Leverage Points,Paradigms, and Grounded Action: Intervening in Educational Systems |
| |
Authors: | Mitchell M Olson Michael A Raffanti |
| |
Institution: | 1. Judson College , Elgin, Illinois, USA;2. Western Governors University , Salt Lake City, Utah, USA |
| |
Abstract: | This article discusses connections between grounded action, leverage points, and paradigm transformation and transcendence. Part one provides background on Meadows' (1999) Meadows, D. H. 1999. Leverage points: Places to intervene in a system, The Sustainability Institute. www.sustainabilityinstitute.org/pubs/Leverage_Points.pdf (Accessed 22 June, 2006) Google Scholar] approach to leverage points as well as the concept of paradigms. Part two argues that grounded action is inherently suited for leverage points analysis and paradigm-based interventions. Part three offers an example of individual paradigm transformation in the educational context vis-à-vis Olson's (2006) Olson, M. M. 2006. Driven Succeeding—The serpentine path of adult learning: A grounded action study in adult education, Ed.D. dissertation Fielding Graduate University. Google Scholar] grounded theory of driven succeeding. The article concludes with considerations of how the application of grounded action in one classroom might leverage system-wide paradigm transformation. |
| |
Keywords: | Adult education grounded action grounded theory leverage points paradigms systems transformative learning |
|
|