This reflective essay advances a model of transformative education based on the collaborative experiences of a professor and three students who sought greater opportunities for flourishing through reflective and contemplative methods in an instructor-created open space. Open space derives from research in education, child psychology, and anthropology and emphasizes an integration of cognitive, affective, and experiential forms of learning in a context of freedom and creativity. This may involve moving outside the walls of the standard classroom, extending learning activities beyond the confines of the semester, blurring the roles of student and teacher in order to cocreate opportunities for deeper learning, and flexibility with regard to syllabi and traditional boundaries of academic disciplines. Open space approaches offer more room for students and faculty to exercise their authenticity and imaginations, thereby promoting greater self-discovery, transformative growth, and other valued aspects of a flourishing life.

该反思性文章基于一位教授和三名学生的协作经验，提出了一种变革性教育的模式，这三名学生寻求通过反思和沉思方法在教员创建的开放空间中蓬勃发展的更大机会。开放空间源于教育，儿童心理学和人类学方面的研究，强调在自由和创造力的背景下整合认知，情感和体验学习形式。这可能包括搬出标准教室的墙外，将学习活动扩展到学期范围之外，模糊学生和老师的角色以共同创造深度学习的机会以及在教学大纲和学术学科传统界限方面的灵活性。开放空间方法为学生和教职员工提供了更多发挥其真实性和想象力的空间，从而促进了更大的自我发现，变革性增长以及繁荣生活的其他重要方面。