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Related Concept Videos

Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Transformation01:26

Transformation

Microbial communities are dynamic environments where cell lysis releases free DNA into the surroundings. Other cells can take up this extracellular DNA through a process known as transformation.When a cell incorporates this foreign DNA into its genome, resulting in genetic modification, the process is known as transformation. Cells capable of this process are termed competent. Competence can be natural, as observed in certain bacteria and archaea, or artificially induced in the...
Forced Transdifferentiation01:28

Forced Transdifferentiation

Transdifferentiation, also known as lineage reprogramming, was first discovered by Selman and Kafatos in 1974 in silkmoths. They observed that the moths’ cuticle-producing cells transformed into salt-producing cells. Many such cases of natural transdifferentiation occur in organisms. In humans, pancreatic alpha cells can become beta cells. In newts, the loss of the eye’s lens causes the pigmented epithelial cells to transdifferentiate into the lens cells.
Artificial transdifferentiation occurs...
Bacterial Transformation01:33

Bacterial Transformation

In 1928, bacteriologist Frederick Griffith worked on a vaccine for pneumonia, which is caused by Streptococcus pneumoniae bacteria. Griffith studied two pneumonia strains in mice: one pathogenic and one non-pathogenic. Only the pathogenic strain killed host mice.
Griffith made an unexpected discovery when he killed the pathogenic strain and mixed its remains with the live, non-pathogenic strain. Not only did the mixture kill host mice, but it also contained living pathogenic bacteria that...
Bacterial Transformation01:33

Bacterial Transformation

In 1928, bacteriologist Frederick Griffith worked on a vaccine for pneumonia, which is caused by Streptococcus pneumoniae bacteria. Griffith studied two pneumonia strains in mice: one pathogenic and one non-pathogenic. Only the pathogenic strain killed host mice.
Griffith made an unexpected discovery when he killed the pathogenic strain and mixed its remains with the live, non-pathogenic strain. Not only did the mixture kill host mice, but it also contained living pathogenic bacteria that...

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Related Experiment Videos

Transformative learning.

Patricia B Nemec1

  • 1Nemec Consulting, Warner, NH, USA. patnemecc@patnemec.com

Psychiatric Rehabilitation Journal
|January 2, 2013
PubMed
Summary
This summary is machine-generated.

Transformative learning fosters significant shifts in perspective through critical self-reflection. Educators in psychiatric rehabilitation drive this change, moving towards wellness and growth.

Related Experiment Videos

Area of Science:

  • Education
  • Psychiatric Rehabilitation
  • Adult Learning Theory

Background:

  • Teaching aims to create lasting learner change, such as increased skills or self-awareness.
  • Transformative learning involves profound perspective shifts, often stemming from critical self-examination.
  • Educators in psychiatric rehabilitation, recovery services, and person-centered planning engage in transformative learning.

Purpose of the Study:

  • To highlight the role of educators in facilitating transformative learning within psychiatric rehabilitation.
  • To emphasize the necessary perspective shifts for implementing recovery-oriented services.
  • To underscore the potential for learner transformation through critical examination of assumptions and systems.

Main Methods:

  • Conceptual analysis of transformative learning principles.
  • Application of transformative learning theory to psychiatric rehabilitation and recovery models.
  • Exploration of shifts in perspective required for mental health service reform.

Main Results:

  • Educators act as agents of change, promoting deep learning and transformation.
  • Implementing psychiatric rehabilitation necessitates a shift from traditional medical models to recovery-oriented perspectives.
  • Transformative learning encourages learners to critically analyze their beliefs and the systems they operate within.

Conclusions:

  • Educators are pivotal in fostering transformative learning, especially in psychiatric rehabilitation.
  • The transition to recovery-oriented services requires a fundamental shift in perspective, facilitated by transformative learning.
  • Learners can achieve significant personal and professional growth through transformative educational approaches.