squareONE: experiential toolmakers

Beyond out of the box
Why is it that one box leads to another much of the time? What could a learner do so as to understand what learning leads to out of the box thinking itself being transcended? As it were: out of the box of out-of-the-box?!
Unity in multiplicity
The Mobius Tool: take a strip of paper and write a question of personal import on one side. Have a collaborator do the same. Then, without reading this other question, give the strip a half twist and tape the two ends together. Contemplate the joining of the two disparate questions into a infinite whole and intuit what the meaningful implications of what are now joined questions.
Grab Bag. . .
is a basic tool in the squareONE tool box. The fundamental set up for most of the tools squareONE uses is their contribution of novel data to whatever is the learner's intention and creative process of reflection upon data and intention. Here's a question: why is novel data so powerful and beautifully appropriate for the purpose of experiential learning?
Fractal metaphor
People not only make patterns but people are patterns. Generally it behooves people to stick to their patterns and resist unwanted alterations of favorite patterns, especially the favored ones each of us is. In a nutshell, transformative learning seeks to provide an experience through which the learner experiences a pattern different than our familiar strange attractor (pattern.) It's nonlinear, baby!
Transforming is funny
Elsewhere here on squareONE's web site and on the Transformative Tools blog are lots of teaching cartoons. In their own ways, each such cvartoon shows what are the consequences of habit and lack of daring. This is an age-old motif of humor. The magnificent a-ha! is almost always a rib tickler. Why is this usually the case?
Geometries for learning
Data is nothing if it isn't subject to being evaluated in accordance with various principles of qualification. For example, is the data attractivem unattractive, boring, bold, familiar, innovative, etc.? Next the qualified data is arranged via suggestive geometric formats, the better with which to introduce connections and relationships between initially disparate and even odd data. These geometries are, in effect, tools for mapping further evaluative qualities onto the data. See the gallery for many examples.
Connecting with a purpose
The most startling feature of transformative learning is that human consciousness is wonderfully configured to reflect upon itself and then reconfigure itself in light of this creative, experiential process. This raises the question: to what end?