a preference for

education to be centred in the interior quadrants with a strong focus on personal and

social development. The repeated themes of belonging, inclusivity, equality and

community suggested participants values to be closely associated with the ‘Green’

stage of development signifying a general post-modern worldview of pluralistic

relativism.

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Chapter 7: Findings and Discussion 85

Although the theme of personal and social development as an educational value

remained strong throughout the project, a focus on more holistic and purposeful

transformation seemed to increase over time. The workshop themes may have

contributed to this, considering the central position of the futures-focused workshop,

as well as the four-quadrant design of the workshop structure.

One turning point seemed to occur in Workshop 3 when participants were

involved in the co-development of a transformative learning model based on theory

and their own experiences. The insights that emerged from this process gave

participants a practical way of understanding some of the complexity involved in

working with the diverse student populations of the school. Considering that this

emerged as one of the common frustrations at the school, the development was

significant due to its relevance, meaning and practical applications.

The sessions on projected and preferred futures seemed to expose a disparity

between participants who have a higher and lower fluency in engaging futures in the

development of their education approaches. The connection between preferred futures

and education outcomes seemed to grow through the course of the workshops and

result in a stronger focus on the exterior quadrants to balance an early focus on

primarily the interior quadrants. This focus on transformation seemed to increase when

tensions in the relationship between humans and nature and futures were exposed.

Thus, it appeared that the futures workshop sessions increased participants’ attention

on the complexity of human and nature relationships, and their value of transformation

as a part of education. The final education philosophy and design process (Workshop

5) revealed an all-quadrant educational approach centred in a ‘Green’ developmental

stage, with a high value on personal, student and systems change.

The potential difference in developmental stage between the campus staff group

(‘Green’ stage) and that of the school organisation and leadership (possibly ‘Blue’ and

‘Orange’ stages) may explain the conflict in educational values and purposes

expressed by participants. Further, the multiple stages (red, blue, orange and green)

that represent the diverse student population, may add to this complexity and the staff

frustration with the effectiveness of their education approaches. Perhaps as a Special

Assistance School, there might not only be the diverse academic levels and needs of

students but also diverse levels of consciousness (worldview) that contribute to the

complexity and difficulty in developing effective and transformative education

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86 Chapter 7: Findings and Discussion

approaches. In comparison to a mainstream school, a Special Assistance School such

as the research site will be working with students across a larger range of

developmental stages. Further, due to complex trauma or learning difficulties students

may exhibit characteristics from multiple stages in complex assemblages.

7.4 THE ENTANGLEMENT AND COEVOLUTION OF PARTICIPANTS, METHODOLOGY AND RESEARCHER

As has become evident in the previous two sections, the development of the

methodology, the development of participants and the development of the researcher

cannot be separated, but were a complex interacting and co-evolving process. It must

be acknowledged that countless other intra-actions with countless other agents were

involved in the outcomes documented in this research. Personal histories, education

policy, cultures, environments represent but a few examples. However, within the

scope of this research the methodology, the participants and the researcher will be

considered as the primary actors. This section discusses how change and development

in the methodology, the researcher and the participants can be understood as an

interactive and co-emergent phenomenon, and the implications this has for further

study and replicability.

One issue to consider is how the collaborative nature of the workshops have

influenced the participants views and the generation of data. Participants might have

responded differently on their own in comparison to questions posed in focus groups.

In this way, dominant personalities or a school culture may have impacted some

participants. These influences could be interpreted as negatively impacting data.

However, considering that differing perspectives and rational discourse are key aspects

of the transformative learning process, these influences could also be seen as

contributing to personal changes in participants and the co-construction of a social

reality rather than accommodations to the perceived groups views.

Another issue that emerged is how the themes of participation, interaction,

collaboration and mutuality in the workshop design were so well aligned with the

dominant ‘Green’ stage values of the group. Was this simply the researcher’s paradigm

or an intuitive choice based on long term involvement in the research site? The answer

of course is unclear, yet probably a combination of both. This raises an interesting

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Chapter 7: Findings and Discussion 87

question about how a research methodology designed from a specific stage of

development might impact the overall research outcomes. What are the pros and cons

of designing a methodology from an integral stage (which values each stage and the

health of the whole) compared to the groups dominant developmental meme? This

could have implications for the development of action research within a researcher’s

own organisation.

One final observation is how the introduction of Integral Theory to participants,

and thus their awareness of the waves of development of Spiral Dynamics, have

contributed to personal development and/or the presentation of a more ‘integral’ self.

Again, this can be seen as a temporary influence that impacted data or part of a learning

experience that resulted in growth and change.

7.5 SUMMARY

In summary, the Decentred Pedagogical Framework developed for this research

has strong support from both theory and the research data as to its capacity to engage

secondary teachers in an independent Special Assistance School, in the transition to a

more integral and transformative education paradigm through both personal and

professional development. In particular, coherence between the decentred design

principles, the collaborative design methodology and tools such as the models and the

AQAL map seemed to contribute significantly. This was demonstrated in the

alignment of emergent themes with the decentred design principles and the high

participant value on participation with the collaborative design. Central to these

conclusions is the understanding of the ontological nature of design and the

effectiveness of collaborative design methods for transformation. It was recognised

that the unique context of the site and the particular research participants, along with

the complex array of backgrounds and relationships, contributed to these outcomes in

potentially unrecognised ways. The next chapter summarises the development,

application and outcomes of the Decentred Pedagogical Framework in regards to the

research questions and discusses the implementation of these results for development

in different spheres of education and beyond.

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88 Chapter 8: Conclusion & Implications

Chapter 8: Conclusion & Implications

Section 8.1 of this chapter summarises the outcomes of the research and the ways

in which the Decentred Pedagogical Framework engaged participants in an ongoing

process of holistic personal and professional development and, as a consequence,

initiated a contribution to the transition into a more integral and transformative

approach to education. Following this are final conclusions in Section 8.2, implications

in Section 8.3 and limitations to the research in Section 8.3. Finally, recommendations

for further research are outlined in Section 8.4, concluding with the researcher’s final

thoughts.

Through examination of the literature, this research identified three major

inconsistencies in the dominant education paradigm that must be addressed for

education to contribute to sustainable futures. First, the current educational paradigm

is complicit with market driven economies and mechanistic socio-cultural structures

that directly conflict with ecological and life sustaining principles. Second, preparing

young people to succeed in a future based on the progression of the current

unsustainable ontological paradigm cannot promote sustainability but only furthers

ecological crises. Third, the dominant frameworks, methods and approaches of

teaching and learning rarely consider the larger structures and dynamics of human

consciousness development. Central to the changes required is the training and

development of teachers as active and creative agents.

It was then established that new human-decentred teaching and learning

frameworks, methods and approaches are needed that are transformative, meaningful

and inclusive of the more-than-human world. Collaborative design emerged as a

methodology with the capacity to facilitate transformative learning and the agility to

work with a human-decentred approach.

The hypothesis of this research is that an integral and human-decentred design

approach to education might contribute to the ontological changes needed to support

the urgent work of transitioning to sustainable societies. These changes require

transformation at both systemic and individual levels. Therefore, holistic human

development was identified as an integral part of the transition to new systems and

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Chapter 8: Conclusion & Implications 89

practices. Irwin et al. (2015) describe this human development in terms of postures

and mindsets which include openness, mindfulness, self-reflection; a willingness to

collaborate; cooperation over competition; a sense of urgency and optimism for

change; a deep respect and advocacy for “others”; the ability to work with uncertainty,

ambiguity, chaos and contradiction.

8.1 THE DECENTRED PEDAGOGICAL FRAMEWORK

In response to this hypothesis and guided by the research question, a Decentred

Pedagogical Framework described in Chapter 4 was conceptualised and refined

through testing in this research. Defining and supporting this framework are four

ontological themes. These include a decentred and inclusive consciousness and sense

of self; an understanding of the collaborative co-generative nature of reality; a

relational and interconnected view of the world; and a co-emergent, non-dual and

evolutionary understanding of the world.

Rather than a prescriptive view of reality, these themes describe a developmental

arch of expansion that continually transcends and includes preceding views and

associated educational methods, approaches and tools. Therefore, this framework does

not establish a rigid approach to education but a pathway of expansion towards

increasing inclusivity and sense-making aligned with the needs of sustainable futures.

Guided by these ontological themes, four decentred design principles were

implemented in this research. The following sections summarise how they were

applied, the results and how this relates to the questions raised in this research.

8.1.1 Design Principle 1

Transformation: Humans as reflective instigators of and participants in change

This principle encourages the use of methods to engage participants as integral

agents of change while remaining conscious of their role and the role of diverse others

in their own continued development. In this project, participants were actively

involved in many aspects of the workshops, they co-created education models,

developed activities and collaborated on an education philosophy. One workshop

provided models of human transformation (Spiral Dynamics) and provided focus

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90 Chapter 8: Conclusion & Implications

groups exploring how personal and collective transformation occurs. Based on this

workshop a focus group explored their frustration with attempts to change aspects of

the school culture. They began to explore the multiple actors involved in enacting

change and the need to collaborate for coherent change. Some participants began

exploring non-human factors contributing to student outcomes including the classroom

environment and the presence of the classroom dog. This resulted in the observation

that without the support of students and parents and management it was very difficult

for them to enact drastic or lasting change.

This conclusion demonstrated two of the postures and mindsets, self-reflection

and the value of cooperation over competition (Irwin et al., 2015). It was also identified

by participants that competition is highly regarded in society and in schools and thus

difficult to address. This confirms the need for systemic changes in the priorities and

theoretical foundations of education.

8.1.2 Design Principle 2

Collaboration: Work on problems together from the inside

This principle focuses on the importance of working with diverse partners in

relationships and communities as an insider and co-participant.

Collaboration was central to the methodology and approach of this research. This

principle was first established in the workshop about personal and collective education

experiences and belonging. From this established place of community and

commonality most aspects of the workshops were better able to involve collaboration.

Participants were involved in the direction of the workshops, development of

activities, problem identification, focus groups, co-design projects and even the

analysis of some data. Literature suggests that co-design can result in better solutions,

more sustainable outcomes, higher usability and participant ownership. This was

confirmed throughout the project. One instance in particular, was the co-design of a

transformative learning model. This workshop session had a high level of

participation, new insights and ideas were voiced and resulted in a practical model that

represented the collaborative thinking and learning that occurred. This model was

repeatedly used and referenced throughout the remainder of the workshops. The

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Chapter 8: Conclusion & Implications 91

collaborative aspects of the workshops were rated as highly valued on the final

questionnaire and confirmed in the data in several areas.

One development not expected, was that as collaborative skills and capacity

grew in the group, dissociation and animosity seemed to grow between the group and

the larger organisation. From the data it appeared that some aspects of the project

highlighted a lack of trust and collaboration between the campus staff and members of

the school management. Although it is possible that if the school management were

involved in the project it might have addressed this, this would likely have impacted

many other factors such as trust, openness and participation.

8.1.3 Design Principle 3

Mutualism: Work for common good based on interconnectedness

Closely related to the principle of collaboration is the principle of mutualism.

This principle however focuses on the more objective view of how human and non-

human actors work together, are connected, and might engage in mutually beneficial

interactions. An example of this was the life-boat scenario activity in which each

participant represented an education priority. While these were discussed, one

person/priority had to be periodically eliminated until only three remained. This

activity demonstrated how often education priorities (and those they represent) are

considered in competition with each other rather than in mutually beneficial

relationships towards shared goals. Interestingly, in the activity debrief participants

articulated this and ended up trying to find the commonalities of the education

priorities and how they might work together.

One unexpected problem that arose was that due to the diverse needs of the

students it was difficult to establish what was a mutualistic ‘classroom environment’

or educational approach as many participants felt that it seemed that someone was

always losing out. Although this was a point of frustration and ongoing discussion, it

did demonstrate many of the participants’ deep respect and advocacy for ‘others’

(Irwin et al., 2015). The data indicated that empathy and other-orientation were strong

values of the group. It could be asserted that theme of mutualism encouraged and

further developed participants existing values and mindsets in this area.

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92 Chapter 8: Conclusion & Implications

8.1.4 Design Principle 4

Participation: More than human actors in a network

This principle identifies the importance of considering the human role in a non-

dual and networked evolutionary understanding of the world. This was most directly

applied in the ‘preferred futures’ workshop. These sessions highlighted participants

different levels of understanding humans’ role as actors in complex systems as well as

participants attitudes regarding sustainable futures including hopefulness, indifference

and cynicism.

One unexpected result was the extent to which several participants struggled to

describe an imagined preferred future. This highlights the need for design approaches

to education, as design has been often described as future-oriented and focused on

improved future outcomes (Fry, 2008; Fuad-Luke, 2009; Wendt, 2015; Wilson &

Zamberlan, 2015). Interestingly, a later workshop on graduate outcomes and education

priorities led to participants reflecting on the preferred futures themes which in turn

appeared to impact the development of their education philosophy and reflected the

‘sense of urgency and optimism for change’ mindset identified by Irwin et al. (2015).

This is demonstrated in paragraph 4 of the final education philosophy in Table 10

where it is stated that

“We hope that our students become empowered, inclusive, active and caring

members of diverse, respectful, compassionate and revolutionary

communities that work towards a more sustainable, just and interconnected

Earth community. “

This design principle also addresses the importance of engaging in the complex

non-dual nature of reality. Although it was the frustration and struggle with these

concepts that emerged as one of the four themes from the data, the engagement rather

than avoidance was important. This demonstrated at the very least, a desire and

capacity to engage in a more integral way of thinking and being.

8.1.5 Methodology, Methods and Approaches

The collaborative design methodology was central to the effectiveness of

applying this framework and enabling holistic personal and professional development.

First, it promoted a culture of listening and engaging with each other with curiosity

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Chapter 8: Conclusion & Implications 93

and openness. Second it allowed for the agility needed to respond to the needs of the

group and include them in decision making and power sharing. Third, it promoted a

diversity of knowing and being that allowed for more than one right way to do things

and more inclusive and holistic solutions. Finally, collaborative design’s bias towards

action, creative and critical thinking and diversity/inclusivity contributed to the

experiences, critical reflection, and rational discourse crucial to the process of

transformative learning (Mezirow, 2000). In evidence of this, most participants

reported ‘personal changes as a result of the workshops’ as a high value on the

collaborative nature of the workshops. Further, the resulting co-designed education

philosophy demonstrated a holistic approach to education in that all four quadrants

were well represented.

Within this collaborative design methodology, methods and approaches that are

transformative, meaningful and inclusive of the more-than-human world were

employed. These included kinaesthetic or interactive activities such as role-playing,

focus groups, forced-choice, design challenges, co-design projects, prototyping and

theatre games. Individual reflective activities such as drawing and mapping were also

used to avoid problems associated with groupthink. The development and application

of these activities was guided by the four decentred design principles, transformative

learning theory and collaborative design.

8.2 CONCLUSIONS

In conclusion, the application of the Decentred Pedagogical Framework was

shown to have a transformative capacity in three ways. First, the Decentred

Pedagogical Framework was effective in engaging participants in ways that moved

them and the body of work beyond the human-centred paradigm. Second, the focus on

holistic development as central to the transition to sustainable futures impacted

participants’ perspectives on educational priorities and values associated with

dominant cultural structures. Finally, the highly collaborative and participative

methods triggered personal and collective transformative learning. This kind of

holistic human development is a determinant aspect in the transition to more integral

approaches to education and more integral societies.

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94 Chapter 8: Conclusion & Implications

Although it is beyond the scope of this research, it is likely that by

experientially engaging in their own personal development, participants will be more

inclined and capable of prioritising holistic human development in their individual and

collective education practice. As teachers participate in this Framework and engage

with collaborative methods, it is plausible that they will expand their capacity to teach

in this way. This however, needs to be tested in further research.

8.3 SIGNIFICANCE AND IMPLICATIONS OF THE RESEARCH

8.3.1 Significance

This research is important for three major reasons. First, rather than innovate

teaching and learning practices from within unsustainable paradigms, this research

engages educators in integral thinking that expands beyond the dominant cultures of

individualism and consumption towards more relational and participative worldviews.

Second, this work establishes a human-decentred framework that is flexible and

adaptable. It can be applied within individual teaching practices, existing or new

schools, and across mainstream and alternative education approaches. Finally, this

work is timely and important because, within the growing awareness and concern for

preparing learners for a rapidly changing world, this research rather than focus on

individual success in a broken and unsustainable paradigm, provides a framework that

is coherent with the larger transition movements outside of education. In this way, this

work seeks to develop the personal and professional capacity of teachers and learners

to help change the game rather than win in the current one.

8.3.2 Implications

The Decentred Pedagogical Framework used in this research could be applied to

the development of individual teacher development, classroom environments and

approaches, the personal and professional development of educators, school transitions

and the initial set up of new schools. As a Theoretical Framework, it could also

contribute to decentred approaches to transitions outside education.

For individual teachers, this framework can provide the theory and principles for

their personal development and the development of classroom design. For pre-service

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Chapter 8: Conclusion & Implications 95

and in-service teacher development this framework can be used to guide the

collaborative design of transformative education tools and approaches, while

contributing to the evolution of mindsets and ways of being. Towards the transition of

whole schools, this framework could be applied by teachers and school leaders to guide

the redesign of school systems, methods, approaches and structures. With the

involvement of educators, students, parents and community members this framework

could also be used to establish new and innovative schools and expressions of

education. In particular, this framework has the capacity to help schools partner with

sustainable transition endeavours outside education. These strategic partnerships

might further generate novel and scalable education possibilities that are horizonal

rather than bound by the dominant paradigm (Carse, 1986).

8.4 LIMITATIONS

Several limitations of the findings in this research have been identified. First,

this research represents a snapshot in time of the interactions and relationships

described in the specific context of this school, with these people. Each school at

different times will have its own unique combination of staff (personalities, stages of

consciousness etc.), education theories and approaches. From a phenomenological

perspective, factors such as individual and collective histories, cultures, environments,

languages and organisational structures will all contribute to unique dynamic contexts

that must be considered. Second, in this research context the researcher was an

‘insider’ in the organisation and consequently had deep insights and established

relationships.

Therefore, it is acknowledged that due to the highly contextualised nature of this

research direct applications are limited. This study was conducted only once at a small

urban Australian Special Assistance School. Further, the research was limited in that

it focused only on educators and did not include the perspectives of students,

administrators, parents or executive directors. The hope is that this research and in

particular the Decentred Pedagogical Framework might contribute to the growing body

of work around realistic and optimistic transitions toward sustainable futures.

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96 Chapter 8: Conclusion & Implications

8.5 RECOMMENDATIONS

It is the recommendation of this research that this study be extended in several

areas. First, it would be important to further develop the Decentred Pedagogical

Framework based on the results of this research for increased usability and

transferability. Second, there is a need to trial the Framework and workshop series in

multiple schools outside the context of a Special Assistance School. Third, there is a

need to explore how engagement with the Decentred Pedagogical Framework impacts

personal and professional development over time. Research is also needed exploring

the implementation of this framework in new schools or education programs. Finally,

it is recommended that further study be conducted on how to coordinate the Decentred

Pedagogical Framework developed in this research with human-decentred transition

design work outside of education.

8.6 FINAL THOUGHTS

The importance and urgency of transdisciplinary work that contributes to the

development of more integral human-nature societies and thus sustainable futures

cannot be overstated. This academically rigorous ‘ontological turn’, with growing

interest in complexity, larger patterns and meta-narratives, is emerging across many

disciplines, but crucially now in education. During the final stages of publishing this

work, two books were published that highlight the application of Integral Theory to

Education, which is the object of this research. One is a book titled ‘Education in a

Time Between Worlds’ by educational philosopher Zachary Stein (Stein, 2019), and

the other is ‘Integral Theory and Transdisciplinary Action Research in Education’

edited by Veronika Bohac Clarke (Bohac Clarke, 2019). The publication of these two

volumes reaffirms the importance, relevance and timely aspects of this research. In an

era characterised by high levels of danger and opportunity, radically new ways of

knowing, acting and being are needed. Considering the centrality of education in the

development of sense-making, worldviews and cultures, I believe this research makes

an important contribution to the transition to more integral ways of being in the world

and sustainable futures.

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Reference List 97

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Appendices

Appendix A

Collaborative Design Workshop 1

Workshop 1: Personal education experiences

A. Personal Experiences of Secondary Education: individual visual project The main purpose of this workshop was to establish a personal, creative, collaborative and reflective workshop approach in line with the theoretical framework of this research. It therefore set the stage of how our social experiences contribute to who we are and how we think and act. Further, it also allowed participants to get to know each other better and build trust and connection. Around a large meeting table covered in paper participants were asked to use any combination of drawing and writing to reflect on and express their education experiences. A variety of drawing and writing utensils were provided. The question posed was: “What was your experience of school like for you, your social group or school community? Describe the school (size, demographics etc.). How was it structured and what were its focuses or purposes?” These questions cover the four quadrants of AQAL. Participants were given the remaining 25 minutes to work on this project and told that next week they would be given a chance to share with the group.

B. Personal Experiences of Secondary Education: project narrative Sitting around the artwork, each participant was given the chance to describe and explain their experiences with education. The researcher took field notes. Although clarifying questions were allowed, each participant was encouraged to have an uninterrupted 2-3 minutes to present.

C. Belonging: forced choice activity To explore how participants experience belonging in differently this forced choice activity uses different contexts. Signs that say “strong sense of belonging” to “no sense of belonging” are placed at either end of the room and the space between represents a continuum between the two. Categories are: family, friends/community, work, city/region, country, Earth, the Universe. When each category is stated the participants are asked to move along the continuum to a space that represents their corresponding experience of belonging. For each category one or two participants are asked to speak to why they have chosen that spot on the continuum.

D. Belonging: individual activity and group discussion/reflection Based on the two previous sessions participants were asked to select a color and shape of paper to write down the ideas, feelings, thoughts, systems, places, groups or themes

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that contributed to their experiences of belonging and not belonging. They were then asked to glue the compilation of papers on the large sheet of paper around the circles of “belonging” and “not belonging”. As a group, the participants were asked to reflect on the compiled papers. The question was posed “are there themes or connections? How might this impact our practices at this school?”

E. Role Play: partner and group activity In order to explore how the findings of the previous sessions might play out in students’ lives and their actions and behaviours at school we then conducted a role play activity. Participants were instructed to choose one of the contexts or situations in which they felt the least belonging and journal the impact of not belonging on their feelings, behavior, actions and relationships. They then shared this in a pair and discussed how they thought the experiences would play out in a school context for a student. Each group was then asked to share one scenario with the group as a roleplay.

F. Forum Theatre: group activity and discussion In order to learn how different staff might creatively deal with student problems this workshop examined some of these scenarios as a group and shared different approaches and possible outcomes. Participants volunteered to act out the roles of the scenarios while one participant acted as a facilitator that can pause or rewind the scene. The other participants made suggestions of different approaches or strategies the “actors” could experiment with in the scenario.

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Appendix B

Collaborative Design Workshop 2

Workshop 2: Futures and Worldviews

A. Describe the world we live in: focus group In order to better understand the participants’ view of the world this session explores how each individual describes the world. To position the session this statement was put on the board.

“If we are wanting a cohesive, collaborative and purposeful campus,

what are our common practices and how do they contribute to this? what goals or outcomes are these connected to?

what larger purposes do these outcomes fit within? where does all this fit in our current understanding of the world and futures?”

After explaining the reverse engineering process above and a short clarifying discussion, this question was posed: “Describe the world we live in. Describe the world from your perspective”.

Participants were given 3 minutes to think and jot notes before sharing and discussing. It was stressed that there is no right or wrong, or good or bad way to answer this question, the most honest and authentic answer is ideal. The group then shared their view of the world one at a time with a limit of 2 minutes each with a reflection/discussion at the end. This session closed with a final question for any participant to answer with a one line response.

“describe this school campus” B. Describe the world in 20 years: individual project and group discussion

This session was designed to allow the group to articulate and make conscious how their view of the world contributes to their thinking about the future. Participants were instructed to take 10 minutes to use new blank paper circles to individually write or draw to describe what they think the world will be like in 20 years from the present. They were allowed to use any combination of terms, images or ideas. Following this each participant was encouraged to share with the group what they had done and explain. This session concluded with a short 5 minute reflection/discussion.

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C. Describe the world you want to live in: individual project and group discussion

This session is designed to both identify the diverse and common ideas of the group and expose the dissonance between the perceived and desired futures. Participants were asked to describe the world they want to live in on the back of the circles used in the previous session. They were again encouraged to use any ideas, images or terms they like. Following this each participant was encouraged to share with the group what they had done and explain. This session concluded with a short 5 minute reflection/discussion.

D. Student worldview questionnaire After a 5 minute collaborative recap of the workshops to date, a questionnaire was given to each participant eliciting a short written answer. 20 minutes was allotted.

1. Describe the worldview you hope students develop by the time they finish high school.

2. How they will view themselves?

3. How will they view others? 4. How will they view the world?

5. How will they view the earth? 6. How will they view wild nature?

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Appendix C

Collaborative Design Workshop 3

Workshop 3: Transformative Theories, models and Co-design

A. Transformative Learning: focus group/co-design Participants were presented with the “being thinking acting” terms on the board as asked to explore as a group how they can be better defined and how they think they might contribute to transformative learning. One participant volunteered to write and draw at the board while the group suggested ideas and discussed the relationships between the three. The researcher facilitated by posing questions when the group got stuck.

B. Being, Thinking and Acting: presentation, discussion, co-design To begin this session participants were presented with the question “how can the world we want to live in become a reality?” After a short discussion, participants were shown an overview of the 4 quadrants of AQAL and the researcher’s “being, thinking and acting” categories for understanding humans. They were then shown how the data from the previous workshops can be aligned within it. Participants were invited to question, critique and make changes as a group as to where terms should be aligned. This session concluded with 10 minutes of discussion, observations, contribution to the model, questions and feedback.

C. Human Development & Transformation: presentation, discussion, co-design

To build a larger understanding of Integral Theory and human change this session introduced spiral dynamics model of human development in relation to the “being thinking acting” model and practical school experiences. Participants were invited to collaborate on further developing the table presented in this session. The researcher gave examples of people operating from different stages. The session concluded with a discussion with the trigger question “what kind of behaviours or cultures result from a majority of people operating from different stages of development? Try to identify where the “world we want to live in” fits in this model.”

D. Spiral of Evolution: presentation and discussion To contextualize transformative learning and spiral dynamics, a spiral model of development designed by the researcher was presented, explained and discussed. A visual design of the “being thinking acting” transformative learning model co-developed in the previous workshop was presented for feedback and critique.

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Appendix D

Collaborative Design Workshop 4

Workshop 4: Application to Practice A. The High School Graduate: Individual and group project

To begin connecting participants experiences and worldviews to their practices, this session explores the desired outcomes of the school campus. On another large sheet of paper participants traced around one staff member to create an outline of an “ideal graduating student”. Participants were then asked to use the outlined figure to draw/write/express the characteristics (skills, competencies, character traits, views, opinions, abilities, understanding, knowledge, wisdom, etc.) that they think are important for young people to have when they leave high school. Participants were then asked to share what they had written/expressed and identify if anyone saw any gaps.

B. Purposes of Education: group project and group discussion Participants were asked to brainstorm words or phrases answering the question “why do graduates need these characteristics” while one person wrote them down in the middle. They were then asked to collaboratively identify themes or categories for this list.

C. Education Practices: focus group While looking at the graduate characteristics map created in the previous two sessions participants were asked to identify some of the activities, approaches and methods they each practice (or notice that others practice) that seems to contribute to the development of the graduate characteristics identified in the previous session. After 15 minutes of discussion the trigger question asked, “when do students seem to be most likely or able to develop or practice the characteristics?”

D. Education Priorities: “Life Boat” group activity This session is designed to reengage the group in a more interactive activity and to further explore the competition of priorities in a dualistic approach and the collaboration of priorities in a more integral approach. For this activity each staff member was given a slip of paper that represents a goal, priority, purpose or outcome of education (academic achievement, personal development, personal resilience, economic stability, ecological intelligence, creative problem solving, vocational training, social development, emotional intelligence). In the scenario, every 3 minutes another member of the team (least needed in a school) must be eliminated by the group until there are only three left. The group was instructed to discuss and decide together for each one while participants were allowed to defend the priority they have if desired.

E. Education Priorities: focus group, group discussion Based on the experiences and reflections on the “life boat” activity held in the previous session a focus group was held to identify the perceived values and priorities of education according to six different role/perspectives (parents, teachers, students, school administration/leadership, government & policy makers, politicians).

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Appendix E

Collaborative Design Workshop 5

Workshop 5: Cogeneration of a Transformative Education Philosophy

A. Education Philosophy: review of workshops & co-design of process This session began with a review of workshops and topics to date and the introduction to the education philosophy co-design project. Through a facilitated focus group participants contributed to the categories and process to undertake the project. The researcher provided several trigger questions: “how could this philosophy be used? What will it cover? How will everyone contribute? What will the process be?”

B. Education Philosophy: group project In groups or 2-3 participants wrote words or phrases in response to the questions: In a world that… Considering that humans are… Education should… By engaging students… In order to (self, others, world)… The researcher then compiled them.

C. Education Philosophy: individual project The participants worked individually to summarise the compiled terms from the previous workshop project into summary sentences.

D. Education Philosophy: consolidation focus group Two staff were nominated by the group to work with the researcher to consolidate the group work into an education philosophy statement while maintaining the integrity and diversity of groups ideas.

E. Education Philosophy: validation of philosophy statement, final questionnaire

The summarised and edited version of the philosophy statement was presented back to the group for feedback and validation.

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Appendix F

Workshop Data Examples

Reflective Journal Example Workshop 3. Belonging (part 1) Plan (format, what, why) As a kinesthetic activity around belonging and to explore different ways of experiencing belonging we will do a forced choice continuum activity: signs that say “I Belong” to “I don’t belong” are placed at either end of the room and the space between represents a continuum between the two. Categories are: family, friends/community, work, city/region, country, Earth, the Universe. In this activity I hope to gain some insight into what participants might mean when they talk about belonging and also for us all to visually see that we all have different experiences of belonging from different people, places and concepts. Action When each of the categories are named, staff are to move to the place on the continuum of belonging that represents their experience of belonging for that category. For each category one or two people will be asked to volunteer to share why they have moved to the place where they are. Observation (what happened? Thoughts) Family: mostly belong but depends on current relationships and perhaps stage of life. Friends community: mostly belonging but one person had just moved and was feeling isolated. Work: All strong belonging to local campus but mostly not to the larger organization. City/region: A mix, several stated that they only work in the city and commute so don’t feel belonging in one specific city/suburb. Two stated a strong sense of belonging due to living and working in the city. Country: Mostly strong belonging. High levels of Australian pride. Grateful for opportunities. Great place to live. Etc. Planet: Split. Some strong sense of belonging voiced the beauty of the Earth and wonder and science/astronomy. One voiced not always fitting with society and therefore not a strong belonging with the world/Earth. One voiced the destructiveness of human cultures on earth and therefore not wanting to associate or belong to cultures of hate, destructive behavior etc. (he interpreted planet as societal structures and human actions) Universe: Two had a strong belonging due to spiritual connection to the universe, one fairly high due to scientific interest is cosmology, the rest were fairly low. One stated the universe felt large cold and lonely. Often belonging could shift quite dramatically from one context to another. Many people were surprised by others positions. People interpreted the categories differently. Critical Reflection

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This activity was effective in demonstrating the changes in belonging according the situation or context. As people interpreted the categories differently and have very different experiences of how where and when they belong it showed how we don’t have very coherent socially constructed ideas about belonging. This could impact the staff (and schools) approach to a safe and inclusive approach to education. Implications This activity should provide a good source of content for discussion and reflection on how this impacts our teaching approaches and practices as well as for the continuation of this theme in the next workshop in visually mapping this theme.

Workshop 3 Focus Group Co-Designed Table of Human Development

Domains Being

(inter)subjective

Interior

Spirit

Art/Spirituality

Heart

Knowing/thinking

(inter)objective

Exterior

Mind

Science

Head

Acting

Behaviour

Design

Body

Ethics

Hands

Themes Identity

Belonging

Empathy

Connected

Relational

Interdependent

Grace

Perspectives

Purpose

Awareness

Critical and Creative

Thinking Skills

Social communication skills

Empathy

Curiosity

Agency

Motivation

Ethics/morality

Social interactions

Considering

consequences

Intentionality

Student behaviours, values or

cultures according to stages of

development

Egocentric I am important, I belong, my

experiences and values are

universal, I am independent, I

am valuable

I know the truth, I trust my

experiences, I am right

I do what is best

for me, I meet my

needs first,

everyone and

thing is in my

story

selfish, oppositional, no

empathy, hurt others, abusive

actions and language, stealing,

suspicious of others intent

Ethno-

centric

I am my group, we belong

together, I can empathize with

those like me, we work together

for our common good, we are

valuable

My community/culture is

right, my culture is best,

empirical science is the

only truth, absolutism,

hard sciences, we know

better

I serve my

community, I take

care of my own,

gang behaviour

school pride, strong friendships

and friend circle, aussie pride,

racism, family focus, gang

mentality, students vs. staff

Anthropo-

centric

I am a part of the human race,

we all belong to each other, I

can imagine having a different

life situation, universal human

rights

Human equality,

egalitarian, reality is

socially constructed,

relativism, nihilism,

Humans are separate and

better than nature

Anthropology/sociology

Universal human

rights, collective

action, health

care, dismantle

hierarchies,

Peacemaker in class,

welcoming to new students,

inclusive, projects about

human rights, caring, empathy

for others

Biocentric I am a part of all life, all life

belongs, I am concerned with

the wellbeing of other species,

all life is connected (web of life)

Start of non dualistic

thinking, web of life

science, systems thinking

Environmental

action, animal

rights,

has pets, loves animals, likes to

be in nature, high empathy-not

just for people, compassionate,

non-violent

Ecocentric We are a part of a larger story,

everything on Earth belongs to

each other, my

survival/wellbeing is connected

to the Earth’s, life is based on

mutualistic relationships

Lateral thinking,

interdisciplinary thinking,

ecology, whole systems

Simplicity,

thoughtful

interactions with

other life and non

life/systems

aware of climate change,

notices and values good

environments (even classroom

spaces), sees connections more

Integral We are a part of the cosmos,

everything belongs, everything

is connected and in synergistic

relationships

Unified field

Noogenesis

Acting in synergy

with others

hard to imagine a student

here, meditates, peaceful,

doesn’t get in arguments,

probably frustrated with others

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Co-Designed Transformative Learning Model

BeingSoul

BelongingConnectedness

Grace

ActingBodyDesignAgencyEthics

ThinkingMind

PurposeAwarenessEmpathy

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Appendix G

Data Analysis

Thematic Analysis Summary Table

Thematic Analysis Summary Table Workshop

s & Questions

Answer Themes Data Samples

1. Personal Education Experiences Who are the participants? What are their education experiences, values, views & practices?

The participants range from second year to 27 years teachers, education support officers (youth worker/teacher aids) program coordinators, campus support officer (involved in student and family contact and restorative justice) and principal (teacher as well). Based on this workshop series all the participants expressed a high value on belonging, community, family and friends. Relationships of care, and the experience of belonging/non belonging highly impacted their education experiences. Several participants identified key relationships that were redemptive or transformative in their schooling experience. Togetherness, holism, inclusiveness and seeing students as individuals comes through in most of their practices. Restorative justice is a central process in dealing with conflict in the school.

Belonging: inclusive, relational,

Seen, deep kindness, friends x3, guidance, learner-focused, inclusive community, I see you, you are worth it, embrace differences, embraced culture, community, groups, caring, sports, community, Feeling passionate, not being forced, having a choice, one tiny piece of the puzzle, not knowing anything else, very close and loving family, small but close, doesn’t matter how much time passes, encouragement, everyone knows everyone, being able to connect creatively, being heard, my perception, Struggle, change, growth, time, mutuality, Having a voice, acceptance, physical connection, spiritual connection, Choice, control, created, Universe, sense of being, family support, community, friendships, Like-mindedness, shared experiences, time, landscape/connection to place, history, known, loved “I think students can’t engage in learning until they feel safe and that they feel safe and that they belong, so this has to come first.”

Not belonging Lost, anxious, inadequate, guilt, pressure, closed-minded, broke mould, restricted, floater, you’re on your own, I don’t have time, waiting in lines, my anxiety, my perception, distant and very unknown, unknown!, not knowing anything else, exclusive, impersonal, static, distance, Fear of rejection, “only if” conditional acceptance, invisible (enneagram 9), Question???, lack of understanding, unsure, Mainstream way of thought, Busyness, too big (who are you?, can you help me?, what am I meant to be?, where am I going?), just a cog, not known and understood

Redemption & Restoration

Noticed my struggle, Grace, Alternative program, Second chances, Supported me, Wanting to make a difference, Teachers cared and mentored, Creative and humanities teachers seemed to be more interested in us as students and cared, RJ practices, one on one chats, student conferencing, alter program/approach, Empathy,

2. Worldviews & Futures How do the participants view the world, futures & sustainability?

Most participants viewed the world as moving in a destructive and unhealthy direction and in need of dramatic change. Many expressed tensions between nature and culture, human constructive and destructive actions, power and greed and community and sharing. The changes indicated trended towards a human-centred society with high values on individual and community health and development over industrial or economic

Nature-culture dualism: Destructive and constructive capacity of humans

Need for change, transition, revolution

Sustainable (preferred) futures defined by other-oriented and mutual

holistic awareness, empathy, community development, collaboration, ecological intelligence, subject to subject relationships, equality, inclusivity, diversity, decentralized power.

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development. Several participants indicated the need or inevitability of a collapse or revolution. Most views of futures and sustainability indicated a need to shift towards a human society focused on awareness, empathy, community development, subject to subject relationships, equality, inclusivity, diversity, decentralized power.

relationships of wellbeing and power

3. Human Development & Transformation What are the participants’ views and understanding of human learning, change & transformation?

Personal development (becoming a healthier person) is a strong focus of the participants. Participants in general had a holistic understanding of learning in that it is not just a cognitive activity but a social and emotional engagement. Most identified that belonging, feeling safe and self-esteem were important to learning. An interconnectedness between the “thinking, being, acting” categories was strongly developed by the participants. Most understand personal change and transformation are related to social environments and communities. The group all agreed that healthy change in students was highly dependent on being able to look out for others’ (empathy) wellbeing. Collaboration was identified as important to larger transformations in society.

Change requires whole human development

“I think good education covers all three”, “they are all connected”

Change occurs in safe social environments

“it might not all change but maybe there can be pockets of change first, healthy communities”

Other-orientation (empathy) is essential for change

“we all need to learn how to look outside ourselves, look out for others” “individual greed and selfishness has to be dealt with somehow”

4. Purposes of Education What do the participants value about education and what is its purpose?

Participants valued educations capacity to contribute to the development of personal mental and emotional health and social awareness and life skills. Combined with a larger awareness of the world and the ability to see outside themselves (other perspectives), these education priorities were focused on the ability to have a healthier life, contribute to positive social change as well as a more empathetic and respectful world (more than human). Potential for education to contribute to meaningful change.

Skills and abilities to thrive and contribute to a better world

Personal character attributes for personal and social health

Seeing change in young people. Transformative learning towards wholeness.

Bring a larger awareness and understanding of self, others, world

Understanding how the world works around them. Understanding interconnectivity

Its transformative potential: personal, community, society wellness and wholeness

Education should engage the whole person and empower to solve problems and change the world together

5. Collaborative Education Philosophy Development What does the education philosophy & co-design process say about the group’s

Through the education philosophy design workshop sessions participants demonstrated a dualistic view of nature and culture as well as a non-dual understanding of the complex systems involved in the nature – human relationship with change. They reinforced their focus on education’s role in the personal development of values and mental and emotional health as well as a very strong focus on equity, respect, collaboration and

Humans and nature have a complex and paradoxical relationship with each other and change

The world is… full of complexity, contradictions, individualism is changing, beautiful, full of potential Needs change, is made by human action, is being used, suffering, seen as disposable chaotic and soul destroying values versatility and variety

humans are… powerful, influential, imperfect driven by greed, power, lethargy, competition limited in vision and foresight controlled by system a small part of the world Diverse in abilities and strengths

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Workshop 4 Session E Data Summary

Workshop 4 Session E Data Summary Q: What are the main values and priorities regarding

education from the perspective of… SD meme

Quadrant

1 Parents: Successful well-paying jobs, resilience, healthy and happy children, safety, quality, fit in society

Blue, Orange, Green

I, IT

2 Teachers: Well-rounded and curious learners, engaged in life/proactive and resilient, contribute to a healthy/better society, treat others well, healthy people, safe/no problems, enjoyable work environment.

Orange, Green

I, IT, WE, ITS

3 Students: Get an education and job, be able to have money/freedom, independence, pathway to do what they want to, socialize, sense of community.

Orange IT, WE

4 School administration & leadership: efficient systems, successful outcomes, order and progress, development/new ideas

Blue, Orange

IT

5 Government & policy makers: Efficient (cost wise) and effective systems, progressive compared to global standards, effective reliable workforce, no embarrassing problems, safety & public welfare.

Blue, Orange

IT, ITS

6 Politicians: Good image/no bad publicity, common good of area governed, better outcomes than other (states/countries etc), safety, efficiency, measurable and comparable quality

Blue, Orange

IT, ITS, WE

Workshop 2 Questionnaire Summary

Workshop 2 Session D: Student worldview questionnaire Question Questionnaire Responses

views, values & approaches to education?

belonging towards a more connected sustainable world (more than human at times).

Untapped potential to change self and world Inherently good Natural problem solvers.

Personal and social development is central to education

It has helped me understand what I value about education and it was the multiple perspectives that helped develop that.

Education should be holistic, focused on transformation towards the mutual health of people, society and larger systems of life.

Teach humility, resilience, hope, collaboration, curiosity, independence Be transformative, inclusive/individual needs, authentic push boundaries, challenge confront ideas/beliefs promote new ideas/perspectives empower to solve problems and change the world together engage the whole person

Post workshop Survey

High value on consultation and collaboration and a participatory approach. High value on student worldview development.

Because there is a lot of wisdom, experience and knowledge that comes to the table, and we can learn from each other. Consultation is the key. “The more the merrier”. Need to include policy-makers in the discussion When all are included it promotes success because of ownership to the process and outcomes.

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1. Describe the worldview you hope students develop by the time they finish high school. All 4 quadrants

1. blank 2. blank 3. I hope that students would develop a worldview that is holistic and not narrow. Christian 4.Connectedness – the idea that they are connected to others, community, history, the environment, things that come before and after them. That each individual has a place and a purpose and a contribution to make. 5. blank 6. I hope they realise there is a world beyond themselves and that they can have an impact on something bigger. 7. Everyone has their own crap. We don’t have to be so isolated > working together is not weak – it makes us and the world stronger. 8. blank 9. blank

2. How they will view themselves? I quadrant

1. As equal to others, empowered, able to solve problems. With wonder and gratitude, an important part of a community. 2. Capable, strong, independent, valued 3. They’ll see themselves as powerful and welcome to be themselves and see themselves as loved. 4. as designed uniquely, with a purpose and a story to tell. 5. Confidence, compassion 6. as a cog in a much bigger system 7. Capable – change makers – full of love 8. Able, capable, purposeful 9. Able, potent, connected, skilled, important, valuable

3. How will they view others? WE quadrant

1. As equal and as extension of themselves, the same, but different, with gratitude 2. Kindness, compassion, openness, sense of community 3. As brothers, sisters, friends. Not as strangers. 4. As unique individuals, each worthy of value and respect and opportunity. 5. Understanding, compassion, respect, empathy, kindness 6. As potential allies. 7. Community, collaboration, a source of help, people to help 8. With compassion and understanding 9. Inclusive, as partners, valuable, compassionately connected

4. How will they view the world? ITS quadrant

1. A place to live and explore respectfully. 2. Challenge injustice, free to be themselves, inclusion 3. As a place they can positively impact and actively love. 4. Interconnected, relationally, good and evil. 5. Connected, hope, insightful, open minded, less boarders and red tape. 6. with interest, intrigue and respect 7. work towards an ethical world in all senses – full of possibilities 8. as having more in common than differences 9. a connected system, participatory

5. How will they view the earth? IT & ITS quadrants

1. As a home to be cared for, a rock that sustains many, a part of a much larger expanding universe 2. Don’t take for granted (valued), ownership – rather than blaming other or pretending you are not a part of the problem 3. As their home – our home. As a gift. 4. Precious, finite, beautiful 5. Hope, safe 6. with interest, intrigue and respect 7. A privilege, not something to take advantage of. 8. As a gift to treasure 9. As a home and a home to share with others

6. How will they view wild nature? IT quadrant

1. with respect and wonder 2. Imparative, connected to them, valued 3. They will view nature with awe, they will see it as a gift. 4. wonder and horror 5. hope, respect 6. I hope they consider their impact and become aware of how small things matter. 7. Something to preserve and respect. A source of freedom and tranquillity. 8. To be nurtured, preserved, protected. 9. Curiosity, wonder, a teacher, evolving

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Final Survey Example

Please circle one 1 2 3 4 5

No not at all. Somewhat. Yes. Quite a bit. Yes very Much.

1. Before the

workshops how much

did you think about

your personal

philosophy on teaching

& learning?

1-----------------2-----------------3-----------------4-----------------5

Please explain. I had put some thought into my personal philosophy due to studies

that required me to, but never delved into it and couldn’t say that I

was passionate about any sort of philosophy surrounding teaching

and learning.

2. Did the process of

co-developing an

education philosophy

influence your thinking

about education?

1-----------------2-----------------3-----------------4-----------------5

In what ways? It opened up my mind to think about my worldview and how that

relates to my practice as an educator. It helped me develop a stronger

philosophy around education.

3. Have you changed

personally this year due

to learning something

new or interacting with

co-workers?

1-----------------2-----------------3-----------------4-----------------5

Please explain. I heard a lot of new perspectives about education and learning

philosophy which helped me weigh up my thoughts and then come to

an understanding of what I wanted my philosophy and practice to be.

4. Considering the final

co-created education

philosophy, how well

does it represent your

worldview?

1-----------------2-----------------3-----------------4-----------------5

Please explain.

I think it mostly represents my worldview. The only part that could be

more aligned is acknowledging my belief that humans aren’t

inherently good but all have the potential to step into being ‘good’

through Jesus.

5. How well does this

education philosophy

represent the school’s

structures, policy and

curriculum?

1-----------------2-----------------3-----------------4-----------------5

Please explain. I believe the school’s structures, policy and curriculum need to be

seriously adapted to reflect and represent this philosophy better. And

I believe that they used to, but due to recent direction changes, the

idea of ‘holistic education’ has been completely abandoned. The

current direction of the college is going backward in my opinion.

6. How well does this

education philosophy

represent your current

classroom practices?

1-----------------2-----------------3-----------------4-----------------5

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Please explain. Current staff hold onto good philosophy which allows them to

practice this for some part in the classroom. However, due to pressure

from the school’s board, there has been a reduction in how many staff

are willing to try and practice what is in their teaching and learning

philosophy.

7. Have you changed

any of your teaching

practices or approaches

this year?

1-----------------2-----------------3-----------------4-----------------5

Please explain. I have attempted to develop more curiosity through my teaching this

year. The way that I have attempted this is through opening up more

conversation around the learning topic rather than just teaching it and

leaving it.

8. Do you see value in

co-developing a

document like the

education philosophy

as a group?

1-----------------2-----------------3-----------------4-----------------5

Please explain.

It has helped me understand what I value about education and it was

the multiple perspectives that helped develop that.

Please circle one 1 2 3 4 5

No not at all. Somewhat. Yes. Quite a bit. Yes very Much.

9. Is the development

of a young person’s

worldview important as

a part of education?

1-----------------2-----------------3-----------------4-----------------5

Please explain. Teaching the whole person is something that I have grown to be quite

passionate about and I believe a person’s worldview is a very

significant part of who they are.

10. Does your

worldview continue to

change?

1-----------------2-----------------3-----------------4-----------------5

In what ways?

How?

I believe that it develops and grows deeper with maturity and open

mindedness.

I also believe that with a closed mind and immaturity, your worldview

regresses.

11. In your experience,

what are the top three

things that hinder the

full application of the

education philosophy?

What are the top three

things that contribute

to it?

1. School board/CEO.

2. Disunity within staff group in regards to the philosophy.

3. Mindset of students involved. If they are open and willing to be

taught in this way, they will receive it and the application will be

successful. With a closed minded student, it will be more challenging

to see success, however I believe this education philosophy caters

well to students with close minds, because it helps open them up as a

‘whole’ person – leading to more open and willing minds.

1. Vision and direction from a leader within the community.

2. Similar worldviews of staff group.

3. Mindset of students involved.

12. Have you noticed

any students

experience changes in

1-----------------2-----------------3-----------------4-----------------5

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Quotes from the Final Survey

Quotes from the final survey I had put some thought into my personal philosophy due to studies that required me to, but never delved into it and couldn’t say that I was passionate about any sort of philosophy surrounding teaching and learning. I wasn’t really aware of what to ask myself / how to reflect productively. Hearing different perspectives and experiences always expand own thinking. It opened up my mind to think about my worldview and how that relates to my practice as an educator. It helped me develop a stronger philosophy around education. Considering the type of world we desire and bringing that back to the nuts and bolts of what we do in the classroom. It made me truly assess my values in an education setting – what I feel is important. It has helped me understand what I value about education and it was the multiple perspectives that helped develop that. I’ve learnt from co-workers what other methods work for them, and if applied to me maybe will work. reminded that there are ‘like minded’ people working alongside me. That its not alone. Learning that to teach effectively I must build relationships first. By observing the practices of others I continually evolve. I heard a lot of new perspectives about education and learning philosophy which helped me weigh up my thoughts and then come to an understanding of what I wanted my philosophy and practice to be. It has been great to find common ground. To hear others’ passions. It has made me feel a part of something bigger. Realising that everyone had very similar ideas and values made me feel like more good could be achieved. I am much more aware, and on a daily basis trying to create a community that is a microcosm of a better world. I’m now more about connecting with the students than ticking boxes for the government. More patience. I have attempted to develop more curiosity through my teaching this year. The way that I have attempted this is through opening up more conversation around the learning topic rather than just teaching and leaving it.

Questions from the final survey Score out

of 5

Do you see value in co-developing a document like the education philosophy as a group? 4.6/5 Is the development of a young person’s worldview important as a part of education? 4.9/5

their worldviews this

year?

Please explain.

Through practicing this worldview in class I have seen students who

are education holistically respond incredibly well. I have especially

seen students develop levels of empathy for others that was unseen

before the development of my education and learning philosophy. As

well as seeing students connect into the community and engage in

their education and learning.

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Appendix H

Enlarged Figures 2, 3, & 5

Figure 10 Integral Map of AQAL and Spiral Dynamics (Wilber, 2000)

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Figure 11 Thinking, Being & Acting Model of Development. Diagram designed by the author based on the works of Wilber (2000), Beck and Cowan (1996)

Anthropocentric

Planetary Consciousness

Integral Consciousness

Ethnocentric

Biocentric

Ecocentric

Premodern Era

Modern Era

Postmodern Era

Metamodern Era

Posthumanism

Egocentric Design:

Power & Dominance

Design: Self Expression

Design: Cultural Desires

Design: Human Survival

Universal Design

Decentred Design: Mutualism,

Cohabitation, Sustainment

Integral Design

Human Centered

Design

Cosmology of Belonging & Participation

Pluralistic Relativism & Nihilism

Cosmology of Origins

Design (Acting)

Stages of Consciousness according to Spiral Dynamics (Being) -Survival/Undifferentiated -Magic/Animistic -Egocentric/Power -Absolutistic/Truth -Multiplistic/Rational -Relativistic/Pluralistic -Systemic/Integral -Global/Universal

Scientific Realism

Integral Cosmology

Stages of Consciousness expansion Egocentric > Ethnocentric > Anthropocentric > Biocentric > Ecocentric > Integral

Worldview/Mindset (Thinking)

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Figure 12 Research Design

Analyse data for emergent themes, unexpected results and new ideas.

Workshop 1 Personal Education Experiences

Workshop 2 Futures and Worldviews

Workshop 5 Cogeneration of a Transformative Education Philosophy

Workshop 3 Transformative Theories, models and Co-design

Workshop 4 Application to Practice

Creative visualisation

Questionnaire

Co-design Artefacts

Focus group Focus groups

Focus group Individual and group

design projects

Final Survey Focus group Co-design process

Group design project

Co-design Artefacts

1. What theories, methods and approaches might be appropriate to guide such transition work?

2. What is the perceived value of a collaborative method for change in education?

How might a pedagogical framework be developed to engage secondary teachers in an ongoing process of personal and professional development and contribute to the transition to a more integral and transformative approach to education?

Document through

multiple sources

Revise approach and plan new actions based on participant consultation and emergent data. Reflect

Plan

Observe

Researcher participates

Act

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Appendix I

Ethics Documents

Ethical Clearance

A low risk human ethics application has been submitted and approved. Permission forms have been generated for staff workshops, staff interviews and journals, existing student data and student interviews. Project Title: Co-designing the settlement experience with recently settled immigrants Ethics Category: Human - Low Risk Approval Number: 1600001014 Approved Until: 24/10/2021 (subject to receipt of satisfactory progress reports) We are pleased to advise that your application has been reviewed and confirmed as meeting the requirements of the National Statement on Ethical Conduct in Human Research. I can therefore confirm that your application is APPROVED. If you require a formal approval certificate please advise via reply email. CONDITIONS OF APPROVAL Please ensure you and all other team members read through and understand all UHREC conditions of approval prior to commencing any data collection: > Standard: Please see attached or go to http://www.orei.qut.edu.au/human/stdconditions.jsp > Specific: None apply

Participant Recruitment Email

Empowering Innovative and Active Global Citizens Dear Arethusa staff member My name is Nikolas Winter-Simat from Queensland University of Technology (QUT) and I am conducting research as a part of a PhD looking into the value of a design thinking approach to secondary education and global citizenship.

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I would like to invite you to participate in short (20-30 minute) weekly creative professional development workshops held at Arethusa College. Agreeing to participate does not require you to attend all or any workshops. You have been invited to participate in this project because you have contact with students at Arethusa College. Please view the attached Participant Information Sheet and Consent Form for further details on the study. Should you wish to participate please complete and return the attached consent form. If you have any questions, please contact me via email. Please note that this study has been approved by the QUT Human Research Ethics Committee (approval number 1600000339). Many thanks for your consideration of this request. Nikolas Winter-Simat Nikolas Winter-Simat PhD Student 3138 9471 or 3888 0709 [email protected] Natalie Wright Associate Supervisor 3138 7786 [email protected] Dr Jaz Choi Principal Supervisor 3138 7657 [email protected] Creative Industries Faculty, Queensland University of Technology