Difference between revisions of "Empowerment"
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− | <div class="teaser-text">[[File:Competendo-Empowerment.png | right | 200px]]In light of the ideal form of participation, the crucial question for facilitators is how to support people to reach the top rungs of the ladder of participation, becoming effective leaders and empowered individuals with their social groups, communities and societies as a whole. Since the possibilities for participation are related to power, the fundamental didactical approach we promote is empowerment | + | <div class="teaser-text">[[File:Competendo-Empowerment.png | right | 200px]]In light of the ideal form of participation, the crucial question for facilitators is how to support people to reach the top rungs of the ladder of participation, becoming effective leaders and empowered individuals with their social groups, communities and societies as a whole. Since the possibilities for participation are related to power, the fundamental didactical approach we promote is empowerment.</div> |
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==Definition== | ==Definition== | ||
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* organize learning processes according to modern [[Method Mix | didactical principles]] | * organize learning processes according to modern [[Method Mix | didactical principles]] | ||
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+ | ==Articles on Power and Empowerment== | ||
+ | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?"> | ||
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[[File:Article.png | left]]Let’s face it: inspiring teachers, facilitators, and other people are not the only reason why students and participants get socially involved. People have many different reasons for working for the social good – psychological advantages, internalized values, social norms, or (in)direct profit. | [[File:Article.png | left]]Let’s face it: inspiring teachers, facilitators, and other people are not the only reason why students and participants get socially involved. People have many different reasons for working for the social good – psychological advantages, internalized values, social norms, or (in)direct profit. | ||
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+ | ==Motivation== | ||
+ | Motivation is vital to self-directed learning, the intrinsic joy in doing well - when we want to achieve something for the resulting personal satisfaction alone. A person’s motivation corresponds to available resources and to his or her own personal needs: The key to intrinsic motivation is the achievement of ''self-actualization''. | ||
+ | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?"> | ||
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+ | ===[[FLOW Model| FLOW: Dynamic Balance of Challenges and Abilities]]=== | ||
+ | [[File:Article.png | left]] When Self-actualization relates directly to learning this is an incredible feeling. In some situations people encounter great excitement when they leave their comfort zones and face new challenges - a flow. | ||
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+ | <div class=teaser-box> | ||
+ | ===[[Learning Zone Model]]=== | ||
+ | [[File:Article.png | left]]Becoming an active individual is an intense emotional process. On the one hand, it’s playful and inspiring; on the other it’s connected to feelings such as uncertainty, anxiety, disappointment, and sometimes frustration. Empowerment prepares learners for facing the positive and negative aspects of becoming active, self-responsible, or exposing themselves toward the public. | ||
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+ | === [[Motivational Style]]=== | ||
+ | [[File:Article.png | left]] Facilitators and their participants have personal preferences that influence their motivation. Michael J. Apter has identified specific motivational profiles and advocates for consciously experiencing a big variety of different motivations which makes people become more resilient against de-motivation. | ||
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+ | ===[[Inspiration]]=== | ||
+ | [[File:Article.png | left]] Teachers and facilitators already have the potential and capacity to inspire others without needing to make much additional effort or start new projects. Let’s take a closer look at the various possibilities. | ||
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+ | <div class=teaser-box> | ||
+ | ===[[Start with "Why"]]=== | ||
+ | [[File:Article.png | left]] The way that we talk about our initiatives or projects is another way to be inspirational and motivational without being explicit. When people talk about their work, they usually start by answering the question, “What do I do?” and “How am I different from others?” More important ist to get to the core question, “Why am I doing this?” | ||
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Revision as of 16:12, 10 January 2019
Definition
Empowerment is a process of promoting (and self-empowerment a process of aquiring) competences for public social activity, cooperative organization, and involvement in public decision-making. It deals with questions like:
- How do you gain power?
- How do you use power?
- How do you shape power relations?
- How can you influence socially relevant conversations and decisions?
Addressing self-responsibility and autonomy
On an individual level empowerment is feeling, accepting, and using one’s individual power in terms of self-responsible independent action. In education and training it can be understood as a process of gaining competencies for public social activity, cooperative self-organization, and involvement in any public decision-making.
Collaboration and Cooperation
Empowerment can happen at different stages of an initiative, project, or organizational development and can be manifested in various ways. When empowering people we:
- shape opportunities for them to take responsibility
- help them to gain key competences required for completing certain tasks and challenges, concrete civic competences
- advocate for a better quality of participation
- organize learning processes according to modern didactical principles
Articles on Power and Empowerment
Motivation
Motivation is vital to self-directed learning, the intrinsic joy in doing well - when we want to achieve something for the resulting personal satisfaction alone. A person’s motivation corresponds to available resources and to his or her own personal needs: The key to intrinsic motivation is the achievement of self-actualization.