I enjoyed this reading by Osguthorpe. I resonate with his ideas because I feel he is not only speaking from a life of experience, he is speaking from a life of integrity. I really appreciate the concept of instructor's responsibility to look at students in their wholeness.
I also resonate with the concept presented by Jackson (1986): Transformative education is acutally attempting to change students in a fundamental way. This means that we should not just be concerned about the learning a student gains, but the changes in their character. Isn't this the core of any good education?
While I did graduate work at the University of Oxford (the oldest university in the English world, circ 1000 AD), I learned more about the ancient education practices. I learned that a Masters Degree (or a graduate degree in general) was a degree focused on preparing a student to become a master, or a teacher. I know that, because I have been given much, I, too, must give. This is a fundamental concept of learning. We learn in order to do. All students are also teachers - and we are compelled to build the kingdom by edifying others with what we've learned. This is a higher dimension of consecration. I love it.
Conscience formation transcends the learning of specified objectives.
Conscience of craft (adhering to code of ethics for ones' profession).
Doing instructional design is a mkoral endeavor
The greater impact your design will have, the greater responsibility you have for moral choice
Vocation = vocare (life's calling)
This isn't about the paycheck, it's about the skills and talents we're given and maximizing the ways that we share these.
Conscience of membership
Conscience of sacrifice: Making sacrifices to satisfy the demand of the work you've committed to giving at the highest level of quality.
Conscience of memory
Conscience of imagination
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