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  • Education

    Masters and Doctoral Degrees

    Developing Learning Leaders
  • 1

Education Course Descriptions

EDU 500, 600, 700 Transformative Education I, II, III
While wisdom is not a destination, wisdom emerges in the journey of Transformative Learning. The process of Transformative Learning inevitably disrupts culturally infused mental models. Transformative Learning goes beyond the acquisition of information and skills to individual and system capabilities. This course sequence focuses on Transformative Learning in the domain of educational institutions. Students will develop the competencies needed to effectively facilitate Transformative Learning, with an emphasis on liminal processes.(2 units each)

EDU 501, 601, 701 Human Development I, II, III
To facilitate learning, educators need a comprehensive and multi-cultural understanding of the role of learning in human development. Cognitive and emotional development are themselves distinct kinds of learning. This course sequence reviews the major theories of human development as they apply to engendering integrated competencies within educational curricula. (2 units each)

EDU 502, 602, 702, 802 Leadership & Creative Inquiry I, II, III, IV
Effective educators embody and transmit leadership capacities and creative inquiry skills. In addition, effective educators are profoundly integrated learners, themselves. This course sequence focuses on developing leadership capacities and creative inquiry skills that cohere with the knowledge base of the profession of education. (2 units each)

EDU 503, 603, 703 Diversity & Cultural Praxis I, II, III
One of the challenges within educational organizations is to connect or reconnect diverse individuals and communities and in this way enable a unity in diversity. This course sequence develops competencies required in facilitating the recognition and engagement of differences critical to learning environments
including the domain of education. (2 units each)

EDU 504, 604 Curriculum Development I, II
Curriculum development entails differentiating the ecology of competencies that are significant to a particular curriculum. Good curriculum development not only specifies learning outcomes but goes deeper to ask which type of learning outcomes are of most value. This course sequence focuses on distinguishing between specific types of learning outcomes and the distinct learning activities that promote specific learning outcomes. (2 units each)

EDU 505, 605 Imaginal Process I, II
This course sequence is an introduction to Imaginal Process, the distinct approach to transformative learning practiced at Meridian. In this approach, human capacities are cultivated through diversifying, deepening, embodying, and personalizing experience. Imagination amplifies and integrates the sensory, emotional, and cognitive dimensions of our experience. Through the labor of imagination, it is possible to craft our experience towards truth, joy, and effectiveness. This approach reflects an emerging multidisciplinary and multicultural synthesis, which can be applied to education, therapy, organizations, and the arts.

This course sequence is an opportunity to experience how a group of individuals becomes a transformative learning community and how, through participation, each becomes more of the person they desire to be. Transformative and initiatory experience requires courage, curiosity, and compassion. Listening deeply to each other’s stories is at the heart of this process. The living presence that constitutes good listening requires that we inhabit vulnerability, mystery, and complexity. This gathered listening engages the empathic imagination in ways that catalyze mutual individuation. (2 units each)

EDU 506, 606, 706, 806 Collaborative & Cultural Leadership I, II, III, IV
Leading effectively entails learning and collaborating with others. Humans are a profoundly social species formed both by genes and memes. Significant collective endeavors require a deep capacity to collaborate and to perceive culture. This course sequence focuses on the leadership capacities and skills essential for promoting and facilitating Transformative Learning in multiple domains and levels. (2 units each)

EDU 507, 607, 707 Transforming Educational Organizations I, II, III
Paradoxically, educational organizations often resist Transformative Learning. The committee to transmit the intended curriculum can be become a barrier to evolving an emergent curriculum responsive to accelerated change and complexity. This course sequence focuses on theories and practices that facilitate
systemic transformation within educational organizations. (2 units each)

EDU 508, 608, 708, 709, 808, 809 Research Practicum I, II , III , IV, V, VI
Research Practicum provides a setting to apply principles of qualitative research to the development of dissertations and gives students the opportunity to have a hands-on experience of developing elements of the dissertation. This course sequence also provides students with an experience of the possibilities of collaborative research and writing. (2 units each)

EDU 509, 609 Assessment of Educational Effectiveness I, II
There is substantial evidence that assessing learning also accelerates learning. Different types of learning outcomes call for different modes of assessment. This course sequence focuses on the student learning to conduct Transformative Assessment of learning within the course of classroom activities as well as assessing the overall effectiveness of educational programs. (2 units each)

EDU 510 Education & Generative Entrepreneurship
Generative Entrepreneurship goes beyond positive social impact to furthering learning and empowerment. Rather than being exploitative of the commons, Generative Entrepreneurship seeds and builds the commons. Generative Entrepreneurs are also cultural innovators. Entrepreneurship is now a major driver of social and economic transformation. Less obvious is the cultural dimension of entrepreneurship and its impact on the generations to come. This course surveys major examples of Generative Entrepreneurship around the globe as a way to imagine further possibilities in local contexts. (2 units)

EDU 511, 611, 711, 811 Educational Innovation & Liminal Processes I, II, III, IV
The contemporary challenge for educational innovation entails inhabiting a richer ecology of competencies than has previously been the case. The shift from buffered competencies to integrated competencies requires a learning praxis that recognizes the necessity of the liminal phases in Transformative Learning. This course sequence focuses on developing the capacities and skills of Cultural Leadership, required for guiding individuals and systems through liminal phases of transformation. (2 units each)

EDU 512, 612 Democracy, Conflict, and Sustainability I, II
This course sequence focuses on the role of collective Transformative Learning in creating a just and sustainable future. Intractable conflicts are rooted in core beliefs and mental models. Democratic processes require that differences in mental models be engaged with creative conflict instead of violence and exploitation. This course develops competencies for facilitating creative conflict. (2 units each)

EDU 513, 613 Development of Human Capacities I, II
Within the context of the current global upheaval, this course sequence defines and explores the capacities and skills needed for leaders during this time of major change. The primary emphasis is on vision and envisioning, as well as learning to embody those inner abilities that will allow us to sustain ourselves and our communities as the world remakes itself. Capacities to be emphasized entail four levels of human development: Physical/Sensory; Historic/Psychological; Mythic/Symbolic; and Unitive/ Spiritual. These capacities will be accompanied by skills development, essential for effectively navigating the challenges of whole system transformation. (3 units each)

EDU 514, 614 Leadership for Whole-System Transition I, II
This course sequence develops the themes of Social Artistry, defining leadership from the point of view of one who views society and the world in the way a great artist approaches a masterwork. Themes to be explored include: The leader as healer; the leader as one who understands culture and development; the leader as contemplative; the leader as orchestrator of reality; the leader as visionary pragmatist. (3 units each)

EDU 515, 615 Story, Myth, and Social Transformation I, II
This course sequence guides us through the human story as myth and history, seeking to unfold the multiple layers of human experience and the many ways the past both informs and endangers the present. We will strive to comprehend and differentiate those mythic structures that provide encouragement, hope, and wisdom toward the re-visioning of a possible world, and in so doing, understand the importance of applying mythic patterns to the seen and unseen world. (3 units each)

EDU 633, 733 Transformative Learning Praxis I, II
The necessity and importance of Transformative Learning grows in times of crisis and complexity. We live in such a time, and as such Transformative Learning is being practiced within multiple domains and at multiple levels. The term praxis refers to the integration of theory and practice. Domains of praxis include education, organizational change and leadership, business, civil society, psychotherapy, spiritual practice, coaching and personal development, and the arts. Levels of praxis include individuals, teams, communities, organizations, and societies. This course sequence is an overview of diverse approaches to Transformative Learning Praxis. (2 units each)


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