A new book edited by Susan Long has just come out that explores the theoretical model – the Transforming Experience Framework (TEF) – that is used on our Organisational Analysis and Leadership pathway of the Masters in Social Innovation, delivered in collaboration with Alanus University in Germany.
The framework was developed over many years by the Grubb Institute who used this in much of their work. As the Publishers say of it the framework helps “to understand the complexities and ambiguities of experience within organisational life. The TEF explores how people can take authentic action through taking up roles. The model is initially presented together with an understanding of the nature of unconscious dynamics and their disturbing and creative potentials. The various chapters explore situations, dilemmas and case studies in organisations through expanding on different aspects of the Framework.
The intention of bringing this collection together is to demonstrate how the model can be used in organisational analysis, research and consulting. The chapters have been written by practitioners and by staff and students of programs teaching in light of this framework and using depth psychology and socioanalytic approaches. The framework has been gradually developed over many years with evolving versions being tried and tested in organisational research and consulting but has not been comprehensively described previously. The framework is in constant evolution and should be regarded as a living model, responsive to new ways of thinking and to changes in organisational experiences and contexts.”
The Guardian’s Carole Cadwalladr takes a look at the ‘granny cloud’ – volunteers using Skype to help poor children around the world educate themselves. Despite this nickname, the volunteer teachers of the School in the Cloud are of various ages. The educational experiment was started 15 years ago by a professor at the University of Newcastle when he was working in India.
As MP Nicky Morgan is planning to reintroduce national tests at key stage 1, the Guardian’s Jethro Shirley-Smith asks whether it’s such a good idea? Should children just be allowed to be children, without the pressure of tests?
The Council for At Risk Academics in co-operation with 110 universities in the UK, has been offering lifesaving opportunities to academics in conflict ridden countries. Reem Doukmak talks about her experience:
If you were teaching a class of children, then one child disrupted the entire lesson, how would you deal with it? In this article on the Guardian website, an Oxfordshire school teacher makes the point that sometimes it might be necessary to exclude disruptive children for the benefit of the other students.
‘If my goal is overall learning, perhaps exclusion of children with disruptive behaviour is an answer,’ says Caitlin Prentice.
Photograph: Martin Godwin
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