Evaluative Domains and Sets for Enriching Facilitation of Transformative Learning

Work-in-progress – by Stephen Calhoun, December 2013–

1. Explicit anchored Learner Context

2. Learner Implicit higher order context / expressed intentionality

3. Learner Implicit lower order context / locus of performance

4. Contextualization process – observable

5. Implications of Normative Contexts

6. Implications of ad hoc (or reflexive-generative) Contexts

7. Apparent active assumptions

8. Apparent tacit (or missing) assumptions

9. Apparent logical ordering

10. Apparent creative ordering

11. Apparent grounding v. projectivity

12. Apparent S/I and F/T behaviors

13. Velocity – deliberative/intuitive

14. Expression of emotions v. containment

15. Task orientation

16. Distractability

17. Big Five valences – extroversion / neuroticism / open to experience / conscientiousness / sociable

18. tendency to generalize per attributive context(s)

19. body – closed / open

20. somatic contact – eyes, covering, listening

21. convergent / divergent

22. denotative / conceptual

23. naive / cynical

24. permeable to novelty

25. symbolic sense-making

26. symbolic tunneling

27. Reduced Bateson Factor – reflexivity; ‘Self Position”

28. Reduced Bateson Factor – system-field; located or diffuse or layer-dependent?

29. Reduced Bateson Factor – temporal-field; linear to what degree?

30. Locus of ease

31. Locus of anxiety

32. Locus of authority

33. Distribution between paidia / ludus;  ie. flow / performance

34. Object motivation: associative / schizoid / depressive

35. Spacial focus

36. Excitability

 

 

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