Journal articles: 'Learning as becoming'

1

McCarthy, Tim, and Lucas Jackson. "Becoming, Learning, Being." Questions: Philosophy for Young People 12 (2012): 14–17. http://dx.doi.org/10.5840/questions2012127.

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Clegg, Stewart R., Martin Kornberger, and Carl Rhodes. "Learning/Becoming/Organizing." Organization 12, no. 2 (March 2005): 147–67. http://dx.doi.org/10.1177/1350508405051186.

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Korn, Randi, Katie Chandler, and Colleen Marzec. "Becoming a Learning Organization." Curator: The Museum Journal 64, no. 2 (April 2021): 297–311. http://dx.doi.org/10.1111/cura.12419.

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Filstad, Cathrine, and Petter Gottschalk. "Becoming a learning organization." Learning Organization 18, no. 6 (September 20, 2011): 486–500. http://dx.doi.org/10.1108/09696471111171321.

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Niblock, Michael. "Becoming a learning organisation." Long Range Planning 27, no. 4 (August 1994): 146. http://dx.doi.org/10.1016/0024-6301(94)90070-1.

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Iles, Ian K. "Becoming a Learning Organization." Journal of Learning Disabilities 7, no. 1 (March 2003): 65–77. http://dx.doi.org/10.1177/1469004703007001985.

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Dailey-Fischer, Mary. "BECOMING A LEARNING ORGAINZATION." Proceedings of the Water Environment Federation 2005, no. 6 (January 1, 2005): 8512–13. http://dx.doi.org/10.2175/193864705783812828.

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Vander Woude, Diana L., and Deborah C. Letcher. "Becoming a Living-Learning Organization." Nursing Science Quarterly 18, no. 1 (December 2004): 24–30. http://dx.doi.org/10.1177/0894318404272489.

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Brown, Judy Sorum. "On Becoming a Learning Organization." About Campus: Enriching the Student Learning Experience 1, no. 6 (January 1997): 5–10. http://dx.doi.org/10.1177/108648229700100603.

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It is a paradox not lost on many in higher education that while the corporate world has embraced organizational learning, higher education lags significantly behind. What would it take for colleges and universities to step up to the challenge of becoming true learning organizations?

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10

Wildman, Louis. "Letters: Becoming A Learning Society." Change: The Magazine of Higher Learning 27, no. 6 (November 1995): 6–7. http://dx.doi.org/10.1080/00091383.1995.10544669.

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Davis, Brent, and Dennis Sumara. "Becoming More Curious About Learning." Journal of Curriculum and Pedagogy 1, no. 1 (June 2004): 26–30. http://dx.doi.org/10.1080/15505170.2004.10411474.

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Holba, Annette M., Patricia T. Bahr, Donald L. Birx, and Mark J. Fischler. "Integral Learning and Working: Becoming a Learning Organization." New Directions for Higher Education 2019, no. 185 (March 2019): 85–99. http://dx.doi.org/10.1002/he.20314.

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Porath, Suzanne, and Dana Hagerman. "Becoming connected learners through personalized learning." Middle School Journal 52, no. 2 (February 10, 2021): 26–37. http://dx.doi.org/10.1080/00940771.2020.1868058.

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Chee, Yam San, Swee Kin Loke, and Ek Ming Tan. "Becoming Citizens Through Game-Based Learning." International Journal of Gaming and Computer-Mediated Simulations 1, no. 2 (April 2009): 32–51. http://dx.doi.org/10.4018/jgcms.2009040103.

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Easter, Judy. "Learning from life: becoming a psychoanalyst." Psychodynamic Practice 14, no. 3 (August 2008): 340–42. http://dx.doi.org/10.1080/14753630802196422.

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Enoksen, Elisabeth, and Pip Lynch. "Learning leadership: becoming an outdoor leader." Journal of Adventure Education and Outdoor Learning 18, no. 2 (October 19, 2017): 176–88. http://dx.doi.org/10.1080/14729679.2017.1391105.

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Bunkers, Sandra Schmidt. "Lifelong Learning: A Human Becoming Perspective." Nursing Science Quarterly 15, no. 4 (October 2002): 294–300. http://dx.doi.org/10.1177/089431802320559209.

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Parse, Rosemarie Rizzo. "A Human Becoming Teaching-Learning Model." Nursing Science Quarterly 17, no. 1 (January 2004): 33–35. http://dx.doi.org/10.1177/0894318403260549.

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19

Harvey, Lou. "Language learning motivation as ideological becoming." System 65 (April 2017): 69–77. http://dx.doi.org/10.1016/j.system.2016.12.009.

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20

Joseph An, Christopher. "On Learning, Playfulness, and Becoming Human." Philosophy 93, no. 1 (January 2018): 3–29. http://dx.doi.org/10.1017/s0031819117000547.

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AbstractThis essay aims to develop the so-called ‘transformational view’ of human development (advocated by McDowell and Bakhurst) by advancing a play-based model of learning. I first consider challenges to this view posed by Luntley and Rödl who argue that the learning encounter must presuppose some rational faculty already present in the prelinguistic child. Rödl in particular considers joint attentional episodes in which child and adult attend to objects in their environment together as signifying a uniquely rational consciousness active in the human child. I however argue on phenomenological grounds that this intellectualist treatment is implausible and unconvincing. I propose a play-centered treatment (inspired primarily from Huizinga) that is more sensitive to the life of the child. This perspective of play I maintain scaffolds a shared normative space which enables self-conscious, responsive, and intelligible thought and action. This account motivates what I call a participatory play model of learning which is constitutively non-intellectual but is nonetheless intelligent. It is non-intellectual because it emphasizes building co-reactive relationships and participation in shared cultural practices. But it is also intelligent because it makes possible a distinctively human mode of understanding grounded on an interactive, relational, and imaginatively reflexive engagement with the world.

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21

Fairbanks, Colleen, Penny Mason Crooks, and Mary Ariail. "Becoming Something Different: Learning from Esmé." Harvard Educational Review 81, no. 1 (March 21, 2011): 1–24. http://dx.doi.org/10.17763/haer.81.1.w5h3q855757k7636.

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In this article, Fairbanks, Crooks, and Ariail followed Esmé Martinez, a Spanish-speaking Latina, from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future. Drawing on the construct of artifacts, a sociohistorical concept that understands skills, practices, and the means of putting them to use in social spaces, they detail Esmé's school history, the ways she was positioned there, and the resources she used to respond and reposition herself. This examination offers a long-term profile of the complex interactions that school entails and a nuanced reflection on agency within institutional constraints.

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Sevcenko, Nicolau. "Learning from Adversity, Becoming Art Versatile." Review: Literature and Arts of the Americas 39, no. 2 (November 2006): 157–60. http://dx.doi.org/10.1080/08905760601014929.

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23

Borzsony, Philippa, and Keith Hunter. "Becoming a learning organization through partnership." Learning Organization 3, no. 1 (March 1996): 22–30. http://dx.doi.org/10.1108/09696479610106781.

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Booth, Jane. "Becoming a global citizen?" Learning and Teaching 14, no. 1 (March 1, 2021): 60–88. http://dx.doi.org/10.3167/latiss.2021.140104.

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This article will propose a more authentic learning environment for students of the social sciences, one that is not only learner-centred but community-centred. Drawing on the principles of social pedagogy, cultural-based learning, place-based learning and co-production, this article advocates engaging community groups as co-producers in the generation of knowledge, enhancing learning within – and beyond – the university. By not using the community simply as a source of research data or placement opportunities, the curriculum is more likely to produce reflexive graduates better equipped to engage with complex global problems, enhancing their global citizenship and that of the wider community.

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Rushmer, Rosemary, Diane Kelly, Murray Lough, Joyce E. Wilkinson, and Huw T. O. Davies. "Introducing the Learning Practice - II. Becoming a Learning Practice." Journal of Evaluation in Clinical Practice 10, no. 3 (August 2004): 387–98. http://dx.doi.org/10.1111/j.1365-2753.2004.00465.x.

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26

Fidyk, Alexandra. "Walking Meditations: Becoming Place, Place Becoming." Journal of the Canadian Association for Curriculum Studies 18, no. 2 (March 16, 2021): 103–18. http://dx.doi.org/10.25071/1916-4467.40660.

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Interwoven through four lyric snapshots of haptic relations with place—Saskatchewan, New York, South Africa and Egypt—this philosophic rumination considers the primacy of preconscious bodily feeling to learning. Perception at base level is described as synaesthetic—the whole body sensing and moving in relation to agential landscapes. The tangled snapshots embody inter-multi-sensorial experience so to mirror the ways our bodies exist in relation to things seen and unseen. Together, the two texts, two voices, step in support of walking pedagogies as a profound praxis in service to becoming, an unfolding always underway with place, even distant and unfamiliar. Highlighted as embodied and explored, matter central to an earthly curriculum are the methods of slow, attuned, disciplined attention and somatic resonance.

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27

Goh, Adeline Yuen Sze. "An individual learning journey: learning as becoming a vocational teacher." International Journal of Lifelong Education 34, no. 6 (November 2, 2015): 680–95. http://dx.doi.org/10.1080/02601370.2015.1096311.

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28

Hansen, Søren, and Lykke Brogaard Bertel. "Becoming a Creative Genius." Journal of Problem Based Learning in Higher Education 11, no. 2 (October 10, 2023): 34–53. http://dx.doi.org/10.54337/ojs.jpblhe.v11i2.7781.

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The increasing complexity of society's sustainability issues requires new educational approaches that facilitate transversal skills and competencies suitable for the 21st century. Students must be equipped with discipline-specific expertise or technical skill; but also competencies to collaborate across disciplines in creating innovative solutions to complex problems. This paper explores whether a problem-based learning environment focusing on creativity facilitates transdisciplinary engagement and creative competencies and to what extent this manifests into transdisciplinary career paths and creative mindsets in a life-long learning perspective. An analysis of interviews with graduates from a transdisciplinary program, Creative Genius, at Aalborg University indicates that a pedagogical approach focusing on the embodiment of creative competencies helps prepare students to transition from student to professional and equip them to engage in transdisciplinary and complex problem-solving in industry and society. Based on the results, the paper proposes a model for creative transdisciplinary thinking and suggests a focus on creative self-efficacy as an essential learning outcome in transdisciplinary PBL environments.

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29

Adams, Nadine, Josua Pienaar, and Clinton Hayes. "Project based learning or problems becoming learned." ANZIAM Journal 57 (July 10, 2016): 82. http://dx.doi.org/10.21914/anziamj.v57i0.10452.

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30

Shaw, Theresa. "How care homes are becoming learning hubs." Nursing Older People 28, no. 8 (September 29, 2016): 14. http://dx.doi.org/10.7748/nop.28.8.14.s14.

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31

Schneider, David C. "Becoming an ocean scientist: learning from surprise." ICES Journal of Marine Science 78, no. 10 (October 23, 2021): 3544–51. http://dx.doi.org/10.1093/icesjms/fsab209.

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Abstract An invitation to write a thought piece is an opportunity to reflect on one's early career, when events and choices shaped what we became. Because I teach at a university, I wrote a narrative for those thinking of becoming an ocean scientist, and are now encountering the research literature. It is a chronicle of episodes, each a discovery or surprising event and what I learned. It moves from early memories of the natural world to first attempts at science. A near-fatal surprise led to a course in environmental policy, to a commitment to public good science, and to learning benthic ecology in Woods Hole. Failure at publishing an original finding from a thesis spurred me to self-directed practice in writing scientific prose. Skill at running statistical analyses resulted in a post-doc on a topic where I had no other expertise. Publication success led to a second post-doc and a faculty position in Canada, where I funded three decades of student-oriented research, taught statistics, and wrote a book on ecological scaling from the point of view of an oceanographer. Teaching statistics came with surprises, which I list as further food for thought.

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32

Cochliou, Despina. "Transforming Social Services Departments: Becoming Learning Organisations." International Journal of Technology, Knowledge, and Society 3, no. 3 (2007): 131–38. http://dx.doi.org/10.18848/1832-3669/cgp/v03i03/55745.

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33

Harrison, Peter. "Becoming a peer-assisted learning (PAL) tutor." Clinical Teacher 15, no. 2 (August 3, 2017): 178–79. http://dx.doi.org/10.1111/tct.12687.

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34

Powell, Bob. "Becoming language wise: learning from one another." Language Learning Journal 6, no. 1 (September 1992): 2–4. http://dx.doi.org/10.1080/09571739285200321.

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35

Price, Mary P., and Stephanie Miner. "Mother becoming: Learning to read Mikala's signs." Scandinavian Journal of Occupational Therapy 16, no. 2 (January 2009): 68–77. http://dx.doi.org/10.1080/11038120802409739.

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36

Cannon, Debra Franklin, and William E. Kent. "The Secrets of Becoming a Learning Organization." Hospitality & Tourism Educator 7, no. 1 (January 1995): 9–12. http://dx.doi.org/10.1080/23298758.1995.10685631.

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37

Taylor, Edward W. "A learning model for becoming interculturally competent." International Journal of Intercultural Relations 18, no. 3 (June 1994): 389–408. http://dx.doi.org/10.1016/0147-1767(94)90039-6.

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38

Rogers, Rebecca, Melissa Mosley Wetzel, and Katherine O’Daniels. "Learning to teach, learning to act: becoming a critical literacy teacher." Pedagogies: An International Journal 11, no. 4 (September 8, 2016): 292–310. http://dx.doi.org/10.1080/1554480x.2016.1229620.

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39

Brueggemann, Brenda Jo, Linda Feldmeier White, Patricia A. Dunn, Barbara A. Heifferon, and Johnson Cheu. "Becoming Visible: Lessons in Disability." College Composition & Communication 52, no. 3 (February 1, 2001): 368–98. http://dx.doi.org/10.58680/ccc20011424.

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The five authors call for increased awareness of disability in composition studies and argue that such an awareness can productively disrupt notions of “writing” and “composing” at the same time it challenges “normal”/“not normal” binaries in the field. In six sections: Brueggemann introduces and examines the paradox of disability’s “in-visibility” White considers the social construction of learning disabilities; Dunn analyzes the rhetoric of backlash against learning disabilities; Heifferon illustrates how a disability text challenged her students; Cheu describes how a disability-centered writing class made disability visible; all five conclude with challenges and directions for composition studies in intersecting with disability studies.

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40

Retna, Kala S. "Becoming a learning organisation - learning to change, change for learning: an IT case study." International Journal of Learning and Change 1, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijlc.2022.10047161.

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Retna, Kala S. "Becoming a learning organisation - learning to change, change for learning: an IT case study." International Journal of Learning and Change 15, no. 6 (2023): 567–83. http://dx.doi.org/10.1504/ijlc.2023.134541.

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42

Rousseau, Denise M. "Becoming an Organizational Scholar." Annual Review of Organizational Psychology and Organizational Behavior 7, no. 1 (January 21, 2020): 1–23. http://dx.doi.org/10.1146/annurev-orgpsych-012119-045314.

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This article provides an overview of my career in industrial/organizational (I/O) psychology and organizational behavior (OB). I describe critical experiences shaping my development as a scholar, in particular, the contribution learning to think organizationally has made to my scholarship. I map my career experiences onto Boyer's scholarship framework, from an emphasis on basic and applied research, to practice and teaching.

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Victoria Pileggi, Joanna Holliday, Carm de Santis, Andrea Lamarre, Nicole Jeffrey, Maria Tetro, and Carla Rice. "Becoming Scholars in an Interdisciplinary, Feminist Learning Context." Feminist Teacher 26, no. 1 (2015): 29. http://dx.doi.org/10.5406/femteacher.26.1.0029.

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44

Reese, Ruth Anne. "Book Learning: Raising Questions and Becoming an Expert." Teaching Theology & Religion 18, no. 2 (April 2015): 188. http://dx.doi.org/10.1111/teth.12280.

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45

Shiohata, Mariko, and John Pryor. "Literacy and vocational learning: a process of becoming." Compare: A Journal of Comparative and International Education 38, no. 2 (March 2008): 189–203. http://dx.doi.org/10.1080/03057920701419967.

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46

Nasir, Na'ilah Suad, and Jamal Cooks. "Becoming a Hurdler: How Learning Settings Afford Identities." Anthropology & Education Quarterly 40, no. 1 (March 2009): 41–61. http://dx.doi.org/10.1111/j.1548-1492.2009.01027.x.

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47

Koulish, Robert. "Citizenship Service Learning: Becoming Citizens by Assisting Immigrants." PS: Political Science and Politics 31, no. 3 (September 1998): 562. http://dx.doi.org/10.2307/420617.

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48

Bryant, Leah E. "Becoming a better teacher: Learning from our mistakes." Communication Studies 54, no. 2 (June 2003): 130–32. http://dx.doi.org/10.1080/10510970309363274.

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49

Kim, Taeyeon. "Becoming skillful leaders: American school principals’ transformative learning." Educational Management Administration & Leadership 48, no. 2 (September 30, 2018): 353–78. http://dx.doi.org/10.1177/1741143218802596.

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In this study, I explore how school principals experience transformative learning in relation to leadership development and how these experiences influence their leadership practices and perceptions. Transformative learning is critical for school leaders because it can lead to meaningful learning that qualitatively changes their leadership practices. Assuming that personally significant incidents are important for transformative learning, I analyzed qualitative data collected from 12 school principals in the United States. Analysis revealed that with these transformative learning experiences, school principals established strong foundations of leadership assumptions and strategies by changing and expanding their views of themselves and others. My findings suggest that education for principal leadership development should provide opportunities to explore multiple dimensions of learning, how relationships and school contexts influence leadership decision making, and how principals perceive themselves as leaders. This study contributes to a more dynamic understanding of how school leaders make actual change in their leadership practices.

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50

West, Harry, Rhiannon Jenkins, and Jennifer Hill. "Becoming an effective Peer Assisted Learning (PAL) Leader." Journal of Geography in Higher Education 41, no. 3 (April 16, 2017): 459–65. http://dx.doi.org/10.1080/03098265.2017.1315384.

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Journal articles on the topic 'Learning as becoming'

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