![]() ![]() ![]() The most effective movements have developed decentralized pedagogical processes that build capacity at the grassroots for transformative action. ![]() 1 This field reveals the fact that pedagogy has become a central element of movement learning. Indeed, “social movement learning” has emerged as a phenomenon that is now being widely studied. Many social movements today are engaged in conscious processes of social learning-processes of generating, disseminating, and applying knowledge within and across movements. In my experience, the prevailing combination of academic individualism, disciplinary fragmentation, interest-group competition, moral relativism, and ahistorical thinking-along with external political-economy constraints-have undermined the attempts of most universities to develop coherent curricular and pedagogical responses to the exigencies of the age.īut I invite us to think beyond the sphere of higher education, and beyond the sphere of formal education more generally-important as both are-because we can find some of the most profound innovations in transformative education in the informal sphere. Based on three and half decades in higher education, I agree with Stephen Sterling that most formal institutions of higher education have fallen woefully short of their transformative potential. ![]()
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