by Cy Leise, Dan
Apple, Wade Ellis
Abstract
For 30 years, self-growth has been
a conceptual cornerstone of Process Education but its relationship
to growth has been unclear. In the last five years, analysis and
exploration of new practices have distinguished growth and self-growth
as two distinct capabilities, each with multiple components and
mindsets. This article starts with the story of self-growth as it
has evolved from the understanding and practice of growth within
Process Education (PE). Although components and a Methodology for
Self-Growth are available, there is a need for an accessible model
to lessen the cognitive load when using these PE resources. A Four-Anchor
PE model summarizes the components of self-growth with the concepts
of insightful reflection, envisioning an ideal self, intentional
action planning, and growth capability development. Understanding
of the PE self-growth theory is augmented in this article, and analysis
of self-growth theory makes clear how mindset, consciousness, and
motivation directly and indirectly influence the theory and practice
of both growth and self-growth. A set of 12 narratives integrate
seven PE resources to expound on how each one of the four anchors
influences mindset, consciousness, and motivation. The resources
and issues include self-growth components, the Self-Growth Methodology,
the Five-Role Model, meta-behaviors, practice issues, impediments,
and research examples. By focusing on how mindset, consciousness,
and motivation play specific roles for each anchor, the model resolves
some of the concerns of practitioners about the complexity of the
PE self-growth model while also making more transparent how a self-growth
mindset, higher-order consciousness, and motives can be harmonized
on an individual level to attain life aspirations possible only
through self-growth.
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