The Master of Arts in Learning and Thinking (M.A.L.T.) is a 36-credit degree program that embraces a philosophy of education rooted in relationship, holism, and meaning. MALT is predicated on establishing a New Culture of Learning that develops the knowledge, skills, competencies, and imagination for a world in constant flux. Towards this end, the program nurtures the emergence of a collegial learning community dedicated to co-creating new meaning within a constructivist and transdisciplinary context.

MALT’s Postmodern Learning Model seeks to promote a New Culture of Learning through the following Six Central Themes:

  1. Promote meaningful and alternative approaches to learning and thinking that encourage what holistic educator Douglas Sloan refers to as insight-imagination. Sloan describes insight-imagination as “…an act of perception, permeated with intense energy and passion that penetrates and removes barriers in existing thought and frees the mind to serve in new ways and directions. Insight announces itself as a whole…that includes new forms of imagination and new orders of reason…”
  2. Redefine the role of "learner" and "teacher" as co-creators in the participative framework of learning and thinking.
  3. Transcend the current Western Modernist Mindset by adopting a new participatory worldview whereby learners promote, maintain and generate a dynamic process for meaningful learning and thinking.
  4. Tear down the artificial barriers to knowing we have come to refer to as "disciplines" and refocus our attention to the interpenetrating and interwoven processes that serve as common ground to all knowledge systems.
  5. Renew what it means to be a "teacher" whose role is to “draw out” natural inclinations and abilities, rather than “pour in” information. This new role of facilitator and coach promotes the active processing of information into knowledge and ultimately into understanding.
  6. Explore other dimensions of human experience: other than the logical and linguistic ways of knowing, including but not limited to those of Howard Gardner's multiple intelligences and five minds for the future, as well as Daniel Pink’s “right-brain” skills to foster the development of a new generation of creators who as “…artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers—will now reap society’s richest rewards and share its greatest joys…”

The Master of Arts in Learning and Thinking Degree program has three major components:

1. Program participants are introduced to a critical examination of American education, with particular emphasis on the fact that the current model leaves students at a disadvantage that can only be remedied by a significant change in the way we structure and approach learning and thinking. What is needed today, more than ever, is a shift in the way we understand what today’s youth need in order to take a more participatory role in constructing their learning and developing competency in using the thinking skills requisite to become self-regulated learners.

2. MALT offers educators a framework for real and effective educational transformation. This framework consists of a shift towards a more post-modern process and learner-based approach for education that, unlike the current “one size fits all” instructivist model, provides constructivist-learning opportunities for a diverse and unique population of learners.

3. The overall curriculum is based on a progressive postmodern framework and delivered in an articulated, scoped and sequenced series whereby the nature of learning and thinking is presented as a holistic, emergent and creative process. Therefore, the flow of the program emerges over time from the following premises:

Cognition is directly connected to our emotions and, as such, provides us with “windows” to better understand how we learn and think as creative subjects.
The postmodern educator challenges the traditional notion that classrooms need to operate according to the reason and logic of a rigid curriculum that predicts the learning outcome. Rather they recognize and promote learning by drawing from and building upon the insights of educational researchers like Howard Gardner, Lev Vygotsky, David Ausubel, Tony Wagner, Ken Robinson, Elliott Eisner amongst others.
From this new perspective the learner is not perceived as someone disconnected from the learning environment. Rather, the learner is a participatory member of a learning system comprised of the teacher, students and socio-physical learning environment in which they are embedded.
The postmodern framework offered here strives to contextualize learning by encouraging students to see and make connections and thus integrate learning in one area with that in another. This framework fosters the acquisition of higher reasoning, as well as critical and creative thinking abilities.
Furthermore, this system includes the inter-subjective exchanges that occur between all learners in their environment. Rather than viewing learning as a personal and subjective experience, a postmodern epistemology perceives learning as a social and intersubjective process. Learning, in this context, is as an emergent process predicated on the assumption that classrooms operate best when there is an element of dissonance and chaos issuing from the "sensitivity to the initial conditions" of the learning environment.
Individuals are unique learners with distinct prior experiences, propensities and conceptual schemas. Learners drive to create meaning as a result of interacting with others and their environment.
Our intentions, motivations, and personality emerge from an interaction between our inherited tendencies (Nature) and our experiences (Nurture). Over time the confluence of these tendencies and experiences give rise to a unique set of beliefs. However, many of our beliefs lie beneath our conscious awareness. Therefore, change and transformation of learners can only begin when we gain access to the origin of the memes, metaphors and myths that comprise our unique personal worldview.

The program is intended for:

-- Teachers and educators who wish to expand the boundaries of their professional knowledge and skills as well as explore new ways of learning and thinking and of relating with their students, which provide them with experiential learning opportunities that encourage them to develop not only their knowledge but also their self-awareness and life skills.

-- Women and men who are seeking the sources and processes of thinking, learning and creating meaning and wish to become members of a learning community that participates in experiential and constructivist activities designed to provide insight into the nature of the ways of knowing and conceptual frameworks underlying how they perceive, think and act.

Faculty

The faculty for the Master of Arts Degree in Learning and Thinking is comprised of expert classroom practitioners and educators, including some of the most noted theorists on learning theory and cognitive development from around the world.

Core Faculty
Jim Trifone, PhD - Academic Director
Biography​

Jim Trifone holds a PhD in Education from the University of Lancaster, UK and has authored numerous publications and conducted workshop presentations at universities and National Conferences on concept mapping, motivation, constructivist teaching pedagogies in the United States and abroad. Jim brings more than forty years of classroom instruction as a public high school educator and twenty years of educational management to the Master of Arts in Learning and Thinking [MALT] degree program offered at The Graduate Institute in Bethany, Connecticut. As the Academic Director for the MALT degree program, he is responsible for creating and coordinating learning experiences that integrate the content and perspectives of the humanities, arts and the sciences. His passion lies in creating constructivist-learning experiences, which encourage his K-12 teachers to embrace the notion that learning itself is the mechanism of social and personal change in society.

Over the years Jim’s various publications have focused on learning strategies that foster students’ level of conceptual change learning, as well as motivation to learn. His doctoral dissertation revealed that one strategy for fostering conceptual change learning-concept mapping-is not only effective in enhancing students’ ability to develop a more meaningful and deeper conceptual understanding, but also a means to motivate students’ in becoming self-regulated learners. One of his major instructional goals is to encourage students to become capable, competent and motivated learners who are self-regulated learners. His passion lies in discovering strategies that effectively foster students’ active participation in their own learning processes for the expressed purpose of developing a conceptual understanding.

Jim’s extensive teaching experience and research studies have grounded him in adopting a “systems” approach to learning, knowing, thinking and teaching, which was central to creating and developing the MALT degree program. Towards this end, he views the role of “teacher” as one responsible in fostering students’ development of concepts and skills through active participation in constructing what they learn. Moreover, this perspective views “learner” and “teacher” as co-creators in the participatory framework of learning. Meaningful learning and thinking consists of applying cognitive and metacognitive learning strategies to hands-on and minds-on experiences that challenge preconceived assumptions and level of conceptual understanding.

In summary, as an educator, Jim strives to contextualize learning by encouraging students to see and make connections, thus integrating learning in one area with that in another. This framework fosters the acquisition of higher reasoning, as well as critical and creative thinking abilities. From this new perspective, the learner is not perceived as someone disconnected from the learning environment. Rather, the learner is a participatory member of a learning system comprised of the teacher, students and physical learning environment in which they are embedded.
trifone@learn.edu

Robin Moore, MA - Program Coordinator
Biography

A professional performer, author, and workshop leader, Robin Moore was voted “Storyteller of the Year” by Storytelling Magazine and has shared his stories with more than one million people. Since 1981, he has presented more than 5,000 educational offerings that include storytelling performances, writing workshops, and family programs based on the rich folklore of Pennsylvania, where he grew up. He was named Pennsylvania School Librarian’s “Author of the Year” and has taught his innovative approach to "Awakening the Hidden Storyteller" at many institutions, including The University of Pennsylvania, Temple University, and Omega Institute. Author of several award winning books published by HarperCollins, Random House, and Simon & Schuster, Robin is best known for The Bread Sister of Sinking Creek, the first in a series of historical fiction novels about women on the PA frontier. He holds a Master of Arts in Oral Traditions from The Graduate Institute. “Robin’s ability to portray characters with the subtle use of voice and gesture as well as his talent for involving his audiences is second to none on the East Coast. He ranks with the best of today’s professional storytellers.”—Dr. Kenneth Goldstein, Chairman, Department of Folklore, University of Pennsylvania. Visit his website at robin-moore.com.
moore@learn.edu

Visiting Faculty

Diana Boehnert, MFA
Biography

Art is a healing tool that connects the inner self with life experiences. It can promote wellness by reducing stress and allowing the imagination to transform our deepest emotions into meaningful images that release stressors and grant restoration. Expressive Art allows one to explore these experiences through a variety of expressive techniques (Journaling, Soul Collage, Mandala, Drawing, Face Casting) in order to investigate the mediums that best convey one’s personal experience. The visual dialogue that takes place may give new perspectives and alternate responses in life’s queries. Consider what these techniques might accomplish in the realm of your own experience. Formerly the Coordinator of the Art for Healing Program, Integrative Medicine Department of Hartford Hospital, a current instructor at the Graduate Institute. Former adjunct at Southern Connecticut State University, Manchester Community College and the Omega Institute for Holistic Studies. Ms Boehnert is an artist/teacher whose work has focused on the healing aspects of the creative process. She has facilitated Expressive Arts with individual patients and clients in the healthcare system and with groups of Teens at Risk, Domestic Violence/Thrivers and Cancer Survivors/Thrivers. With 45 years’ experience, she teaches, lectures, conducts workshops on fine art and expressive art related topics at various colleges, museums and conferences. Diana is available for private teaching and workshops that convey the expressive, healing and spiritual nature of visual communication.

Katherine Carbone, M.A.
Biography

Katherine is co-founder and Artistic Director of Present Moment Arts Center, which is a non-profit organization dedicated to the creative & healing arts. Katherine is also an Adjunct Instructor & Presenter for the Expressive & Creative Arts Programs at Salve Regina University. She is deeply committed to helping individuals reclaim the joy of being fully embodied. With over 20 years working in the field of somatic movement education and energy healing, she has developed transformational workshops that integrate movement, dance, and yoga with the expressive arts that enrich connection to authenticity, enliven relationship to body/mind, and renew connection with spirit. As part of her ongoing professional training, Katherine has earned several advanced Certifications as a Yoga Instructor from Kripalu Yoga Center and has extensive training in movement-based modalities ranging from Afro-Caribbean Dance to Sufi Movement Meditation. Her wide range of interests and studies bridge the worlds of traditional academia with experiential learning, and she has a gift for making movement, yoga, mindfulness and creativity easeful, accessible and enjoyable for many diverse populations of all ages. A faculty member of the Expressive Arts Institute at Salve Regina University, Katherine makes her home in Newport, RI. where she enjoys spending time by the ocean, tending her urban garden, cooking up healthy recipes, creating fiber art and dancing.

Mona Constantini, MS
Biography

Mona Constantini earned her Masters of Arts in Liberal Studies from Wesleyan University and her Masters of Science in Art Therapy from The College of New Rochelle. She also received a Doctor of Ministry from the University of Creation Spirituality. Constantini`s work experience includes utilizing art therapy for cancer survivors at the Radiation Oncology Center in Southport, CT, conducting workshops on art therapy and architecture in the WHOLEfield graduate learning program, assisting as an art therapist for elder residents at Laurel Gardens Assisted Living Community in Hamden, CT and at Northbridge Health Care Center in Bridgeport, CT, interning at Yale Psychiatric Institute, assisting art therapists in field work at The Kennedy Center, facilitating group therapy sessions at The Center of Christian Counseling and Healing, and several other ventures that involve the integration of art, architecture, and art therapy. Constantini’s work in the Learning and Thinking program offers a unique opportunity to engage in creative processes of spiritual and emotional expression through the use of guided imagery, bookmaking, collage, and dialog.

Charles Euchner, PhD
Biography

Charles Euchner is the author and editor of a dozen books. He has taught writing at Yale and directed a think tank at Harvard, and is the creator and principal of The Writing Code. In the past three years, Charles has published a series of books on writing and civil rights. His three books on writing — The Writing Code, The One-Minute Writer, and Write the Book — offer a complete system for all genres. His newest narrative book is Nobody Turn Me Around (Beacon Press, 2010), an intimate account of the 1963 March on Washington. Charles holds a PhD in Philosophy from Johns Hopkins University and has taught at Harvard, Yale, the University of Pennsylvania, Holy Cross, and Northeastern University. Visit his website at thewritingcodesystem.com.

Joyce St. Germaine, MA
Biography

Joyce St. Germaine is a certified hypnotherapist/instructor and past life regressionist, certified shamanic practitioner, certified shapeshifting practitioner, and spiritual counselor. She holds a Master's Degree in Education and recently retired after 37 years of teaching art in the West Hartford, CT Public Schools. Active as a teacher, artist, hypnotherapist, spiritual counselor, shamanic practitioner and paranormal investigator, Joyce conducts monthly study groups in Psychic/Spiritual Development, Shamanic Studies, and Spirit Detachment Training. Joyce has developed unique and remarkably effective techniques and is often consulted by police departments, mental health professionals, and other paranormal investigators in particularly troublesome or resistant cases. Recently named the "2011-2012 West Hartford Teacher of the Year", Joyce was also a finalist for the "2012 Connecticut Teacher of the Year." The Ronald McDonald House Charities presented Joyce with the "2011 Local Hero" award and she was named the "2009 Connecticut Art Education Outstanding Middle Level Art Educator". Visit her website at thesacredjourney.biz.

Lisa Worth Huber, PhD
Biography

Lisa Worth Huber holds a vision of a peaceful, sustainable world. She is a peace educator and a participatory action researcher with a focus on empathy development. She teaches in universities, K-12 classrooms, homeless shelters, safe houses, and youth at risk, incorporating the arts as a means to give voice to the silenced, address injustice, foster understanding, and nurture compassion. Concerned with the growing epidemic of violence and bullying, Lisa has conducted numerous studies on the efficacy of humanitarian and social justice education as compared with existing programs on bullying; this has led her to advocate for mandated peace and conflict transformation curricula in all schools nationwide. A teaching artist for nearly two decades, Lisa blends story in its myriad forms—theatre, poetry, prose, storytelling, comic books, and graphic novels—with social justice and environmental concerns, and nurtures the development of creative activism and ecological stewardship. She is honored to be the first recipient of the Frank McCourt Prize for Excellence in Teaching. Currently, Lisa is on the Board of Directors of the National Peace Academy, and the Launch Team for the Global Sustainability Fellows program. She has served on numerous boards and committees statewide and nationally—from the Campaign to Establish a U.S. Department of Peace and Nonviolence to the Connecticut Center for Nonviolence: A Dr. Martin Luther King, Jr. Institute—designing, promoting, and implementing programs in nonviolence, ecological and sustainability education, literacy, and peacebuilding. Lisa is trained in a variety of mediation and dialogue techniques. Her doctorate is in Peace and Conflict Transformation Studies from Lancaster University in the U.K. She continues to research methods for developing empathy, one of the most important skills for creating a compassionate global society.

William Mannle LMFT
Biography

William Mannle is a Gestalt therapist and Marriage & Family therapist in private practice. He specializes in intensive family therapy with depressed, anxious, self-injurious adolescents, relationship recovery, relationship disturbances in early childhood, and couples with fertility issues. He offers Family Constellations workshops that focus on making peace with the family. Family Constellations is a unique, phenomenological approach to healing that is provides a practical application of Rupert Sheldrake’s Morphogenetic Field research findings. As a kind of “living map”, a Family’s Constellation provides a creative and profound way of seeing into the hidden dynamics that shape our lives and the suffering we experience. It has the potential to touch us on a deep energetic level, often leading to a transformation in our lives and the lives of those around us. He holds a Master's degree in Marriage and Family Therapy from Southern Connecticut State University, where he also serves as Adjunct Faculty.

Artemis Morris, ND
Biography

Dr.Artemis Morris is a Naturopathic Physician, Licensed Acupuncturist, professor of nutrition, researcher, author, and consultant in natural medicine, and is a faculty member of The Graduate Institute. She completed her Naturopathic Doctorate and Masters in Acupuncture at Bastyr University in Seattle, Washington. Dr. Artemis is the medical director and founder of Revive Wellness Center, a multidisciplinary collaborative practice in New Haven, CT and has a private practice in Milford, CT. She served as the director of the natural health center at Masonic Healthcare Center in Wallingford, the largest geriatric healthcare center in CT. Dr. Artemis teaches clinical nutrition at the University of Bridgeport College of Naturopathic Medicine and is a consultant for Bioimmesion, a nutriceutical company. Dr. Artemis has been researching the Mediterranean Diet and plants of Crete since 2005 and has lectured on Traditional Chinese Medicine, botanical medicine and various natural health topics. She authored the book with Molly Rossiter on The Anti-Inflammation Diet for Dummies and is working on her book on The Mediterranean Diet and other writing projects. Her practice philosophy is inspired by the quote from Paracelsus that states, "The art of healing comes from nature and not from the physician. Therefore, the physician must start from nature with an open mind."

Jerry Silbert, MD
Biography

Jerry Silbert's major interests are in the effect of society's values and institutions on the fate of the earth and civilization, individual and societal resilience, and meditation and mindfulness. A medical doctor by training, he was formerly the Chief of Clinical Pathology at the Veterans Administration Hospital in West Haven, CT, and the Director of Yale Health Services Laboratory, Yale University. He is currently the Executive Director of the Watershed Partnership, focusing on health and the environment.

Silbert interned with Jon Kabot-Zinn at the Center for Mindfulness in Medicine Health Care and Society, Worcester, MA in 1993, and has facilitated many mindfulness retreats, especially at Mercy by the Sea in Madison, CT.

Mary Evelyn Tucker
Biography

Mary Evelyn Tucker is a Senior Lecturer and Research Scholar at Yale University where she has appointments in the School of Forestry and Environmental Studies as well as the Divinity School and the Department of Religious Studies. She teaches in the joint MA program in religion and ecology and directs the Forum on Religion and Ecology at Yale with her husband, John Grim.

Her special area of study is Asian religions. She received her Ph.D. from Columbia University in Japanese Confucianism. Since 1997 she has been a Research Associate at the Reischauer Institute of Japanese Studies at Harvard. Her Confucian publications include: Moral and Spiritual Cultivation in Japanese Neo-Confucianism and The Philosophy of Qi (Columbia University Press, 2007). With Tu Weiming she edited two volumes on Confucian Spirituality (Crossroad, 2003, 2004).

Her concern for the growing environmental crisis, especially in Asia, led her to organize with John Grim a series of ten conferences on World Religions and Ecology at the Center for the Study of World Religions at Harvard (1995-1998). Together they are series editors for the ten volumes from the conferences distributed by Harvard University Press. In this series she co-edited Buddhism and Ecology (Harvard, 1997), Confucianism and Ecology (Harvard, 1998), and Hinduism and Ecology (Harvard, 2000).

TUITION & FEES

Tuition for Master of Arts Degree Programs

Total tuition for each 36-credit MA program is $16,200 at $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable program fee of $385 – are also required. The graduation fee is $90.

After paying the application fee of $60, MA students pay a deposit of $675 upon acceptance or conditional acceptance to the program. The $675 covers the $385 program fee and $290 towards tuition. Students then make 20 monthly payments of $800, which includes the graduation fee of $90. The total of all tuition and fees is $16,735.

In the Consciousness Studies and Transpersonal Psychology program, if the student selects the Coach Training option, the additional cost is $1,100, comprised of $600 for mentor coaching sessions and $500 for the additional coach training sessions. This amount is billed and due after the second coach training weekend.


Tuition for Certificate Programs

Tuition for certificate programs is $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable program fee of $195 – are also required. The graduation fee is $90.

12-Credit Certificate Program: Certificates in Ecotherapy, Regenerative Design,
Applied Storytelling, and Positive Psychology
Total tuition for the 12-credit Certificate program is $5,400 at $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable program fee of $195 – are also required. The graduation fee is $90.
After paying the application fee of $60, students pay a deposit of $785 upon acceptance or conditional acceptance to the program. The $785 covers the $195 program fee and $590 towards tuition. Students then make 7 monthly payments of $700, which includes the graduation fee of $90.
The total of all tuition and fees is $5,745. If the student decides to matriculate to an MA program, the student will pay $1,390 in the 8th month, followed by 12 monthly payments of $800.

9-Credit Certificate Program: Certificate in Integrative Health and Healing
Total tuition for the 9-credit Certificate program is $4,050 at $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable, program fee of $195 – are also required. The graduation fee is $90.
After paying the application fee of $60, students pay a deposit of $835 upon acceptance or conditional acceptance to the program. The $835 covers the $195 program fee and $640 towards tuition. Students then make 5 monthly payments of $700 which includes the graduation fee of $90. The total of all tuition and fees is $4,395. If the student decides to matriculate to an MA program, the student will pay $1,140 in the 6th month, followed by 14 monthly payments of $800.

6-Credit Certificate Program: Certificate in Consciousness, Transformation and Mindfulness
Total tuition for the 6-credit Certificate program is $3,045 at $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable, program fee of $195 – are also required. The graduation fee is $90.
After paying the application fee of $60, students pay a deposit of $885 upon acceptance or conditional acceptance to the program. The $885 covers the $195 program fee and $690 towards tuition. Students then make 3 monthly payments of $700 which includes the graduation fee of $90. The total of all tuition and fees is $3,045. If the student decides to matriculate to an MA program, the student will pay $890 in the 4th month, followed by 16 monthly payments of $800.

Planned 15-Credit Program

Total tuition for the 15-credit Planned Program is $7,005 at $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable, program fee of $195 – are also required.
After paying the application fee of $60, students pay a deposit of $645 upon acceptance or conditional acceptance to the program. The $645 covers the $195 program fee and $450 towards tuition. Students then make 9 monthly payments of $700. The total of all tuition and fees is $7,005. If the student decides to matriculate to an MA program, the student will pay $930 in the 9th month, followed by 11 monthly payments of $800.

Planned 30-Credit Program in
1. Learning and Thinking, or
2. Integrative Health and Healing, or
3. Writing and Oral Traditions,or
4. Consciousness Studies and Transpersonal Psychology

Total tuition for the 30-credit Planned Program is $13,500 at $450 per credit. A one-time, non-refundable, application fee of $60 – and a one-time, non-refundable, program fee of $385 – are also required. The graduation fee is $90.
After paying the application fee of $60, students pay a deposit of $575 upon acceptance or conditional acceptance to the program. The $575 covers the $385 program fee and $190 towards tuition. Students then make 20 monthly payments of $670, which includes the graduation fee of $90. The total of all tuition and fees is $14,035. If the student decides to matriculate to an MA program, the student will pay an additional $2,700.

Tuition for the Coaching With Spirit coach training Program

Tuition for the Coaching With Spirit program is $ 3,360 which includes three one-on-one mentor coaching sessions with Guthrie Sayen, PhD, PCC or Barti Bourgault, MA, PCC

A one-time, non-refundable, application fee of $60 is also required.

Students pay a deposit of $825 after acceptance to the program. Students then make 3 monthly payments of $825.

In addition, Non-TGI costs associated with the acquisition of the ICF ACC coaching credential are:

ICF membership dues: cost range depending on month of application $81.67 - $306.25/year
See https://coachfederation.org/join-icf/
ICF exam fee, member rate $300
See https://coachfederation.org/icf-credential/acc-paths/

NOTE: Admission to the Coaching With Spirit program only requires a completed Application form,
the application fee of $60, and Proof of Immunization. NO TRANSCRIPTS

Tuition for the Foundations of Integrative Health and Healing Program
and Preparation for the Holistic Nursing Board Examination
at St. Vincent's Hospital

Tuition for the three weekend program is $1,350 plus the non-refundable $60 Application fee.


Acceptable Forms of Payment

Payments may be made through Orbund, the student management system.
Payment can also be made by check or money order (payable to The Graduate Institute),
or you can pay online through Paypal or a credit card here.

Admission: Acceptance and Conditional Acceptance

Please see Admissions section for complete information about Admission requirements.

Students are given Conditional Acceptance after they have submitted their application, paid the application fee and submitted a resume, CV, or employment and educational history.

Overview
Oct. 25 Full Schedule Soon Contact Us >> Overview The Master of Arts in Learning and Thinking (M.A.L.T.) is a 36-credit degree program that embraces a philosophy of education rooted in relationship, holism, and meaning. MALT is predicated on establishing a New Culture of Learning that develops the knowledge, skills, competencies, and imagination for a world in constant flux. Towards this end, the program nurtures the emergence of a collegial learning community dedicated to co-creating new meaning within a constructivist and transdisciplinary context. ​ MALT’s Postmodern Learning Model seeks to promote a New Culture of Learning through the following Six Central Themes: ​ Promote meaningful and alternative approaches to learning and thinking that encourage what holistic educator Douglas Sloan refers to as insight-imagination. Sloan describes insight-imagination as “…an act of perception, permeated with intense energy and passion that penetrates and removes barriers in existing thought and frees the mind to serve in new ways and directions. Insight announces itself as a whole…that includes new forms of imagination and new orders of reason…” Redefine the role of "learner" and "teacher" as co-creators in the participative framework of learning and thinking. Transcend the current Western Modernist Mindset by adopting a new participatory worldview whereby learners promote, maintain and generate a dynamic process for meaningful learning and thinking. Tear down the artificial barriers to knowing we have come to refer to as "disciplines" and refocus our attention to the interpenetrating and interwoven processes that serve as common ground to all knowledge systems. Renew what it means to be a "teacher" whose role is to “draw out” natural inclinations and abilities, rather than “pour in” information. This new role of facilitator and coach promotes the active processing of information into knowledge and ultimately into understanding. Explore other dimensions of human experience: other than the logical and linguistic ways of knowing, including but not limited to those of Howard Gardner's multiple intelligences and five minds for the future, as well as Daniel Pink’s “right-brain” skills to foster the development of a new generation of creators who as “…artists, inventors, designers, storytellers, caregivers, consolers, big picture thinkers—will now reap society’s richest rewards and share its greatest joys…”
Curriculum
Curriculum ​ The innovative curriculum in the Master of Arts in Learning and Thinking will ignite your creativity and provide new pathways to enhance the art and science of your teaching. Course content is delivered holistically across each of the program’s class sessions. ​ TGI is also happy to make custom arrangements with school districts and other educational venues to offer specialized cohorts within the district with a minimum number of students. Contact Admissions at (203) 874-4252 or admissions@learn.edu to make a request for a cohort in your area. Class topics include:
Faculty

Jim Trifone, PhD - Academic Director

Biography​

Jim Trifone holds a PhD in Education from the University of Lancaster, UK and has authored numerous publications and conducted workshop presentations at universities and National Conferences on concept mapping, motivation, constructivist teaching pedagogies in the United States and abroad. Jim brings more than forty years of classroom instruction as a public high school educator and twenty years of educational management to the Master of Arts in Learning and Thinking [MALT] degree program offered at The Graduate Institute in Bethany, Connecticut. As the Academic Director for the MALT degree program, he is responsible for creating and coordinating learning experiences that integrate the content and perspectives of the humanities, arts and the sciences. His passion lies in creating constructivist-learning experiences, which encourage his K-12 teachers to embrace the notion that learning itself is the mechanism of social and personal change in society.

Over the years Jim’s various publications have focused on learning strategies that foster students’ level of conceptual change learning, as well as motivation to learn. His doctoral dissertation revealed that one strategy for fostering conceptual change learning-concept mapping-is not only effective in enhancing students’ ability to develop a more meaningful and deeper conceptual understanding, but also a means to motivate students’ in becoming self-regulated learners. One of his major instructional goals is to encourage students to become capable, competent and motivated learners who are self-regulated learners. His passion lies in discovering strategies that effectively foster students’ active participation in their own learning processes for the expressed purpose of developing a conceptual understanding.