Professional Practice and Design in Education (M.A.)
“People with a high level of personal mastery live in a continual learning mode. They never ‘arrive’…. Personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, and their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see that ‘the journey is the reward.”
- Peter Senge
Dynamic conversation about the meaning of education.
In the rapidly changing world of the 21st century, emerging worldviews of learning and education are providing an urgent impetus for professionals to re-define themselves and their practice. Today and tomorrow’s professionals face new demands and expectations in how they navigate complex realties and opportunities to spearhead both transformation for themselves and within the world of learning.
How do we nurture within ourselves a consciousness to adapt, embrace uncertainties, become facilitators, and leaders of transformation?
We envision the Professional Practice and Design in Education as a learning opportunity for professionals who seek to meet the dynamic and changing needs of learning societies and a vehicle for supporting their critical and reflective practice. Therefore, the PPDE’s vision is to develop professionals in education and allied fields of learning who are:
lifelong inquirers about their self and practice
designers of new learning worlds
creative innovators within emerging educational paradigms and frameworks
active and networked members in communities of reflective practitioners and
seekers of personal mastery.
This course conceives of a future of learning that is foregrounded in ideas and principles of systems thinking, mindfulness in practice, embodied and tacit knowledge. It is conceptualized to provide opportunities to professionals to nurture a design sensibility within their work place and their practice.
Launching balloons to do ariel mapping and GIS tagging of a changing landscape within a peri-urban area in Bangalore
"Life will not be a pyramid with the apex sustained by the bottom. But it will be an oceanic circle whose center will be the individual always ready to perish for the village, the latter ready to perish for the circle of villages, till at last the whole becomes one life composed of individuals, never aggressive but ever humble, sharing the majesty of the oceanic circle of which they are integral units."
- M. K. Gandhi
The Professional Practice and Design in Education course is rooted in the following core values:
Openness and Unlearning
Mindfulness and Introspection
Empathy and Resilience
Participation and Collaboration
Slowness and Wholeness
Equality and Universality
Who should apply for the Professional Practice and Design in Education course?
The Professional Practice and Design in Education course is especially designed for individuals from the following arenas of work:
K-12 Sector (national and international schools): Teachers, institutional leaders, curriculum designers and instructional designers. Also, for specialists, advisors, educational consultants, innovators and entrepreneurs who work with schools.
Higher Education Sector: Design educators in design schools, lecturers, professors, institutional leaders, curriculum designers and instructional designers.
Non-formal Education Sector: Content developers, program developers and facilitators in formal and informal learning centres, art & craft collectives, environmental organizations, publishing houses etc.
Corporate/for-profit education sector: Content developers, institutional designers, instructional designers, trainers from publishing houses, training units, entrepreneurial ventures in the fields of digital platforms & applications
Modes of Learning offered by the Professional Practice and Design in Education course
The MA Professional Practice and Design in Education course is a full time research based course that allows practitioners (both novice and experienced) to develop and extend their professional practice. It is offered in four modes of participation of onsite studios and tutorials with practice based research in a field project.
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Notes on modes of participation:
Mode 1: Two weeks per semester of onsite participation
This mode is designed for practitioners with a strong inclination for independent study and for whom periodic short-term intensive onsite study period is most viable. Practitioners would need to plan for two weeks of study at Srishti, Bangalore at the start of each semester. This period includes a course overview, introduction to Phase 1 of the semester along with guidelines for practice based research and field based assignments.
Mode 2: Five weeks OR seven weeks per academic year of onsite participation
This mode is designed for practitioners for whom one longer intensive period of onsite study each academic year is preferable. Those who choose 5 weeks of onsite participation will complete the first phase of the odd semester and obtain an introduction to the even semester learning units along with guidelines for practice based research and field based assignments. Those who select the 7 week mode can avail of two weeks of workshop at Srishti towards their course electives.
Mode 3: 9 months of onsite participation commencing from the inception of the course
This mode is designed for practitioners from international settings. It is also open for practitioners from India. The design facilitates the completion of coursework of the first semester along with Phase 1 of semester 2. In addition practitioners will be encouraged to find and work on a project. Guidelines for practice based research and field based assignments for the subsequent period will be provided.
Learning opportunities in the Professional Practice and Design in Education course are embedded in the following structures:
Tutorials: Master classes, workshops, seminars and study units including MOOCs, Think Quests, Webinars etc.
Studios, Labs and Circles: Immersive spaces and forums that foster making, experimenting, conversations, thinking and a sense of being.
Peer Circles: Participative opportunities for dialogue and reviews that can be facilitated and independent, face-to-face or via blogs, discussion board conversations, wiki creation.
Practice: Experiential, embodied, field-based research which could include that in the workplace.
Electives: Engagement outside the disciplinary framework, that allows for extension and building connections. It can include visits to exhibitions, plays, places, talks, walks, participation in workshops, studios, conferences and residencies.
Portfolio: Development of a reflective and curated body of work, which represents evidence of growth, development and application of research in professional practice over the duration of the course.
Dissertation as Personal Mastery: Practice based research and its documentation; dissertation and viva voce.
The Professional Practice and Design in Education foregrounds pedagogies such as Slow Design, Play and Story, Mindfulness and Making. It is designed to cater to diverse learning styles and draws upon principles of Universal Design for Learning both in its core components and learning experiences for students. The course is designed for students to experience the potential and power of:
Making, Mindfulness and Reflective Practice
Compassionate, Critical and Collaborative Learning Communities
Interdisciplinary and Trans-disciplinary Approaches
Personal and Professional Mastery
This course will provide opportunities for educators to be facilitators, designers, DIYers (do-it-yourself) and DIWOers (do-it-with-others), curators, hackers, gamers, artists, digital natives, storytellers, travellers and critical and creative thinkers.
We are committed to supporting professionals in becoming creative and critical practitioners who develop design sensibilities. Graduates will develop their capabilities to:
Expand the inner self
By channelling intuition, mindfulness, openness to critique and embracing new experiences
Design the mind
Through observation, questioning, making, unlearning-relearning, dialogue, imagination, and critical reflection
Nurture wellness and freedoms
By strengthening personal resources and developing a sense of personal wellbeing, identity and agency to take decisions in all spheres such as professional, economic, social, political, and cultural
Practice inclusive humanising pedagogies
By fostering not just expertise but also discernment, ethics, empathy and earth sustaining values
Graduates of the Professional Practice and Design in Education course will be equipped to work:
Within the K-12 Sector (in national and international schools) as
Curriculum Designers/ Instructional Designers
Specialist/ Advisors/ Educational Consultants
Within the Higher Education Sector as
Design Educators in Design Schools
Lectures/ Professors/Institutional Leaders
Curriculum Designers/ Instructional Designers
Within the Non-formal Education Sector (in formal and informal learning centres, art & craft collectives, environmental organizations, publishing houses etc) as
Corporate/for-profit education sector (publishing houses, training units, entrepreneurial ventures in the fields of digital platforms & applications) as
The Professional Practice and Design in Education course offers its students opportunities to connect with artists and designers from a range of research and practice labs and centres based at Srishti. These include:
Students will also have opportunities to intersect with partner organizations working in areas such as environmental conservation, tangible and intangible cultural heritage, stories and place as pedagogies, oral histories and more.