Resources

The Transformation of Education Foundation is committed to offering the most effective, innovative, and current resources available.

On these pages you will find other organizations working to bring great education to the children of the world.

Transformational Education Resources

Hyde School

In Residence High School

Woodstock
150 Route 169
Woodstock, CT 06281
www.hyde.edu

Hyde helps students learn, embrace, and adopt a character compass that will guide them for the rest of their lives.

Hyde School works with Character development and holds high standards for self discipline and stretching to reach goals that seem beyond their reach. Students and parents alike say it is life altering.

Landmark Education

The power to invent new possibilities; courage to face challenges; and freedom to create, grow, and be fully-expressed.

In this three-day educational program, young people examine their lives in a way that leaves them empowered to be responsible for their lives. They discover a new appreciation and respect for themselves and others. They gain clarity in what it takes to communicate and effectively relate to others. They are left with a new freedom in life.

Transformative Learning

Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learningthe first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance of content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices. Transformative learning involves experiencing a deep, structural shift in the basic premises of thought, feelings, and actions. It is a shift of consciousness that dramatically and permanently alters our way of being in the world. Such a shift involves our understanding of ourselves and our self-locations; our relationships with other humans and with the natural world; our understanding of relations of power in interlocking structures of class, race and gender; our body awarenesses; our visions of alternative approaches to living; and our sense of possibilities for social justice and peace and personal joy. The editors of this collection make several challenges to the existing field of transformative learningthe first is to theoreticians, who have attempted to describe the nature of transformative learning without regard to the content of transformative learning. The editors argue that transformative learning theory cannot be constructed in a content-neutral or context-free way. Their second challenge, which assumes the importance of content for transformative learning, is to educators as practitioners. The editors argue that transformative learning requires new educational practices consistent with the content. Arts-based research and arts-based teaching/learning practices are one example of such new educational practices. Education for the soul, or spiritual practices such as meditation or modified martial arts or indigenous peoples forms of teaching/learning, is another example. Each article in the collection presents a possible model of these new practices.

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