Page 6 - International Journal of Process Educaiton (Special Issue)

scholarship necessitates that we offer more than a linear
“birth to adulthood” story for PE philosophy. In fact, there
are two different organizers for the body of scholarship
offered in this article:
Content Outline (Table 1): The major areas of Process
Education are organized into six major categories (Learner
Development, Cultural Transformation, Assessment,
Educator Advancement, Curriculum Design, and a Case
Study), each of which is then subdivided to provide
necessary detail. This article is structured after this content
outline. The article itself consists of approximately 30
related but differentiable areas of research and/or practice,
each offered chronologically within the category. While
Table 1 does order content within each category in a
chronological way, there is a Timeline Organizer available
online that provides an overall timeline for the development
of each of the sections in this article, as well as each
pertinent item of scholarship associated with that section.
The online version of this organizer (www.processeducation.
org/ijpe/25/timeline) is interactive and offers a vast majority of
the linked publications themselves for reading and review.
Pictorial Representation (Figure 1): This graphic
defines all major areas of Process Education and, through
color-coding and placement, shows the interrelatedness
between the areas. It works well as a navigator of the
content of this article for the online version (there, each
section is color-coded at the top: www.processeducation.
org/ijpe/25/image).
Table 1 Content Outline for this Article
1. Learner Development
a. Learning to Learn (1990)
b. Self-Growth / Growth Mindset (1992)
c. Foundations of Learning Course (1992)
d. Accelerator Model (1993)
e. Learning to Learn Camps (1995)
f. Performance Model (2007)
2. Cultural Transformation
a. Learning Communities (1991)
b. Process Education Philosophy (1993)
c. Creating a Quality Learning Environment (1994)
d. Culture of Success (2007)
3. Assessment
a. Assessment vs. Evaluation (1991)
b. Self-Assessment (1992)
c. Reflection / Meta-cognition (1997)
d. Performance Criteria (1997)
e. Performance Measures (1997)
4 International Journal of Process Education (February 2016, Volume 8 Issue 1)
By separating the different threads, we are able to trace
individually small but cumulatively powerful narratives:
 How the Learning Process Methodology (LPM)
evolved in its relationship with learning to learn
 How the concept and practice of assessment evolved
and were clearly differentiated from those of
evaluation, providing a conduit to the concepts and
practices of self-assessment and self-growth
 How systematic design and assessment of curricula
at program, course, and activity levels can ensure
that intended learning outcomes and performance
expectations are achieved at all levels
 How learning to learn can be systematically integrated
into a curriculum by focusing on growing a set of
transferable learning skills while learners actively
construct knowledge
 How methodologies were identified as the ideal
models for learner processes such as reading, writing,
teaming, personal development, and problem
solving, as well as faculty processes such as design,
assessment, facilitation, mentoring, and evaluation
 How learning communities and teams support
learning and growth by integrating mentoring and
peer support systems
 How Process Education led to the Transformation of
Education and the concept of a Culture of Success
because of the central concept of a growth mindset
developed in a quality learning environment
4. Educator Advancement
a. Professional Development (1991)
b. Facilitation (1998)
c. Mentoring (2000)
d. Research-Based Best Practices (1990-2015)
5. Curriculum Design
a. Learning Process Methodology (1990)
b. Methodologies (1990)
c. Problem Solving (1990)
d. Activity Books (1990)
e. Classification of Learning Skills (1992)
f. Role of Technology (1990)
g. Activity Design Process (1995)
h. Course Design Process (1998)
6. Case Study
a. Academy of Process Educators