Emergent Learning for Wisdom

The New Millennium Presents Us With Unexpected Events That Challenge Us To Think And Act In Fundamentally Different Ways. Meeting These Challenges Requires Not Only The Creation Of Knowledge But The Development Of Wisdom. This Book Draws Together Forty Years Of Scholarship And Practice, Along With Original Research, To Catalyze Our Expertise In Learning About What We Don't Know. As Evident From The Perspective Of The Learner, A Pattern Of Four Distinctive Phases Of Experience - A Specific Sequence Of Cognitive, Affective, And Relationship Features - Can Generate An Enhanced Perspective Out Of Confusion And Lead To Wisdom In Action-- A Twenty-first Century Learning Agenda : Challenges And Possibilities -- Learning In The Twenty-first Century : Embedded, Emergent, And Embodied -- Emergent Learning From An Inside-out Perspective -- Converging Perspectives On Emergent Learning -- Leading Ourselves : Cultivating Personal Practices For Emergent Learning -- Global Imperatives, Emergent Learning, And Leadership. Marilyn M. Taylor. Includes Bibliographical References (p. [209]-224) And Index. Cover......Page 1 Title......Page 4 Copyright......Page 5 Dedication......Page 6 Contents......Page 8 List of Figures and Tables......Page 10 Acknowledgments......Page 12 Introduction......Page 14 1 A Twenty-First-Century Learning Agenda: Challenges and Possibilities......Page 22 2 Learning in the Twenty-First Century: Embedded, Emergent, and Embodied......Page 44 3 Emergent Learning from an Inside-Out Perspective......Page 68 4 Converging Perspectives on Emergent Learning......Page 100 5 Leading Ourselves: Cultivating Personal Practices for Emergent Learning......Page 134 6 Global Imperatives, Emergent Learning, and Leadership......Page 190 Notes......Page 216 References......Page 222 Index......Page 238 "The new millennium presents us with unexpected events that challenge us to think and act in fundamentally different ways. Meeting these challenges requires not only the creation of knowledge but the development of wisdom. This book draws together forty years of scholarship and practice, along with original research, to catalyze our expertise in learning about what we don't know. As evident from the perspective of the learner, a pattern of four distinctive phases of experience - a specific sequence of cognitive, affective, and relationship features - can generate an enhanced perspective out of confusion and lead to wisdom in action"-- Provided by publisher "The new millennium presents us with unexpected events that challenge us to think and act in fundamentally different ways. Meeting these challenges requires not only the creation of knowledge but the development of wisdom. This book draws together forty years of scholarship and practice, along with original research, to catalyze our expertise in learning about what we don't know. As evident from the perspective of the learner, a pattern of four distinctive phases of experience - a specific sequence of cognitive, affective, and relationship features - can generate an enhanced perspective out of confusion and lead to wisdom in action"--Résumé de l'éd "The new millennium presents us with unexpected events that challenge us to think and act in fundamentally different ways. Meeting these challenges requires not only the creation of knowledge but the development of wisdom. This book draws together forty years of scholarship and practice, along with original research, to catalyze our expertise in learning about what we don't know. As evident from the perspective of the learner, a pattern of four distinctive phases of experience - a specific sequence of cognitive, affective, and relationship features - can generate an enhanced perspective out of confusion and lead to wisdom in action"-- NL-ZmNBD The new millennium presents us with unexpected events that challenge us to think and act in different ways. Meeting these challenges requires creation of knowledge and development of wisdom. This book draws together forty years of scholarship, practice and original research, to catalyze our expertise in learning about what we don't know.