The aim of the conference concerned how individuals and educational institutions understand transformation and identify the radical changes needed in order to enable ultimate human development. The objective was that each individual will theorising their own understanding of transformation and human development, consolidate a vision of an education that has transformation at the core of aim and process of all educative encounter, and finally formulate an action plan that can be realised within each person
’s own reality.
Based on the GHFP's research into narrative meaning-making and the effect of narrative on the development of personal identity, we intended to structure the conference dialogue as a narrative inquiry in a social process. The way to approach the goal of the dialogue is by encouraging personal narratives, shared meaning-making and critical self reflection in a safe and open space of small groups in which many voices can approach the same ideas from very different perspectives.
Participants from diverse educational constituencies and socio-cultural and economic backgrounds came together and addressed questions such as:
- What constitutes a transformation in my own life?
- What learning experience is considered as transformative in my education?
- What changes are necessary in order for my education to be more transformative?
In order to be able to face similar questions about participants
’ deep personal experience in a genuine way, the conference consisted of an integrated series of small group discussions conducted in an atmosphere that intended to be safe, open and honest. The small groups, each consisting 10-12 people, were guided by facilitators who helped to construct a protected and intimate space in which everyone shared their experiences with a feeling of safety and togetherness. Participants in each small group remained together throughout the three and half days’ dialogue and discussions. Each group was therefore able to bond and formulate their unique understanding of topic discussed depending their combination of personal backgrounds and group dynamics.
To inspire the participants to be open and go deeply into oneself, the conference
’s keynote speakers set examples by narrating, analysing and reflecting on personal life stories and how lived experiences of learning and impacted their understanding of their own growth and development.
In addition to sharing personal narratives and perspectives on learning and education, the conference also provided space for scholarly discussions based on academic research and educational practices. These seminal sessions opened up further debates on the well contested subject of transformation from pedagogical and institutional perspectives.