In the Beginning was the Commons: Transformative Learning as Praxis for Regenerating the Cultural Commons

Authors

  • Aftab Omer
  • Melissa Schwartz

DOI:

https://doi.org/10.24926/ijps.v8i2.4446

Keywords:

Meridian University, cultural leadership, partnership capability, transformative communities of practice, Imaginal Transformation Praxis, creative transgression, creative ritualization, institutional wisdom

Abstract

Culture is the medium through which human capabilities are transmitted. In this respect, culture may be understood as a commons that is consequential to the future of other forms of commons. Regenerating the commons is inherently and intrinsically associated with democratizing and partnering. The commons of shared meanings that enable truth telling are exploitable by the market when education is dominated by the market. If educational institutions are at the behest of the market and the state, education can neither be a commons nor be in the service of the commons. We can frame this circumstance as an enclosure of learning. Transformative learning facilitates a shifting from the mindset of exploiting the commons to a mindset of regenerating the commons. In fact, the core transformation that occurs in transformative learning is the liberation of awareness from identity enclosure. Such a liberation prepares the ground for growing partnership capabilities from the intimate to the global, essential for preserving and regenerating the commons. An education that transforms seeks to re-sacralize and regenerate culture as a commons, which can then enable partnership-based care towards all other forms of commons.

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Published

2021-12-17

How to Cite

Omer, A., & Schwartz, M. (2021). In the Beginning was the Commons: Transformative Learning as Praxis for Regenerating the Cultural Commons. Interdisciplinary Journal of Partnership Studies, 8(2), Article 6. https://doi.org/10.24926/ijps.v8i2.4446