How does transformation occur?

There has been a lot said about the liminal learning space and the transition from the unknown to the known. Words are bandied around, images are shared. A common theme is transformation.

As teachers there is much talk of creating safe supportive learning spaces where students can enter the liminal - move from the unknown to the known, in effect learn.

But what puzzles, is how or when does the transformation take place? Superficially we assess and tick the boxes... The student has gained new skills. But has transformation occurred? Has the student been changed in some way? Will the change last?

As a learner I explore learning spaces, I think I am in the liminal space. I am moving from the unknown to the known. Learning is occurring, I know more than I did, I have new skills.

I stop to reflect... has my teaching been transformed? Not yet.

I wonder instead whether I am on the threshold (Land, n.d.).

Charles La Shure (2005) draws attention to a three stage process:

A further question develops "Do we need to leave the old behind, and re-enter with new pedagogy, resources and ways of doing for transformation to occur?" If so, our future learning spaces will be the indicators of true transformation.

References

La Shure, C. (2005). What is liminality? Retrieved from http://www.liminality.org/about/whatisliminality/

Land. R. (n.d.). Liminality close up. Retrieved from http://www.lancaster.ac.uk/fass/events/hecu7/docs/ThinkPieces/land.pdf