Transformative Learning

44M0583

Master

English

5.0

only winter term

1 semester

The module "Transformative Learning" addresses central questions around designing the transition to sustainable land use: What challenges do transformations in the field of landscape design pose on a local, regional and global level? How can all stakeholders involved in processes of transformation towards sustainable land use learn from each other? How can carefully designed processes grow our understanding of actors' diverse needs, motives, and goals? The focus lies particularly on practices of transformative learning, in addition to theories and concepts.

Challenges of the Sustainable Land Transition, Society, Transformation

• Transformation, Society, Landscape
• Transdisciplinarity and Actors
• Participants and New Entaglements, Cohabitation
• The Terrestrial (Latour)

Theories and Concepts of Transformative Learning 

• Transformative Learning (TL) (as the transformation of individual meaning perspectives and as a collective process of awareness and emancipation)
• Deep Ecology (according to Andreas Schelakovsky)
• Pedagogical Approach "Nature Awareness", Experience of Nature as Basis and Precondition for a Pro-Sustainability Attitude (according to Norbert Jung)
• The Tragedy of the Commons 
• Happiness and Sustainability (Material Prosperity vs. Subjective Well-Being), an Approach toward The Good Life and Resource Work: What sustains? What fulfills? 

Practices of Transformative Learning: Theater Work, Performance, Intervention 

• Introduction to Artistic, Performative, Aesthetic Research (according to Helga Kämpf-Jansen), Design Research
• Transition Theater
• Biographical Theater
• Augusto Boal's Theater of the Oppressed
• Improvisational Theater Basics
• Theoretical and Practical Introduction to Performative Theater Forms
• Performance, Social Space Staging and Action Art
• Spatial Interventions as Occasions for Transformative Learning

The total workload for the module is 150 hours (see also "ECTS credit points and grading").

Seminar with concurrent practical exercises and the realization of a performance

• Portfolio exam

The portfolio examination comprises an experimental work (EA) in the form of e.g. planning and realisation of an artistic-aesthetic performance (50%) and a term paper, which reflects the EA (HA = 50%).

experimental work: development and realisation of an artistic-aesthetic performance over a 3-month period

term paper: 10-15 pages

none

Students expand their instrumental knowledge about processes of mutual understanding in the context of a sustainable land transition and reflect on frameworks and attitudes for dealing with complex processes of spatial change and constellations of actors.

Students enhance their competence in creatively shaping processes of mutual understanding around sustainable land use, using a variety of methods including theater work, performances, and interventions.

Students reflect on different types of knowledge as they deal analytically and creatively with complexity and the diversity of perspectives in processes of landscape change. Central to this process is their work with knowledge categories according to Davoudi (Planning as practice of knowing, 2015).

Students develop an inventive-analytical understanding for the handling of complex developments in landscape and the actors involved, and they reflect upon their insights while independently applying them to similar problems.

Students develop research questions and learn research-based design as a central method of knowledge generation.

Students learn about communicating process elements and process results in text, images, and conversation. They develop their own approaches to applying methods of communication.

Students reflect on the opportunities and limiting factors in the professional and transdisciplinary design of landscape change. They understand the variety of possibilities available for sculpting a vocational self-image at professional intersections.

• Hoy, Stephanie

• Schultz, Henrik