Contemplating Change, Transformation, and "Radical" Transformation in the Anthropocene: Learning From the I Ching

• In Event: Contemplating Educational and Socio-Environmental Transformation: Learning From the I Ching, or Book of Changes

Abstract

Purpose
Global environmental concerns are challenging capacities for human flourishing. Ontological, epistemological, methodological, and ethical transformation and/or changes are vitally needed if we are to respond well to Macy’s (2007) disconcerting question, “What is in store for our children’s children?” (p. 91). Given contemporary realities, educational theory and praxis has been increasingly attending to questions of transformative learning (Eppert et. al. 2015; O’Sullivan & Taylor 2004; O’Sullivan 1999). However, unclear to-date is how change, transformation, and radical transformation resonate and differ. Through East-West dialogue, we endeavor to comprehend these concepts more deeply and consider their implications for teaching and learning in current ecologically-devastating times.

Theoretical Framework
Learning has long been imbricated in processes of change and/or (radical) transformation. In his Parable of the Cave, Plato, for example, discusses educational processes and complexities of ascent and turning toward the good (Hamilton & Cairns 1961). Levinas (1969) describes awakening to ethical responsibility as a radical “traumatism of astonishment.” And Loy (2002) compellingly identifies the 11th century European Papal reformation as problematically embedding investments of change as “progress” into modern Western institutional life. We introduce these histories and philosophies, and then consider Eppert et. al.’s (2015) view that change entails simply rearranging parts while transformation is more radically and productively marked by interruption, disruption, intervention. This sets the stage for an examination of how the I Ching might add to or contest this insight. Through its mapping of 64 hexagrams, the I Ching contemplates energetic and educative balancing and transitions as a guide to a flourishing life. As Cheng writes, “by investigating the Hexagrams, we can understand the process of transformation” (qtd. in Minford 2014, p. xvii). We believe the I Ching offers a far more comprehensive study of the intricacies of change and (radical) transformation than can be found in Western philosophy.

Data Sources
We consider philosophical interpretations of the I Ching, and also discuss select hexagrams, such as hexagram 49, which is variously translated as radical change (Lynn 1994), revolution (Wilhelm 1950), and change (Minford 2014). As we elaborate, this fascinating hexagram describes change as an oppositional and renewing event rather than as a holistic process, but, as Minford points out, is “far from advocating violent revolution” (p. 383).
Modes of Inquiry: This qualitative presentation is informed by hermeneutical interpretation of wisdom literature (Gadamer 2004). Given its emphasis on fore-judgments and historical situatedness, hermeneutics is regarded as a means for ethical engagement in East-West dialogue (Clarke 1997, 2002; Mall 2000).

Results
Following clarity on conceptual nuances, this presentation suggests change, transformation, and radical transformation are equally vital and necessary in current times, depending on context. Our results discuss how transformative education can benefit from analysis of their relationships and differences, and how the I Ching importantly challenges Western dualistic battlefield logics, investments in change as ‘progress,’ and conceptualizations of ‘radical.’

Significance
Understanding conceptual nuances may importantly clarify educational practices oriented toward the instantiation of a more just and sustainable world, and help identify ways forward in times of ecocide.

Authors

• Claudia Eppert, University of Alberta

• Qian Ye, University of Alberta