Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-pftt2 Total loading time: 0 Render date: 2024-05-01T22:22:43.682Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  29 November 2019

Jon F. Wergin
Affiliation:
Antioch University, Ohio
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahl, H. (2006). Motivation in adult education: A problem solver or a euphemism for direction and control? International Journal of Lifelong Education, 25(4), 385405.Google Scholar
Alvesson, M., & Spicer, A. (2014). Critical perspectives on leadership. In Day, D. V. (Ed.), The Oxford handbook on leadership and organizations (pp. 4057). New York, NY: Oxford University Press.Google Scholar
Anderson, C., & Keltner, D. (2002). The role of empathy in the formation and maintenance of social bonds. Behavioral and Brain Sciences, 25, 2122.Google Scholar
Argyris, C. (1991). Teaching smart people how to learn. Harvard Business Review, 69(3), 99109.Google Scholar
Argyris, C., & Schön, D. (1978). Organizational learning: A theory of action perspective. New York, NY: Addison-Wesley.Google Scholar
Bai, Y., Harms, P., Han, G. H., & Cheng, W. (2015). Good and bad simultaneously? Leaders using dialectical thinking foster positive conflict and employee performance. International Journal of Conflict Management, 26(3), 245267. https://doi.org/10.1108/IJCMA-09-2014-0070Google Scholar
Baltes, P. B., & Staudinger, M. U. (2000). Wisdom: A metaheuristic (pragmatic) to orchestrate mind and virtue towards excellence. American Psychologist, 55(1), 122136.Google Scholar
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Bandura, A. (2002). Reflexive empathy: On predicting more than has ever been observed. Behavioral and Brain Sciences, 25( 1), 2425.Google Scholar
Bang, A. H. (2016). The restorative and transformative power of the arts in conflict resolution. Journal of Transformative Education, 14(4), 355376.Google Scholar
Barrett, L. F. (2017). How emotions are made. New York, NY: Houghton Mifflin Harcourt.Google Scholar
Basseches, M. (1984). Dialectical thinking and adult development. Norwood, NJ: Ablex.Google Scholar
Basseches, M. (2005). The development of dialectical thinking as an approach to integration. Integral Review, 1, 4763.Google Scholar
Bassett, C. (2006). Laughing at gilded butterflies: Integrating wisdom, development, and learning. In Hoare, C. (Ed.), Oxford handbook of adult development and learning (pp. 281306). Oxford, UK: Oxford University Press.Google Scholar
Batson, C. D., & Ahmad, N. Y. (2009). Using empathy to improve intergroup attitudes and relations. Social Issues and Policy Review, 3, 141177.Google Scholar
Bayne, H. B., & Jangha, A. (2016). Utilizing improvisation to teach empathy skills in counselor education. Counselor Education and Supervision, 55(4), 250262.Google Scholar
BBC News. (2018, December 12). Facebook scandal “hit 87 million users.” Retrieved from www.bbc.com/news/technology-43649018.Google Scholar
Blackbum, A., & Hwozdek, C. (2016). Labelled brain. Retrieved from openclipart.org.Google Scholar
Boal, A. (2006). The aesthetics of the oppressed. London, UK: Routledge.Google Scholar
Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, UK: Cambridge University Press.Google Scholar
Brafman, O., & Brafman, R. (2008). Sway: The irresistible pull of irrational behavior. New York, NY: Doubleday.Google Scholar
Brewer, J., Elwafi, H., & Davis, J. (2014). Craving to quit: Psychological models and neurobiological mechanisms of mindfulness training as treatment for addictions. Translational Issues in Psychological Science, 1, 7090. https://doi.org/10.1037/2332-2136.1.S.70Google Scholar
Brock, S. E. (2010). Measuring the importance of precursor steps to transformative learning. Adult Education Quarterly, 60(2), 122142. https://doi.org/10.1177/0741713609333084Google Scholar
Brookfield, S. (2009). Engaging critical reflection in corporate America. In Mezirow, J. & Taylor, E. (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education (pp. 125135). San Francisco, CA: Jossey-Bass.Google Scholar
Brooks, D. (2016, August 2). How artists change the world. New York Times. Retrieved from www.nytimes.com/2016/08/02/opinion/how-artists-change-the-world.html.Google Scholar
Brown, K. W., Ryan, R., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological Inquiry, 18(4), 211237.Google Scholar
Bruni, F. (2018, December 4). George Bush and the obituary wars. New York Times. Retrieved from www.nytimes.com/2018/12/04/opinion/george-hw-bush-obituary.html.Google Scholar
Buller, J. (2015). Change leadership in higher education. San Francisco, CA: Jossey-Bass.Google Scholar
Burns, J. M. (1978). Leadership. New York, NY: Harper & Row.Google Scholar
Burns, M., Beti, N. B., & Okuto, E. M. (2017). Truth comes in many colors: Theater of the Oppressed for conflict transformation and trauma healing in Kenya. In Erenrich, S. & Wergin, J. F. (Eds.), Grassroots leadership and the arts for social change (pp. 189205). Bingley, UK: Emerald.Google Scholar
Caffarella, R. S., Armour, R. A., Fuhrmann, B. S., & Wergin, J. F. (1989). Mid-career faculty: Refocusing the perspective. Review of Higher Education, 12(4), 403410.Google Scholar
Chandler, J. L., & Kirsch, R. (2018). Addressing race and culture within a critical leadership approach. In Chin, J. Lau, Trimble, J., & Garcia, J. (Eds.), Global and culturally diverse leaders and leadership (pp. 307321). Bingley, UK: Emerald.Google Scholar
Changeux, J.-P. (2009). The physiology of truth: Neuroscience and human knowledge (M. B. DeBoise, Trans.). Cambridge, MA: Belknap/Harvard University Press.Google Scholar
Chater, N., & Loewenstein, G. (2016). The under-appreciated drive for sense-making. Journal of Economic Behavior & Organization, 126, 137154.Google Scholar
Cheng, C. (2009). Dialectical thinking and coping flexibility: A multimethod approach. Journal of Personality, 77(2), 471494.Google Scholar
Cohen, C. (2006). Creative approaches to reconciliation. In Fitzduff, M. & Stout, C. (Eds.), The psychology of resolving global conflicts: From war to peace (Vol. 3, pp. 69102). Santa Barbara, CA: Praeger.Google Scholar
Coleman, P., & Deutsch, M. (2014). Some guidelines for developing a creative approach to conflict. In Coleman, P., Deutsch, M., & Marcus, E. (Eds.), The handbook of conflict resolution: Theory and practice (pp. 478489). San Francisco, CA: Jossey-Bass.Google Scholar
Cranton, P., & Taylor, E. (2012). The handbook of transformative learning: Theory, research, and practice. San Francisco, CA: Jossey-Bass.Google Scholar
Csikszentmihalyi, M. (1970). Flow: The psychology of optimal experience. New York, NY: Harper Perennial Modern Classics.Google Scholar
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York, NY: Harper & Row.Google Scholar
Csikszentmihalyi, M. (1997). Happiness and creativity: Going with the flow. The Futurist, September–October, 812.Google Scholar
Curry, L., & Wergin, J. F. (1993). Educating professionals: Responding to new expectations for competence and accountability. San Francisco: CA: Jossey-Bass.Google Scholar
Daly, B., & Suggs, S. (2010). Teachers’ experiences with humane education and animals in the elementary classroom: Implications for empathy development. Journal of Moral Education, 39(1), 101112.Google Scholar
Damasio, A. (1999). The feeling of what happens: Body and emotion in the making of consciousness. New York, NY: Pantheon.Google Scholar
Damasio, A. (2018). The strange order of things: Life, feeling, and the making of cultures. New York, NY: Pantheon.Google Scholar
Davies, L. (2015). Interrupting extremism by creating educative turbulence. Curriculum Inquiry, 44(4), 450468. https://doi.org/10.1111/curi.12061Google Scholar
Davis, D. (2003, September 12). Pro-Nazi filmmaker, Leni Riefenstahl, 101, dies. Forward. Retrieved from https://forward.com/news/8105/pro-nazi-filmmaker-leni-riefenstahl-101-dies.Google Scholar
Davis, H. (2002). Too early for a neuropsychology of empathy. Behavioral and Brain Sciences, 25, 3233.Google Scholar
Davis, J., & Thompson, E. (2015). Developing attention and decreasing affective bias. In Brown, K., Creswell, J., & Ryan, R. (Eds.), Handbook of mindfulness: Theory, research, and practice (pp. 4261). New York, NY: Guilford Press.Google Scholar
Davis-Manigaulte, J., Yorks, L., & Kasl, E. (2006). Expressive ways of knowing and transformative learning. New Directions for Adult and Continuing Education, 109, 2735.Google Scholar
Day, D. (2014). The Oxford handbook on leadership and organizations. Oxford, UK: Oxford University Press.Google Scholar
Dewey, J. [1916] (1985). Democracy and education (Boydston, J., Baysinger, P. R., & Levine, B., Eds.). Carbondale: Southern Illinois University Press.Google Scholar
Dewey, J. (1933). How we think (2nd ed.). Boston, MA: D. C. Heath.Google Scholar
Dewey, J. (1934). Art as experience. New York, NY: Minton, Balch & Company.Google Scholar
Dewey, J. [1938] (1997). Experience and education. New York, NY: Free Press.Google Scholar
Dewey, J. (1981). The later works of John Dewey, 1925–1953 (Vol. 11: Essays, reviews, Trotsky inquiry, miscellany, and liberalism and social action, Boydston, J., Ed.). Carbondale: Southern Illinois University Press.Google Scholar
Dilworth, L. R., & Willis, V. J. (2003). Action learning: Images and pathways. Malabar, FL: Krieger.Google Scholar
Dirkx, J. M. (2008). The meaning and role of emotions in adult learning. New Directions for Adult and Continuing Education, 2008, 120, 718. https://doi.org/10.1002/ace.311Google Scholar
Dissanayake, E. (2000). Art and intimacy: How the arts began. Seattle: University of Washington Press.Google Scholar
Dunning, D. (2011). The Dunning-Kruger effect: On being ignorant of one’s own ignorance. In Olson, J. M & Zanna, M. P. (Eds.), Advances in experimental social psychology (Vol. 44, pp. 247296). Cambridge, MA: Academic Press.Google Scholar
Dweck, C. (2016). Mindset: The new psychology of success (updated edition). New York, NY: Random House.Google Scholar
Edelman, D. (2017). Acting up and fighting back: How New York’s artistic community responded to AIDS. In Erenrich, S. & Wergin, J. F. (Eds.), Grassroots leadership and the arts for social change (pp. 173186). Bingley, UK: Emerald.Google Scholar
Elliott, D., Silverman, M., & Bowman, W. (Eds.). (2016). Artistic citizenship: Artistry, social responsibility, and ethical praxis. New York, NY: Oxford University Press.Google Scholar
Emerson, R. W. [1841] (2013). Self-reliance & other essays. Mineola, NY: Dover Seashore Classics.Google Scholar
Erenrich, S., & Wergin, J. F. (2017). Grassroots leadership and the arts for social change. Bingley, UK: Emerald.Google Scholar
Evans, J. S. B. T. (1990). Bias in human reasoning: Causes and consequences. Hillsdate, NJ: Lawrence Erlbaum.Google Scholar
Fenwick, T. (2008). Workplace learning: Emerging trends and new perspectives. New Directions for Adult & Continuing Education, 119, 1726.Google Scholar
Ferry, N., & Ross-Gordon, J. (1998). An inquiry into Schön’s epistemology of practice: Exploring links between experience and reflective practice. Adult Education Quarterly, 48(2), 98112.Google Scholar
Festinger, L. (1957). A theory of cognitive dissonance. Palo Alto, CA: Stanford University Press.Google Scholar
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings (Gordon, C., Ed.). New York, NY: Pantheon.Google Scholar
Foucault, M. (1994). Ethics: Subjectivity and truth. New York, NY: The New Press.Google Scholar
Foucault, M. (2008). The government of self and others: Lectures at the College de France, 1982–1983. New York, NY: Picador.Google Scholar
Fredrickson, R., McMahan, S., & Dunlap, K. (2013). Problem-based learning theory. In Irby, B., Brown, G., Lara-Alecio, R., & Jackson, S. (Eds.), The handbook of educational theories (pp. 211217). Charlotte, NC: Information Age Publishing.Google Scholar
Frei, F. (2018, April). Frances Frei: How to build (and rebuild) trust [Video file]. Retrieved from www.ted.com/talks/frances_frei_how_to_build_and_rebuild_trust?language=en.Google Scholar
Freiler, T. (2008). Learning through the body. In Merriam, S. (Ed.), Third update on adult learning theory (pp. 3747). San Francisco, CA: Jossey-Bass.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Seabury.Google Scholar
Friedman, T. (2016). Thank you for being late: An optimist’s guide to thriving in the age of accelerations. New York, NY: Picador.Google Scholar
Gadamer, H. (1989). Truth and method (2nd rev. ed.). New York, NY: Crossroad.Google Scholar
Gadotti, M. (1996). Pedagogy of praxis: A dialectical philosophy of education. Albany: State University of New York Press.Google Scholar
Galef, J. (2016, February). Why you think you’re right – even if you’re wrong [Video file]. Retrieved from www.ted.com/talks/julia_galef_why_you_think_you_re_right_even_if_you_re_wrong.Google Scholar
Gasca, L. (2018). Don’t fail fast – fail mindfully. TED Talk, June 2018.Google Scholar
George, R. (2019, March 6). Confirmation bias hurts social science. Wall Street Journal, Eastern edition, p. A15.Google Scholar
Gigliotti, A. R., Dwyer, B., & Ruiz-Mesa, K. (2018). Campus unrest in American higher education: Challenges and opportunities for strategic diversity leadership. In Trimble, L. C. & Garcia, E. J. (Eds.), Global and culturally diverse leaders and leadership (pp. 211232). Bingley, UK: Emerald.Google Scholar
Giordano, A. L., Stare, B. G., & Clarke, P. B. (2015). Overcoming obstacles to empathy: The use of experiential learning in addictions counseling courses. Journal of Creativity in Mental Health, 10(1), 100113.Google Scholar
Goodfellow, I., Bengio, Y., & Courville, A. (2016). Deep learning. Cambridge, MA: MIT Press.Google Scholar
Gorman, S., & Gorman, J. (2017). Denying to the grave: Why we ignore the facts that will save us. New York, NY: Oxford University Press.Google Scholar
Gorey, E. (1999). The unstrung harp: Or Mr. Earbrass writes a novel. New York, NY: Houghton Mifflin Harcourt.Google Scholar
Greene, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. San Francisco, CA: Jossey-Bass.Google Scholar
Grisold, T., & Kaiser, A. (2017). Leaving behind what we are not: Applying a systems thinking perspective to present unlearning as an enabler for finding the best version of the self. Journal of Organisational Transformation & Social Change, 14(1), 3955. https://doi.org/10.1080/14779633.2017.1291145Google Scholar
Grossman, I. (2018). Dialecticism across the lifespan. In Spencer-Rodgers, J. & Peng, K. (Eds.), The psychological and cultural foundations of East Asian cognition: Contradiction, change, and holism (pp. 135180). Oxford, UK: Oxford University Press.Google Scholar
Grow, G. O. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3), 125149.Google Scholar
Ifejika, N. (2006, September 29). What does Ubuntu really mean? Guardian. Retrieved from www.theguardian.com/theguardian/2006/sep/29/features11.g2.Google Scholar
Habermas, J. (1984). The theory of communicative action 1: Reason and the rationalization of society (T. McCarthy, trans.). Boston, MA: Beacon Press.Google Scholar
Haidt, J. (2012). The righteous mind: Why good people are divided by politics and religion. New York, NY: Vintage Books.Google Scholar
Halberstam, D. (1972). The best and the brightest. New York, NY: Random House.Google Scholar
Handy, C. (1994). The age of paradox. Cambridge, MA: Harvard Business School Press.Google Scholar
Hanhijärvi, T. (2015). Dialectical thinking: Zeno, Socrates, Kant, Marx. New York, NY: Algora.Google Scholar
Harris, L., & Fiske, S. (2011). Dehumanized perception: A psychological means to facilitate atrocities, torture, and genocide? Zeitschrift für Psychologie/Journal of Psychology, 219(3), 175181.Google Scholar
Harvard Smithsonian Center for Astrophysics. (1987). A private universe [video]. Indianapolis. IN: Annenberg/CPB Project.Google Scholar
Hayes, S., & Yorks, L. (2007). Lessons from the lessons learned: Arts change the world whenNew Directions for Adult & Continuing Education, 107, 8998.Google Scholar
Heifetz, R. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press.Google Scholar
Heifetz, R., Linsky, M., & Grashow, A. (2009). The practice of adaptive leadership: Tools and tactics for changing your organization and your world. Boston, MA: Harvard Business Press.Google Scholar
Hoffman, M. (2001). Towards a comprehensive empathy-based theory of prosocial moral development. In Bohart, A. & Stipek, D. (Eds.), Constructive and destructive behavior: Implications for family, school, and society (pp. 6186). Washington, DC: American Psychological Association.Google Scholar
Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.Google Scholar
Hume, D. [1739–40] (1969). A treatise of human nature. London, UK: Penguin.Google Scholar
James, W. (1884). What is an emotion? In Richardson, R. (Ed.), The heart of William James (pp. 119). Cambridge, MA: Harvard University Press.Google Scholar
Jarc, J., & Garwood, T. (2017). Benevolent subversion: Graffiti, street art, and the emergence of the anonymous leader. In Erenrich, S. & Wergin, J. F. (Eds.), Grassroots leadership and the arts for social change (pp. 97109). Bingley, UK: Emerald.Google Scholar
Jarvis, C. (2012). Fiction, empathy and lifelong learning. International Journal of Lifelong Education, 31(6), 743758.Google Scholar
Jarvis, P. (1999). The practitioner-researcher: Developing theory from practice. San Francisco, CA: Jossey-Bass.Google Scholar
Kahneman, D. (2011). Thinking, fast and slow. New York, NY: Farrar, Straus & Giroux.Google Scholar
Kahneman, D., & Renshon, J. (2007). Why hawks win. Foreign Affairs (January/February), 3438.Google Scholar
Kallio, E. (2011). Integrative thinking is the key: An evaluation of current research into the development of adult thinking. Theory & Psychology, 21(6), 785801.Google Scholar
Kant, I. (1998). Critique of pure reason (P. Guyer & A. W. Wood, Trans.) Cambridge, UK: Cambridge University Press.Google Scholar
Kaplan, A. (1964). The conduct of inquiry: Methodology for behavioral science. Scranton, PA: Chandler.Google Scholar
Kasser, V. G., & Ryan, R. M. (1999). The relation of psychological needs for autonomy and relatedness to vitality, well-being, and mortality in a nursing home. Journal of Applied Social Psychology, 29, 935954.Google Scholar
Kavanaugh, J., & Rich, M. (2018). Truth decay: An initial exploration of the diminishing role of facts and analysis in American public life. Santa Monica, CA: RAND Corporation.Google Scholar
Kegan, R. (1982). The evolving self. Cambridge, MA: Harvard University Press.Google Scholar
Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.Google Scholar
Kegan, R. (2000). What “form” transforms? In Mezirow, J. A. (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 3570). San Francisco, CA: Jossey-Bass.Google Scholar
Kegan, R., & Lahey, L. (2009). Immunity to change: How to overcome it and unlock the potential in yourself and your organization. Cambridge, MA: Harvard Business Press.Google Scholar
Kilpi-Jakonen, E., Vono de Vilhena, E., & Blossfel, H. P. (2015). Adult learning and social inequalities: Processes of equalisation or cumulative disadvantage? International Review of Education, 61, 529546.Google Scholar
Kim, K., & Markman, A. (2013). Individual differences, cultural differences, and dialectic conflict description and resolution. International Journal of Psychology, 48(5), 797808. https://doi.org/10.1080/00207594.2012.711908Google Scholar
King, B. J. (2015, August 27). Pop quiz: How science-literate are we, really? NPR. Retrieved from www.npr.org/sections/13.7/2015/08/27/435148051/pop-quiz-how-science-literate-are-we-really.Google Scholar
Klein, G. (2007). Performing a project premortem. Harvard Business Review, 85(9), 1819.Google Scholar
Knowles, M. S. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf.Google Scholar
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Kramer, D., & Melchoir, J. (1990). Gender, role conflict, and the development of relativistic and dialectical thinking. Sex Roles, 23(9–10), 553575.Google Scholar
Kreutzer, D. (1995). A facilitation approach to systems thinking breakthrough. In Chawla, S. & Renesch, J. (Eds.), Learning organizations: Developing cultures for tomorrow’s workplace (pp. 229241). Portland, OR: Productivity Press.Google Scholar
Kucukaydin, I., & Cranton, P. (2012). Critically questioning the discourse of transformative learning theory. Adult Education Quarterly, 63(1), 4356.Google Scholar
Labouvie-Vief, G. (1990). Modes of knowledge and the organization of development. In Commons, M., Amon, C., Kohlberg, L., Richards, F., Grotzer, T., & Sinott, J. (Eds.), Adult development, Vol. 2: Models and methods in the study of adolescent and adult thought (pp. 4362). New York NY: Praeger.Google Scholar
Labouvie-Vief, G. (2003). Dynamic integration: Affect, cognition, and the self in adulthood. Current Directions in Psychological Science, 12(6), 201206.Google Scholar
Labouvie-Vief, G. (2015). Integrating emotions and cognition throughout the lifespan. Cham, Switzerland: Springer International.Google Scholar
Ladkin, D. (2015). Mastering the ethical dimension of organizations. Cheltenham, UK: Edward Elgar.Google Scholar
Ladkin, D., & Taylor, S. (2010). Enacting the “true self”: Towards a theory of embodied authentic leadership. Leadership Quarterly, 21, 6474.Google Scholar
Lane, D. C. (2018). Just odds: An illustrated guide to J. E. Littlewood’s Law of Miracles. Walnut, CA: Mt. San Antonio College.Google Scholar
Langer, E. (2016). The power of mindful learning (2nd ed.). Boston, MA: Da Capo Press.Google Scholar
Lawrence, P., & Lorsch, J. (1967). Differentiation and integration in complex organizations. Administrative Science Quarterly, 12(1), 147.Google Scholar
Lawrence, R. (2012). Intuitive knowing and embodied consciousness. New Directions for Adult and Continuing Education, 134, 513.Google Scholar
Lee, S. (1998). Generativity and the life of Martha Graham. In McAdams, D. & de St. Aubin, E., Generativity and adult development: How and why we care for the next generation (pp. 429448). Washington, DC: American Psychological Association.Google Scholar
Lerner, S., & Tetlock, P. E. (2003). Bridging individual, interpersonal, and institutional approaches to judgment and decision making: The impact of accountability on cognitive bias. In Schneider, S. L. & Shanteau, J. (Eds.), Emerging perspectives on judgment and decision research (pp. 431457). Cambridge, UK: Cambridge University Press.Google Scholar
Lessing, D. (1987). Prisons we choose to live inside. New York, NY: Harper Perennial Modern Classics.Google Scholar
Levitin, D. J. (2017). Weaponized lies: How to think critically in the post-truth era. New York, NY: Dutton.Google Scholar
Li, Y., Sheldon, K., & Liu, R. (2015). Dialectical thinking moderates the effect of extrinsic motivation on intrinsic motivation. Learning and Individual Differences, 39, 8995. https://doi.org/10.1016/j.lindif.2015.03.019Google Scholar
Lindeman, E. C. (1961). The meaning of adult education in the United States. New York, NY: Harvest House.Google Scholar
Lord, C. G., Ross, L., & Lepper, M. (1979). Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence. Journal of Personality & Social Psychology, 37(11), 20982109.Google Scholar
Lovell, J., & Kluger, J. (2006). Apollo 13. Boston, MA: Houghton-Mifflin.Google Scholar
Lucas, H. C. J. (2012). The search for survival: Lessons from disruptive technologies. Santa Barbara, CA: Praeger.Google Scholar
Maarhuis, P., & Rud, A. (2017). Dewey, school violence, and aesthetic response: Healing the community through arts after disasters. In Hersey, L. & Bobick, B. (Eds.), Handbook of research on the facilitation of community engagement through community art (pp. 237266). Hershey, PA: IGI Global.Google Scholar
Mager, R., & Pipe, P. (1983). Analyzing performance problems: Or, you really oughta wanna. Atlanta, GA: Center for Effective Performance.Google Scholar
Manuti, A., Impedovo, A. M., & de Palma, D. P. (2017). Managing social and human capital in organizations: Communities of practices as strategic tools for individual and organizational development. Journal of Workplace Learning, 29(3), 217234.Google Scholar
Marshall, J. (2016). First person action research. London, UK: Sage.Google Scholar
Marsick, V., & Watkins, K. (2001). Informal and incidental learning. New Directions for Adult & Continuing Education, 2001, 89, 2534.Google Scholar
Martin, J. (2002). The education of John Dewey: A biography. New York, NY: Columbia University Press.Google Scholar
Maslow, A. (1998). Toward a psychology of being (3rd ed.). New York, NY: Wiley.Google Scholar
McCrimmon, M. (2005). Thought leadership: A radical departure from traditional, positional leadership. Management Decision, 43(7), 10641070.Google Scholar
McNerney, S. (2011, November 4). A brief guide to embodied cognition: Why you are not your brain [Blog]. Scientific American. Retrieved from https://blogs.scientificamerican.com/guest-blog/a-brief-guide-to-embodied-cognition-why-you-are-not-your-brain.Google Scholar
McNiff, J. (2017). Action research: All you need to know. Los Angeles, CA: Sage.Google Scholar
McWilliams, J. (2019, April 4). Is more knowledge making us less reasonable? Pacific Standard. Retrieved April 4, 2019.Google Scholar
Meissner, P., & Wulf, T. (2015). The development of strategy scenarios based on prospective hindsight: An approach to strategic decision making. Journal of Strategy and Management, 8 (2), 176190.Google Scholar
Mercier, H., & Sperber, D. (2017). The enigma of reason. Cambridge, MA: Harvard University Press.Google Scholar
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood (3rd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
Meyers, R. (2009). Saving Jesus from the Church: How to stop worshiping Christ and start following Jesus. New York, NY: HarperOne.Google Scholar
Meyerson, D. E. (2003). Tempered radicals: How everyday leaders inspire change at work. Boston, MA: Harvard Business School Publishing.Google Scholar
Meyerson, D. E. (2004). The tempered radicals: How employees push their companies – little by little – to be more socially responsible. Stanford Social Innovation Review, 2(2), 1422.Google Scholar
Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory education. San Francisco, CA: Jossey-Bass.Google Scholar
Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3), 185198.Google Scholar
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory. In Mezirow, J. A. (Ed.), Learning as transformation: Critical perspectives on a theory in progress (pp. 333). San Francisco, CA: Jossey-Bass.Google Scholar
Mitra, A. (2017). Innovating social change through grassroots leadership practices in the arts. In Erenrich, S. & Wergin, J. F. (Eds.), Grassroots leadership and the arts for social change (pp. 111126). Bingley, UK: Emerald.Google Scholar
Moody, S. (2019). Interculturality as social capital at work: The case of disagreements in American-Japanese interaction. Language in Society, 48(3), 377402.Google Scholar
Mørk, B. E., Hoholm, T., Ellingsen, G., Edwin, B., & Aanestad, M. (2010). Challenging expertise: On power relations within and across communities of practice in medical innovation. Management Learning, 41(5), 575592. https://doi.org/10.1177/1350507610374552Google Scholar
Motta, M., Callaghan, T., & Sylvester, S. (2018). Knowing less but presuming more: Dunning-Kruger effects and the endorsement of anti-vaccine policy attitudes. Social Science & Medicine, 211, 274281.Google Scholar
Myers, V. (2014, November). How to overcome our biases? Boldly walk toward them. TED Talk. Retrieved from www.ted.com/talks/verna_myers_how_to_overcome_our_biases.Google Scholar
Newman, M. (2014). Transformative learning: Mutinous thoughts revisited. Adult Education Quarterly, 64(4), 345355. https://doi.org/10.1177/0741713614543173Google Scholar
Newport, C. (2016). Deep work: Rules for focused success in a distracted world. New York, NY: Grand Central Publishing.Google Scholar
Nisbet, R. (1983). Prejudices: A philosophical dictionary. Cambridge, MA: Harvard University Press.Google Scholar
Nolen, S. B., Horn, I., & Ward, C. (2015). Situating cognition. Educational Psychologist, 50(3), 234247.Google Scholar
Nussbaum, M. C. (2001). Upheavals of thought: The intelligence of emotions. Cambridge, UK: Cambridge University Press.Google Scholar
Okeke, C. (2018). Crises impacting South African men’s participation in early socio-education development of children and possible useful interventions. South African Journal of Psychology, 48(4), 476487.Google Scholar
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.Google Scholar
Pascarella, E., & Terenzini, P. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass.Google Scholar
Pascarella, E., & Terenzini, P. (2005). How college affects students. Volume 2: A third decade of research. San Francisco, CA: Jossey-Bass.Google Scholar
Pederson, R. (2010). Empathy development in medical education: A critical review. Medical Teacher, 32(7), 593600.Google Scholar
Pemberton, J., Mavin, S., & Stalker, B. (2007). Scratching beneath the surface of communities of (mal)practice. The Learning Organization, 14(1), 6273. https://doi.org/10.1108/09696470710718357Google Scholar
Pennycook, G., & Rand, D. (2019). Who falls for fake news? The roles of bullshit receptivity, overclaiming, familiarity, and analytic thinking. Journal of Personality [e-journal version]. doi: https://doi-org.antioch.idm.oclc.org/10.1111/jopy.12476Google Scholar
Piaget, J. (1954). The construction of reality in the child. New York, NY: Basic Books.Google Scholar
Polanyi, M. (1966). The tacit dimension. Chicago, IL: University of Chicago Press.Google Scholar
Preskill, S., & Brookfield, S. (2009). Learning as a way of leading: Lessons from the struggle for social justice. San Francisco, CA: Jossey-Bass.Google Scholar
Preston, S., & de Waal, F. B. (2002). Empathy: Its ultimate and proximate bases. Behavioral & Brain Sciences, 25, 172.Google Scholar
Putnam, R. (2000). Bowling alone: Collapse and revival of American community. New York, NY: Simon & Schuster.Google Scholar
Putnam, R. (2007). E pluribus unum: Diversity and community in the twenty-first century. Scandinavian Political Studies, 30(2), 137174.Google Scholar
Riegel, K. (1973). Dialectic operations: The final period of cognitive development. Human Development, 16, 346370.Google Scholar
Riegel, K. (1976). The dialectics of human development. American Psychologist, 31(10), 689700.Google Scholar
Rittel, H., & Webber, M. (2017). Dilemmas in a general theory of planning. In Stein, J. (Ed.), Classic readings in urban planning (pp. 5263). New York, NY: Routledge.Google Scholar
Roberts, L. (2015). Reflected best self engagement at work: Positive identity, alignment, and the pursuit of vitality and value creation. Oxford, UK: Oxford University Press.Google Scholar
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842866.Google Scholar
Roessger, K. (2014). The effects of reflective activities on skill adaptation in a work-related instrumental learning setting. Adult Education Quarterly, 64(4), 323344.Google Scholar
Roseman, C., Ritchie, M., & Laux, J. (2009). A restorative justice approach to empathy development in sex offenders: An exploratory study. Journal of Addictions & Offender Counseling, 29(2), 96109.Google Scholar
Rosenberg, M. (1979). Conceiving the self. New York, NY: Basic Books.Google Scholar
Rowe, N., Baker, N., & Khatab, A. (2017). The shape of water … Palestine, Badke and let’s make noise for Gaza: Three journeys of intercultural choreographic practice in Palestine. In Erenrich, S. & Wergin, J. F. (Eds.), Grassroots leadership and the arts for social change (pp. 281298). Bingley, UK: Emerald.Google Scholar
Rule, P. (2004). Dialogic spaces: Adult education projects and social engagement. International Journal of Lifelong Education, 23(4), 319334. https://doi.org/10.1080/026037042000233476Google Scholar
Ryan, R., & Deci, E. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford.Google Scholar
Ryan, S. (1995). Learning communities: An alternative to the “expert” mode. In Chawla, S. & Renesch, J. (Eds.), Learning organizations: Developing cultures for tomorrow’s workplace (pp. 279291). Portland, OR: Productivity Press.Google Scholar
Scharmer, O. C. (2018). The essentials of Theory U: Core principles and applications. Oakland, CA: Berrett-Koehler.Google Scholar
Schön, D. (1983). The reflective practitioner. New York, NY: Basic Books.Google Scholar
Scott, K. S. (2017). An integrative framework for problem-based learning and action learning: Promoting evidence-based design and evaluation in leadership development. Human Resource Development Review, 16(1), 334.Google Scholar
Seligman, M. (1991). Learned optimism. New York, NY: Knopf.Google Scholar
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization (rev. ed.). New York, NY: Doubleday.Google Scholar
Shatz, C. J. (1992). The developing brain. Scientific American, 267(3), 6067.Google Scholar
Sherif, M., & Hovland, C. I. (1961). Social judgment: Assimilation and contrast effects in communication and attitude change. New Haven, CT: Yale University Press.Google Scholar
Shermer, M. (2011). The believing brain. New York, NY: Henry Holt & Company.Google Scholar
Shore, Z. (2008). Blunder: Why smart people make bad decisions. New York, NY: Bloomsbury.Google Scholar
Shtulman, A. (2017). Scienceblind: Why our intuitive theories about the world are so often wrong. New York, NY: Basic Books.Google Scholar
Sinclair, A. (2007). Leadership for the disillusioned: Moving beyond myths and heroes to leading that liberates. Crows Nest, Australia: Allen & Unwin.Google Scholar
Sinclair, A. (2016). Leading mindfully: How to focus on what matters, influence for good, and enjoy leadership more. Crows Nest, Australia: Allen & Unwin.Google Scholar
Sloman, S., & Fernbach, P. (2017). The knowledge illusion: Why we never think alone. New York, NY: Riverhead Books.Google Scholar
Snowber, C. (2012). Dance as a way of knowing. New Directions for Adult and Continuing Education, 134, 5360. https://doi.org/10.1002/ace.20017Google Scholar
Sogunro, O. (1998). Impact of evaluation anxiety on adult learning. Journal of Research & Development in Education, 31(2), 109120.Google Scholar
Spencer-Rodgers, J., Anderson, E., Ma-Kellams, C., Wang, C., & Peng, K. (2018). What is dialectical thinking? Conceptualization and measurement. In Spencer-Rodgers, J. & Peng, K. (Eds.), The psychological and cultural foundations of East Asian cognition: Contradiction, change, and holism (pp. 134). Oxford, UK: Oxford University Press.Google Scholar
Stanovich, K. E., West, R. F., & Toplak, M. E. (2013). Myside bias, rational thinking, and intelligence. Current Directions in Psychological Science, 22(4), 259264.Google Scholar
Stark, J. (2014). The potential of Deweyan-inspired action research. Education and Culture, 30(2), 87101.Google Scholar
Staw, B. M. (1983). Motivation research versus the art of faculty management. Review of Higher Education, 6, 301321.Google Scholar
Stewart, T. A. (1997). Intellectual capital: The new wealth of organizations. New York, NY: Doubleday.Google Scholar
Stitzlein, S. (2014). Habits of democracy: A Deweyan approach to citizenship in America today. Education and Culture, 30(2), 6186.Google Scholar
Swart, T., Chisholm, K., & Brown, P. (2015). Neuroscience for leadership: Harnessing the brain gain advantage. New York, NY: Palgrave McMillan.Google Scholar
Swick, K. (2005). Preventing violence through empathy development in families. Early Childhood Education Journal, 33(1), 5359.Google Scholar
Tart, C. T. (2001). Waking up: Overcoming the obstacles to human potential. Lincoln, NE: IUniverse.com.Google Scholar
Taylor, E. W. (1994). Intercultural competency: A transformative learning process. Adult Education Quarterly, 44(3), 154174.Google Scholar
Terenzini, P. T. (2014). Remarks: Proceedings from Penn State Conference on Engaged Scholarship, University Park, Pennsylvania.Google Scholar
Thompson, K., & Gullone, E. (2003). Promotion of empathy and prosocial behavior in children through humane education. Australian Psychologist, 38(3), 175182.Google Scholar
Torbert, W. (2004). Action inquiry: The secret of timely and transforming leadership. San Francisco, CA: Berret-Koehler.Google Scholar
Treasure, J. (2017). How to be heard: Secrets for powerful speaking and listening [Kindle edition]. Coral Gables, FL: Mango Publishing Group.Google Scholar
Tuchman, B. W. (1984). The march of folly: From Troy to Vietnam. New York, NY: Knopf.Google Scholar
Tzu, L. (1988). Tao Te Ching: A new English version, with forward and notes (S. Mitchell, Trans.). New York, NY: HarperPerennial.Google Scholar
Uhl-Bien, M. (2018, May 31). Plenary address: Developing and mobilizing next generation leaders. Presentation to Next Generation Leadership, International Leadership Association Regional Conference, Pretoria, South Africa.Google Scholar
Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. Leadership Quarterly, 18, 298318.Google Scholar
Uzefovsky, F., & Knafo-Noam, A. (2017). Empathy development through the life span. In Sommerville, J. & Decety, J. (Eds.), Social cognition: Development through the life span (pp. 7197). New York, NY: Routledge.Google Scholar
Vaill, P. (1996). Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco, CA: Jossey-Bass.Google Scholar
Vanderah, T., & Gould, D. (2016). Nolte’s the human brain: An introduction to it functional anatomy (7th ed.). Philadelphia, PA: Elsevier.Google Scholar
Vince, R. (2004). Action learning and organizational learning: Power, politics, and emotion in organizations. Action Learning: Research and Practice, 1(1), 6378.Google Scholar
Vince, R. (2012). The contradictions of impact: Action learning and power in organizations. Action Learning: Research and Practice, 9(2), 209218.Google Scholar
Vince, R., Abbey, G., & Langenhan, M. (2018). Finding critical action learning through paradox: The role of action learning in the suppression and stimulation of critical reflection. Management Learning, 49(1), 86106.Google Scholar
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359 (6380), 11461151. Retrieved from www.sciencemag.org/about/science-licenses-journal-article-reuse.Google Scholar
Vurdelja, I. (2011). How leaders think: Measuring cognitive complexity in leading organizational change (Doctoral dissertation). Antioch University, Yellow Springs, OH.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Wang, W., Yang, N., Li, X., Xiao, H., Gao, M., Yan, H., & Li, S. (2019). A pathway analysis of exploring how HIV-related stigma affects social capital among people living with HIV/AIDS in China. Psychology, Health, & Medicine, pub. online March 21, 2019.Google Scholar
Warwick, R., McCray, J., & Board, D. (2017). Bourdieu’s habitus and field: Implications on the practice and theory of action learning. Action Learning: Research and Practice, 14(2), 104119.Google Scholar
Warzel, C. (2018). He predicted the 2016 fake news crisis. Now he’s worried about an information apocalypse. Buzzfeed News. Retrieved from www.buzzfeednews.com/article/charliewarzel/the-terrifying-future-of-fake-news.Google Scholar
Wason, P. C. (1960). On the failure to eliminate hypotheses in a conceptual task. Quarterly Journal of Experimental Psychology, 12(1), 129140.Google Scholar
Weick, K., & Putnam, T. (2006). Organizing for mindfulness: Eastern wisdom and Western knowledge. Journal of Management Inquiry, 15(3), 274287.Google Scholar
Weick, K., & Sutcliffe, K. (2006). Mindfulness and the quality of organizational attention. Organization Science, 17( 4), 514524.Google Scholar
Welner, K. (2013). Consequential validity and the transformation of tests from measurement tools to policy tools. Teachers College Record, 115(9). Retrieved from https://nepc.colorado.edu/publication/TCR-Consequential-Validity.Google Scholar
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.Google Scholar
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225246.Google Scholar
Wergin, J. F. (2001). Beyond carrots and sticks: What really motivates faculty. Liberal Education, 87(Winter), 5053.Google Scholar
Wergin, J. F. (2003). Departments that work: Building and sustaining cultures of excellence in academic programs. San Francisco, CA: Jossey-Bass.Google Scholar
Wergin, J. F. (Ed.). (2007). Leadership in place: How academic professionals can find their leadership voice. San Francisco, CA: Jossey-Bass.Google Scholar
Wergin, J. F., & Alexandre, L. (2016). Differentiation and integration: Managing the paradox in doctoral education. In Blessinger, P. & Stockley, D. (Eds.), Emerging directions in doctoral Education (pp. 225242). London, UK: Emerald Group.Google Scholar
Wergin, J. F., Mazmanian, P., Miller, W., Papp, K., & Williams, W. (1988). CME and change in practice: An alternative perspective. Journal of Continuing Education in the Health Professions, 8, 147159.Google Scholar
Will, G. F. (2018, September 12). Trigger warning: An embarrassing fragility on college campuses. Washington Post.Google Scholar
Willer, R. (2016, September). How to have better political conversations [Video File]. Retrieved from www.ted.com/talks/robb_willer_how_to_have_better_political_conversations?language=en.Google Scholar
Wilson, J. C. (2011). Service-learning and the development of empathy in US college students. Education & Training, 53(2–3), 207217.Google Scholar
Wilson, S. (1988). The “real self” controversy: Toward an integration of humanistic and interactionist theory. Journal of Humanistic Psychology, 28, 3965.Google Scholar
Wlodkowski, R. (2008). Enhancing adult motivation to learn: A comprehensive guide to teaching all adults (3rd ed.). San Francisco, CA: Jossey-Bass.Google Scholar
Wright, M., Skaggs, W., & Nielsen, F. A. (2016). The cerebellum. WikiJournal of Medicine, 3(1). Retrieved from https://en.wikiversity.org/wiki/WikiJournal_of_Medicine/The_Cerebellum.Google Scholar
Yeo, R., & Marquardt, M. (2010). Problems as building blocks for organizational learning: A roadmap for experiential inquiry. Group & Organization Management, 35(3), 243275.Google Scholar
Yorks, L. (2005). Adult Learning and the generation of new knowledge and meaning: Creating liberating spaces for fostering adult learning through practitioner-based collaborative action inquiry. Teachers College Record, 107(6), 12171244. https://doi.org/10.1111/j.1467-9620.2005.00511.xGoogle Scholar
Yorks, L., & Kasl, E. (2002). Toward a theory and practice for whole-person learning: Reconceptualizing experience and the role of affect. Adult Education Quarterly, 52(3), 176192.Google Scholar
Yorks, L., (2006). I know more than I can say: A taxonomy for using expressive ways of knowing to foster transformative learning. Journal of Transformative Education, 4(1), 4364.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Jon F. Wergin, Antioch University, Ohio
  • Book: Deep Learning in a Disorienting World
  • Online publication: 29 November 2019
  • Chapter DOI: https://doi.org/10.1017/9781108647786.011
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Jon F. Wergin, Antioch University, Ohio
  • Book: Deep Learning in a Disorienting World
  • Online publication: 29 November 2019
  • Chapter DOI: https://doi.org/10.1017/9781108647786.011
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Jon F. Wergin, Antioch University, Ohio
  • Book: Deep Learning in a Disorienting World
  • Online publication: 29 November 2019
  • Chapter DOI: https://doi.org/10.1017/9781108647786.011
Available formats
×