critical thinking and problem-based learning training program
Name: Matthew Smith
Course Department, Number & Title: D506 Adult Education Program Planning and Development
Semester & Year Enrolled: Spring 2016
Document: Team Planning Project: Critical Thinking and Problem-Based Learning: A Program Built with More than One Intention
The selection of the final group project from the program’s second planning course is fitting for two reasons. First, it brings critical thinking to the forefront, and the ability to think both critically and in the abstract are necessary components in emancipatory learning. We cannot confront the status quo if we refuse to acknowledge it exists as an oppressive force. Second, this project focuses on educating staff leadership, which is comprised of non-exempt employees. More on this in a bit.
To the first point, I must acknowledge there is still a focus on impacting organizational outcomes and structures in this artifact rather than focusing on oppression at the individual level. In selecting critical thinking as the focus of our program, though, a large step was taken in both my march toward understanding the political nature of adult education and in understanding learning must move past autonomy and into areas of change capable of impacting society. As mentioned earlier, one of the core components in emancipatory dialogue is being able to reflect on internal and external forces keeping us in place or holding us back. Making critical thinking within business organizations the foci puts ideas in front of individuals they may not have considered prior. This, in combination with opportunities for action in reflection, opens learners up to challenge the status quo in their workplace.
Second, with a focus on critical thinking in staff leadership, I am moving closer to developing a group of facilitators capable of sharing in the discoveries emancipatory dialogue offers. For if they are able to apply critical thought in the workplace, their ability to apply critical thinking in their community increases. This ability must be articulated and included in learning outcomes and objectives, of course, but the structure is in place. This is what I would have done differently. Embedding explicit learning outcomes and objectives focused on personal and community applications of critical thinking would certainly be a part of this exercise today. Frankly, democratizing the workplace is one of my many goals as a political participant. This program could have been much more powerful.
As it relates to application, I did use this for a small group of leaders under my direct supervision. It was done immediately after the creation of this project, however, meaning the training program only focused on helping staff leadership become more autonomous in how they identify and solve problems in the workplace. I need to resurrect this module and adjust stated learning goals to focus on community and personal applications. This is how I can address future growth, for if my intention is to create emancipatory pieces to be used in organizational settings, I need to start creating them.
Course Department, Number & Title: D506 Adult Education Program Planning and Development
Semester & Year Enrolled: Spring 2016
Document: Team Planning Project: Critical Thinking and Problem-Based Learning: A Program Built with More than One Intention
The selection of the final group project from the program’s second planning course is fitting for two reasons. First, it brings critical thinking to the forefront, and the ability to think both critically and in the abstract are necessary components in emancipatory learning. We cannot confront the status quo if we refuse to acknowledge it exists as an oppressive force. Second, this project focuses on educating staff leadership, which is comprised of non-exempt employees. More on this in a bit.
To the first point, I must acknowledge there is still a focus on impacting organizational outcomes and structures in this artifact rather than focusing on oppression at the individual level. In selecting critical thinking as the focus of our program, though, a large step was taken in both my march toward understanding the political nature of adult education and in understanding learning must move past autonomy and into areas of change capable of impacting society. As mentioned earlier, one of the core components in emancipatory dialogue is being able to reflect on internal and external forces keeping us in place or holding us back. Making critical thinking within business organizations the foci puts ideas in front of individuals they may not have considered prior. This, in combination with opportunities for action in reflection, opens learners up to challenge the status quo in their workplace.
Second, with a focus on critical thinking in staff leadership, I am moving closer to developing a group of facilitators capable of sharing in the discoveries emancipatory dialogue offers. For if they are able to apply critical thought in the workplace, their ability to apply critical thinking in their community increases. This ability must be articulated and included in learning outcomes and objectives, of course, but the structure is in place. This is what I would have done differently. Embedding explicit learning outcomes and objectives focused on personal and community applications of critical thinking would certainly be a part of this exercise today. Frankly, democratizing the workplace is one of my many goals as a political participant. This program could have been much more powerful.
As it relates to application, I did use this for a small group of leaders under my direct supervision. It was done immediately after the creation of this project, however, meaning the training program only focused on helping staff leadership become more autonomous in how they identify and solve problems in the workplace. I need to resurrect this module and adjust stated learning goals to focus on community and personal applications. This is how I can address future growth, for if my intention is to create emancipatory pieces to be used in organizational settings, I need to start creating them.
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