ABSTRACT
While reflective education has a long history, the active stewardship of complex and creative learning environments in higher education is particularly urgent today, given three factors: (1) the increasing impact of public policy on education; (2) the deep cultural changes brought about by new media; and (3) the migration of the classroom from a purely physical space to one where virtual components connect us with the entire world. Building upon the notion that learning requires the realization that ‘creative process is born not of optimization, but of variance’ (Repetto 2010: 47), this chapter outlines how transformative educators should, and often do, circumvent limitations by recognizing learning communities as a space where ‘framing capacity’ can flourish.
