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A Holy Curiosity: Transformative Self-Directed Learning to Breakthrough New Knowledge in the Case of Einstein

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A Holy Curiosity: Transformative Self-Directed Learning to Breakthrough New Knowledge in the Case of Einstein The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-2012 A Holy Curiosity: Transformative Self-Directed Learning to Breakthrough New Knowledge in the Case of Einstein Deanna Lynn Vogt University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Adult and Continuing Education Administration Commons, Educational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons Recommended Citation Vogt, Deanna Lynn, "A Holy Curiosity: Transformative Self-Directed Learning to Breakthrough New Knowledge in the Case of Einstein" (2012). Dissertations. 789. https://aquila.usm.edu/dissertations/789 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi A HOLY CURIOSITY: TRANSFORMATIVE SELF-DIRECTED LEARNING TO BREAKTHROUGH NEW KNOWLEDGE IN THE CASE OF EINSTEIN by Deanna Lynn Vogt Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2012 ABSTRACT A HOLY CURIOSITY: TRANSFORMATIVE SELF-DIRECTED LEARNING TO BREAKTHROUGH NEW KNOWLEDGE IN THE CASE OF EINSTEIN by Deanna Lynn Vogt May 2012 The case of Einstein’s discovery of the relativity theory, explored with grounded theory methodology, illustrates a type of self-directed learning characterized by personal and non-personal, or technical, transformative learning, the result of which is iconic original, breakthrough learning. This dissertation explores three aspects of adult learning which are novel in adult education. First, this study of breakthrough process, for which there is only one apparent precedent in adult education, considers how an individual goes about a self-directed learning project that revolutionizes a field. In this regard, the concept of original learning, as opposed to transmitted learning, presents itself as a valid element of adult learning and adult education. Next, the results argue for an expanded view of transformative learning: that it is not limited to adulthood, or to personal or socio-cultural domains, or to absolute designations of either completed transformative or non-transformative learning. Finally, considering the patterns in Einstein’s breakthrough journey in light of other models of breakthrough yields a broadly common process of breakthrough via challenge formation, navigating new territory, persevering through a long ordeal, and finally an actualization process of validation and integration. This common pattern can be found in the other model of self-directed breakthrough learning (Cavaliere’s example of the Wright brothers’ invention of flight); in Mezirow’s model of personal or socio- ii cultural transformative learning; in Campbell’s archetype of the hero’s journey in literature, film, and other forms of myth and story (elaborating Aristotle’s three-part structure for plot dynamics), and also in a neurobiological model of exceptional creativity based on classic creativity theory and contemporary scientific research. This grounded theory of independent breakthrough learning integrates these concepts. The result is a model of a meaningful question (passionate curiosity in a personally meaningful context) meeting transformative attention (critical reflection and a multi-dimensional process of deep interaction with the question), resulting in a breakthrough learning posture that can yield results on a continuum from creatively discovered answers in the existing base of human knowledge, to incremental contributions to that knowledge base, to profoundly transformative changes in perspective and capability in a field of human endeavor. iii COPYRIGHT BY DEANNA LYNN VOGT 2012 The University of Southern Mississippi A HOLY CURIOSITY: TRANSFORMATIVE SELF-DIRECTED LEARNING TO BREAKTHROUGH NEW KNOWLEDGE IN THE CASE OF EINSTEIN by Deanna Lynn Vogt A Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: _John R. Rachal______________________ Director _Willie L. Pierce______________________ _Linda L. Harper______________________ _Thomas V. O’Brien___________________ _Lorraine A. Cavaliere_________________ _Susan A. Siltanen____________________ Dean of the Graduate School May 2012 DEDICATION This dissertation is dedicated to Larry, with love and gratitude. iv ACKNOWLEDGMENTS The writer would like to thank her dissertation director, Dr. John Rachal, and the other committee members, Dr. Lin Harper, Dr. Thomas O’Brien, Dr. Willie Pierce, and Dr. Lorraine Cavaliere of Pennsylvania’s Cabrini College, for their advice and support. Particular gratitude is due Dr. John Rachal for intellectual and practical support and guidance, provocative conversations, generous patience, and a rigorous and searching quality of thinking and teaching. Credit and appreciation go also to Dr. Rachal for a typology of self-directed learning, based on concepts developed in this dissertation. The typology is featured within the dissertation as Figure 2, a typology of self-directed learning leading to breakthrough. Acknowledgement and thanks are extended to Dr. Rachal as well for the term “implacable curiosity” and especially for his enthusiasm from the beginning for paying attention to curiosity, “the overlooked word in the whole enterprise of adult education” (J. R. Rachal, personal communication, February 23, 2012). Special thanks and recognition go to Dr. Lorraine Cavaliere for inspiring the topic, methodology, and this writer; for blazing a brilliant trail and never giving up, and for being a comrade and friend in this unusual work. A grateful embrace is offered to Dr. Lin Harper for her presence and approach as an adult educator who walks the talk, and for stimulating and giving free reign to flights of curiosity and exploration in all of her courses, and especially the Adult Learning course that sparked the work represented in this dissertation. Sincere gratitude is also extended to Dr. Michael Wertheimer of the University of Colorado for providing generous access to the Einstein file from the records of his father, the late Dr. Max Wertheimer. v TABLE OF CONTENTS ABSTRACT ........................................................................................................................ ii DEDICATION ................................................................................................................... iv ACKNOWLEDGMENTS .................................................................................................. v LIST OF TABLES ............................................................................................................. ix LIST OF ILLUSTRATIONS .............................................................................................. x CHAPTER I. EINSTEIN: ICONIC BREAKTHROUGH LEARNER ................................. 1 Einstein’s Relativity Retracing Einstein’s Experience Breakthrough Learning in Context The Breakthrough Learner and Adult Education A Generative Philosophy of Learning Expanded Arena of Contribution for Adult Education Breakthrough Learning Precursors in the Adult Education Research Tradition The Individual Learner Daring to Understand II. A MODEL OF BREAKTHROUGH KNOWLEDGE CREATION .............. 35 Model Overview Self-Directed Learning Matrix and Typology Original Learning Transformative Learning Independent and Self-Directed Learning Learning Environment Motivation III. ATTENTION, INSIGHT, AND INTEGRATION IN BREAKTHROUGH LEARNING .................................................................................................... 83 An Extended Typology of Transformative Learning Pathways to Breakthrough Learning Degree and Completeness in Breakthrough Learning Transformative Attention vi IV. PATTERNS IN COMPARATIVE BREAKTHROUGH MODELS ............ 120 Overview of Comparative Models Cavaliere’s Stages and Cognitive Processes Mezirow’s Transformative Learning Stages Campbell’s Monomyth and the Feminine Journey Carson-Wallas Neurobiological Model of Exceptional Creativity Further Views of the Breakthrough Process Theoretical Dimensions of Creative Breakthrough Scientific Breakthrough Theoretical Dimensions of Exceptional Learning V. TRAIL OF AN ICON’S BREAKTHROUGH LEARNING ........................ 175 Views on the Relativity Breakthrough Journey Trail of Transformation Learning Journey Stages, Goals, and Transitions Plot and Progression in the Learning Journey VI. YEARS OF WONDER AND THE MIRACLE YEAR ............................... 194 Breaking Out of Classical Physics: Introducing an Icon Wonder and Futility Shape a Calling: Developing Passion and Acquiring Preliminaries Coming of Age as a Young Scientist Searching for Footing Breaking Through: The Explosive Results of Extended Independent Learning VII. THE GENERAL THEORY OF RELATIVITY AND THE QUINTESSENTIAL ADULT LEARNER ................................................... 228 Breaking Through: Regrouping and Extending the Learning to General Relativity Legacy of the General Relativity Theory The Smallest and the Greatest: Quantum Theory to Unified Field Theory Quintessential Adult Learner VIII. METHODS AND RESEARCH IMPLICATIONS .....................................
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