A Relational Reconceptualization of Intentional Learning Communities

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Abstract

The study examines the Intentional Learning Community (ILC) from a Confucian cultural perspective. Based on Confucian culture that emphasizes relationality, this conceptual paper provides a rationale for promoting community-building without sacrificing individual meaning-making. Analyses of the literature suggest that intentional learning is both cognitive and affective, situated in life contexts. Also, except for guided participation and reflective writing, limited research has examined ways to build and sustain ILCs with regard to membership criteria. The research adopts a Confucian view to provide a rationale for building a trustful atmosphere and life-long learning while addressing individual needs. Research also examines relational identity and flexible agency and its implications for community building and engagement.

Author

• Zitong Wei, China Women's University