Master of Arts in
Learning & Thinking
The Master of Arts in Learning & Thinking degree program is now approved as a Master of Arts degree for all PreK - through 12 educators by the Connecticut State Department of CT State Policy, C.G.S. 10-145b(g), based on providing the 15 - credit specialization in relevant content and/or content pedagogy
Master of Arts: 36 Credits
Planned 30-Credit Program (Sixth-Year Equivalent)
Programs On-Site in Connecticut
Bethany | Hartford | Trumbull | Milford | Middletown | Madison | New Haven
Recent research findings conducted by neuroscientists, developmental psychologists and educational motivational theorists clearly demonstrate that learning and thinking processes need to be well integrated in order to enable students to transform information into real understanding. Therefore, teacher preparation courses and professional development for veteran educators need to evolve to provide today’s educators with the understanding and wherewithal to incorporate an experiential approach to learning and thinking into their classroom teaching and thus facilitate the aforementioned integration.
Cognitive systems involve not only learning and thinking processes but also emotional and consciousness ones. Cognitive systems are therefore “ecological” and holistic in their design and behavior. Learning and thinking may then be seen as “ecological” processes that create integrated relationships between reality and concepts, between concepts and other concepts and, as such, construct conceptual understanding.
Progressive educational researchers have concluded that meaningful learning and thinking consists of applying cognitive and metacognitive strategies, which challenge learners’ preconceived assumptions and level of conceptual understanding. Constructivist methodologies present learners with opportunities to reconstruct and reorganize previously acquired conceptual understanding in accommodating new knowledge into their existing world-view and, as such, promote “meaning making". Therefore meaningful learning and thinking processes foster the development of a unique and personalized relationship between the individual and the ideas under consideration.
The Master of Arts in Learning and Thinking (M.A.L.T.) is a 36-credit degree program that embraces a philosophy of education rooted in relationship, holism, and meaning. MALT is predicated on establishing a New Culture of Learning that develops the knowledge, skills, competencies, and imagination for a world in constant flux. Towards this end, the program nurtures the emergence of a collegial learning community dedicated to co-creating new meaning within a constructivist and transdisciplinary context.
MALT’s Postmodern Learning Model seeks to promote a New Culture of Learning through the following Six Central Themes:
Promote meaningful and alternative approaches to learning and thinking that encourage what holistic educator Douglas Sloan refers to as insight-imagination. Sloan describes insight-imagination as “…an act of perception, permeated with intense energy and passion that penetrates and removes barriers in existing thought and frees the mind to serve in new ways and directions. Insight announces itself as a whole…that includes new forms of imagination and new orders of reason…”
Redefine the role of "learner" and "teacher" as co-creators in the participative framework of learning and thinking.
Transcend the current Western Modernist Mindset by adopting a new participatory worldview whereby learners promote, maintain and generate a dynamic process for meaningful learning and thinking.
Tear down the artificial barriers to knowing we have come to refer to as "disciplines" and refocus our attention to the interpenetrating and interwoven processes that serve as common ground to all knowledge systems.
Renew what it means to be a "teacher" whose role is to “draw out” natural inclinations and abilities, rather than “pour in” information. This new role of facilitator and coach promotes the active processing of information into knowledge and ultimately into understanding.
Explore other dimensions of human experience: other than the logical and linguistic ways of knowing, including but not limited to those of Howard Gardner's multiple intelligences and five minds for the future, as well as Daniel Pink’s “right-brain” skills to foster the development of a new generation of creators who as “…artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers—will now reap society’s richest rewards and share its greatest joys…”
The Master of Arts in Learning and Thinking Degree program has three major components:
1. Program participants are introduced to a critical examination of American education, with particular emphasis on the fact that the current model leaves students at a disadvantage that can only be remedied by a significant change in the way we structure and approach learning and thinking. What is needed today, more than ever, is a shift in the way we understand what today’s youth need in order to take a more participatory role in constructing their learning and developing competency in using the thinking skills requisite to become self-regulated learners.
2. MALT offers educators a framework for real and effective educational transformation. This framework consists of a shift towards a more post-modern process and learner-based approach for education that, unlike the current “one size fits all” instructivist model, provides constructivist-learning opportunities for a diverse and unique population of learners.
3. The overall curriculum is based on a progressive postmodern framework and delivered in an articulated, scoped and sequenced series whereby the nature of learning and thinking is presented as a holistic, emergent and creative process. Therefore, the flow of the program emerges over time from the following premises:
Cognition is directly connected to our emotions and, as such, provides us with “windows” to better understand how we learn and think as creative subjects.
The postmodern educator challenges the traditional notion that classrooms need to operate according to the reason and logic of a rigid curriculum that predicts the learning outcome. Rather they recognize and promote learning by drawing from and building upon the insights of educational researchers like Howard Gardner, Lev Vygotsky, David Ausubel, Tony Wagner, Ken Robinson, Elliott Eisner amongst others.
From this new perspective the learner is not perceived as someone disconnected from the learning environment. Rather, the learner is a participatory member of a learning system comprised of the teacher, students and socio-physical learning environment in which they are embedded.
The postmodern framework offered here strives to contextualize learning by encouraging students to see and make connections and thus integrate learning in one area with that in another. This framework fosters the acquisition of higher reasoning, as well as critical and creative thinking abilities.
Furthermore, this system includes the inter-subjective exchanges that occur between all learners in their environment. Rather than viewing learning as a personal and subjective experience, a postmodern epistemology perceives learning as a social and intersubjective process. Learning, in this context, is as an emergent process predicated on the assumption that classrooms operate best when there is an element of dissonance and chaos issuing from the "sensitivity to the initial conditions" of the learning environment.
Individuals are unique learners with distinct prior experiences, propensities and conceptual schemas. Learners drive to create meaning as a result of interacting with others and their environment.
Our intentions, motivations, and personality emerge from an interaction between our inherited tendencies (Nature) and our experiences (Nurture). Over time the confluence of these tendencies and experiences give rise to a unique set of beliefs. However, many of our beliefs lie beneath our conscious awareness. Therefore, change and transformation of learners can only begin when we gain access to the origin of the memes, metaphors and myths that comprise our unique personal worldview.
The program is intended for:
-- Teachers and educators who wish to expand the boundaries of their professional knowledge and skills as well as explore new ways of learning and thinking and of relating with their students, which provide them with experiential learning opportunities that encourage them to develop not only their knowledge but also their self-awareness and life skills.
-- Women and men who are seeking the sources and processes of thinking, learning and creating meaning and wish to become members of a learning community that participates in experiential and constructivist activities designed to provide insight into the nature of the ways of knowing and conceptual frameworks underlying how they perceive, think and act.
The innovative curriculum in the Master of Arts in Learning and Thinking will ignite your creativity and provide new pathways to enhance the art and science of your teaching. Course content is delivered holistically across each of the program’s class sessions.
TGI is also happy to make custom arrangements with school districts and other educational venues to offer specialized cohorts within the district with a minimum number of students. Contact Admissions at (203) 874-4252 or firstname.lastname@example.org to make a request for a cohort in your area.
Class topics include:
Movement and creativity as classroom tools
Mindsight learning: enhancing students’ information processing skills
Models for intellectual and ethical development
Reconnecting children to the aesthetics of nature
Flow: the psychology of optimal experience
Courses and Descriptions:
Planned 30-Credit Program includes all courses below except:
LT 511: Mentorship: Expanding Learning Capacity across Disciplines - 3 credits
LT 512: Commencing Project: Analyzing Learning through Action Research - 3 credits
Master of Arts in Learning and Thinking enroll in all of the courses below:
LT 501: The Western Mindset: Modern and Post Modern Perspectives - 3 credits
From the pre-Cartesian/Kantian era through the evolution of scientific thought and the emergence of post-modern thought, this course traces the meta-cognitive processes for creating meaning. Various epistemological perspectives, including theories developed by Goethe, Hegel, Coleridge, and Emerson, are analyzed as foundational works upon which twentieth century epistemology has evolved. Program participants explore the phenomena of human insight, subjective interpretation of experience, and the dichotomy of perception vs. reality.
LT 502: Cultural Perspectives and Personal Beliefs as Learning Modifiers - 3 credits
The learner’s life experiences and cultural origins are examined for their impact on learning processes, behavioral outcomes, and social interactions. The cognitive frameworks for constructing knowledge and belief systems are examined, analyzed, and evaluated. Personal assumptions and perceptions are also examined in relationship to social, cultural, and religious influences. Belief structures are defined and analyzed relative to their impact on such self-generated phenomena as consciousness, intuition, and knowing. The discernible characteristics of the affective domain are also examined relative to their compatibility with inherent aesthetic systems. Both cognitive and affective processes are assessed in terms of their influence on the creation of meaning and the more ethereal creation of values.
LT 504: Play and the Development of Learning Awareness - 3 credits
The role of play in cognitive development, and its impact on formal learning processes are explored through experiential interactions. A comprehensive review of current research in applied learning and its concomitant influence on reading, linguistic development, intelligence, and the integration of consciousness serve as the framework for epistemological inquiry. Program participants explore selected in-depth theories in Consciousness Studies as connecting elements for viewing self-initiated changes in human processes.
LT 505: A Constructivist’s Approach to Knowing and Creating Meaning - 3 credits
The continuous modification and transmutation of cognitive frameworks are considered fundamental learning processes that evolve from personal epistemological structures. Knowledge and the constructivist perspectives upon which they are interpreted are examined relative to their impact on developmental learning. The construction of personal frameworks for effecting understanding are considered critical to the interpretation of experience and the creation of meaning. Reflection, cyclical re-evaluation of knowing, and the creation of meaning are analyzed as manifestations of the epistemological phenomena.
LT 506: Flow and the Emergence of Thought - 3 credits
The formulation of conceptual structures and the frameworks within which they are held are the subjects of analysis in this course. The focus is upon understanding the ongoing transitions that feed into continuous energy loops. Implicate and explicate perceptions and direct experiences are analyzed from the perspective of how feedback processes modify epistemological structural frameworks. Program participants are provided practical applications within the contextual framework of the Bohmian philosophy. This course is designed to enable program participants to construct an understanding of the subjective processes that promote the integration of experience into a coherent belief system. Participants analyze the concept of flow through the study of creativity, intentionality, serendipity, and intuition.
LT 507: Learning Theories and Applications - 3 credits
Dewey, Piaget, Inhelder, and other theoretical contributors enlighten this study of the theoretical frameworks that facilitate the development of a personal epistemology through the validation of authentic learning experiences. Program participants learn to analyze the cognitive processes that unify learning across multiple disciplines and frame content in context as precursors to discovering the elements of personal reality. Transdisciplinary perspectives are analyzed in their multiple interactions, and the evolutionary nature of knowing is revealed as a product of cognitive dissonance resolution.
LT 508: Knowing and Learning in Multidimensional Contexts - 3 credits
Work, and its informal iteration referred to as play, are analyzed as integrative forces in facilitating process thinking, and as factors through which contextual sequencing creates meaning from physical and non-physical realities. Knowing and learning in multidimensional contexts form the basis for studying individual consciousness. Relationships of sign and signifier are examined and assessed for their epistemic value. Together, work and play are viewed as integrative elements, and as concepts of consciousness which emerge in direct and concrete epistemic forms.
LT 509: Self, Community and Culture: Interactive Learning Fields - 3 credits
Various perceptions of being, as derived from the “spirit, mind, and body” to expressions of complex interactions, are examined relative to their contributions to the development of personal reality. Culture, in its multidimensional forms, is analyzed as the substrate upon which individuals generate persona and personal meaning. Social mores and folkways are examined relative to their impact on self, community and cultural development. The overarching goal of this course is to enable each participant to utilize a framework for exploration of the holonic relationship among the individual, culture, spirit, implicate and explicate contexts of experience, and the creation of meaning.
LT 510: Dialogue: Linguistic Learning Processes for Cognitive Development - 3 credits
The purpose of the course is to enable each participant to demonstrate a deep understanding of the epistemological processes that create personal meaning. Program participants develop the requisite knowledge, skills, and dispositions to effectively engage in Bohmian dialogue processes. Participants learn how to suspend belief of their own assumptions, perspectives, and metaphysical foundations in order to actively listen to and openly embrace the insights of others in an unconventional, non-judgmental and authentic way. Dialogue practiced in the style of Krishnamurti and David Bohm, are applied in clinic-like settings with well-trained facilitators. Imagery and visioning are also explored as functional elements of meditation, intention, inquiry, and energy applications.
LT 511: Mentorship: Expanding Learning Capacity across Disciplines - 3 credits
The mentorship experience expands students’ capacity for learning through authentic, real-world experiences and through on-site professional language development and application. Students experience learning through analysis, synthesis, interpretation, evaluation, and assessment of the mentor’s interaction with his/her clients and/or projects. The interactions inherent within various learning experiences, and the involvement in diverse structural frameworks of the mentors’ techniques, provide the foundation for epistemological transformations. Field work and case studies, within the mentorship and internship, are analyzed using self-evaluative protocols. Participants produce independent work products that reveal unique epistemological and ontological perspectives.
LT 512: Commencing Project: Analyzing Learning through Action Research - 3 credits
Independent study projects, individually designed by program participants under the tutelage of faculty and their Program Coordinators, provide the foundation upon which the Commencing Project is undertaken. Participants design and conduct a research investigation that focuses on some aspect of learning and thinking. The formal research project is then presented to the entire cohort for response and commentary, and is examined by a Juried Review Committee.
LT 513: Enhancing Learning through Cognitive Assessment - 3 credits
Enhancing learning through personal cognitive development and assessment of meta-cognitive and cognitive processes are qualitatively and quantitatively investigated as foundations for supporting personal learning goals. Assessment frameworks, instruments, techniques, templates, and philosophies are explored and analyzed for their value in facilitating program participants’ problem-solving and decision making processes. Personal assessments are based in two principles: 1) Assessment is deliberately designed to improve student performance, and 2) Assessment must help students systematically examine and self-correct performance, thereby enhancing the quality of their work. Students use rubrics to assess understanding, competency in writing, oral presentation, Bohmian dialogue and group discussion, Culminating/Commencing Project, E-portfolios, program-specific assignments, and the Product Anthology.
Full course descriptions are available in our Catalog of Programs
The faculty for the Master of Arts Degree in Learning and Thinking is comprised of expert classroom practitioners and educators, including some of the most noted theorists on learning theory and cognitive development from around the world.