THE PHILOSOPHY

of

Professor Ona Miller

PHILOSOPHY STATEMENT

I am a teacher that interrupts corrupt systems that dehumanize and devalue people’s existence.”

I am Professor Ona C. Miller, I am a transformational leader, and teacher, who is motivated to teach, train, develop, and mentor individuals to discover their identity, and to become effective leaders. As a transformational leader, I believe in being a catalyst to transport lives from a constrained place to a purposed destination.  I am passionate about education, empowerment, and leadership. I believe that to grow, we must learn from the history of our past and implement new strategies and disciplines to attain a better future. I teach young girls and women of all ages, nationalities, and lifestyles to find the leader within and overcome internal and external barriers with great achievement.

As a teacher and ever-learning student, I possess the expertise and experience in the fields of Accounting, Management, Organizational Leadership, Pastoral Leadership, Global Ministry, Christian Ministry, and Life Coach. My doctoral education has afforded me the opportunity to examine systems and ethical frameworks, standards and principles, and practices that are prevalent in preventing the acceptance of cultural and national diversity. Additionally, I understand the challenges that are faced dealing with change and the importance of implementing strategic plans to eliminate insecurities, intimidation, and indecencies that tear down bridges. Therefore, I also understand the importance of teaching and provoking individuals to cultivate their differences, whether it is an individual, group, community, region, or nation, by building bridges and restoring relationships among those who may have been traditionally and societal taught things differently. I am thrilled to identify disruptive behaviors with an individual and implement new narratives that will benefit each community.

 

My Master’s degree in Management encompasses effective communication, leading through change, managing cross-cultural environments, social responsibility, project management, budget/finance, and business law. My Bachelor’s degree comprises effective business strategy, innovative leadership, sound decision-making, ethical/legal topics in business, and human resource management. My educational foundation started with an Associate’s degree in accounting that consolidates principles of accounting, macroeconomics, microeconomics, managerial accounting, and governmental accounting. I demonstrate exceptional organizational skills that will allow for the instructional framework necessary to teach, train, and development students through a journey of transformation, and I find pleasure in mastering the details.

EDUCATIONAL BELIEFS

I believe that education is the most valuable conduit that we have to change systems and lives. I teach with wisdom, transparency, and authenticity. There is no greater lesson than life experience itself. Education consists of skills, knowledge, understanding, and information that enhances our awareness to a particular subject or subjects. My belief is that the subject or subjects are often the people or individuals themselves, which gives an unlimited avenue for education to expand throughout a lifetime. Education will eliminate false ideologies, ideas, concepts, preconceived notions, and most importantly unproductive systems that are imposed upon us daily. Education is the key to implement new and modern systems that will transform lives globally, nationally, and worldwide. Most institutions offer life skills that aid individuals in a dysfunctional and passive role in everyday life experiences, by causing students to accept the normal, routine, and mundane systems that have become stale and boring. Therefore, as a modern philosopher and transformational leader, I believe in providing trans-formative skills that will take students on a journey to create and recreate their own life according to what they believe about themselves. Trans-formative skills are provide a student to accept the past challenges, identify the lessons, and implement strategies for moving forward. These modern trans-formative skills will allow the students to have experiences that will alter and revise aged systems that are no longer relevant.

TEACHING VALUES

I value teaching because it provides additional knowledge that may not otherwise be conceptualized. In addition to knowledge, I believe heavily in teaching soft skills that help to remove false teachings that were taught from a place of intellectual manipulation, insult, and degradation, which is absent of the soft skills that encompasses emotional intelligence, mental intelligence, and interpersonal intelligence. Teaching is an enlightening process that contributes to illumination, inspiration, and insight and offers students a perspective of self-actualization. I value teaching, because it gives the student a higher probability of success, confidence, and soundness. Teaching can be a form of confirmation for some and an introduction for others. Likewise, I believe in the value of teaching, because it offers hope, motivation, and elements of coaching through some of the hardest challenges that an individual can face in life. Additionally, I also believe that teaching allows all participants to be teachable. The student, teacher, and institution can all receive a continued learning experience that will transform lives, families, communities, and cultures. I value teaching because it provides twelve characteristics that are sure to enhance students.

The twelve characteristics are as follows:

  1. Self-Leadership

  2. Self-Identification

  3. Self-Awareness

  4. Self-Actualization

  5. Self-Authentication

  6. Self-Validation

  7. Self-Justification

  8. Self-Discipline

  9. Self-Perception

  10. Self-Confidence

  11. Self-Management

  12. Self-Perseverance

EDUCATIONAL THEORY

Trans-formative learning theory says that the process of “perspective transformation” has three dimensions: psychological (changes in understanding of the self), convictional (revision of belief systems), and behavioral (changes in lifestyle). Trans-formative learning is the expansion of consciousness through the transformation of basic worldview and specific capacities of the self; trans-formative learning is facilitated through consciously directed processes such as appreciatively accessing and receiving the symbolic contents of the unconscious and critically analyzing underlying premises. Perspective transformation, leading to trans-formative learning, occurs infrequently. Jack Mezirow believes that it usually results from a “disorienting dilemma” which is triggered by a life crisis or major life transition—although it may also result from an accumulation of transformations in meaning schemes over a period. 

Less dramatic predicaments, such as those created by a teacher, also promote transformation. An important part of trans-formative learning is for individuals to change their frames of reference by critically reflecting on their assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining their worlds. This process is fundamentally rational and analytical. Mezirow began his theory of perspective transformation when he studied adult women who chose to re-enter higher education. Mezirow's initial research and further study led him to surmise that adults do not simply make application of old ways of learning to new situations - instead they "discover a need to acquire new perspectives in order to gain a more complete understanding of changing events". Mezirow then coined this "reflective-change-action" process as Perspective Transformation. Mezirow continued to find consistencies in the adult learners he studied. He then identified 10 stages that adult learners encounter as they experience perspective transformations. The perspective is explained by Mezirow as follows:

  • Disorienting dilemma

  • Self-examination

  • Sense of alienation

  • Relating discontent to others

  • Explaining options of new behavior

  • Building confidence in new ways

  • Planning a course of action

  • Knowledge to implement plans

  • Experimenting with new roles

  • Reintegration

TRANS-FORMATIVE THEORY STRATEGIES

IN PRACTICE

Strategies for trans-formative professional development include action plans, reflective activities, case studies, curriculum development, and critical-theory discussions. Action plans and reflective activities provide the practice and modelling of critical reflection on the profession of education, and provide guidance for the teaching and learning experience. With real-life examples, case studies provide the opportunity to analyze assumptions, as well as the consequences of choices and actions. The use of case studies focuses on practice, and on the philosophical and practical aspects of educators' practice. Curriculum development creates the opportunity to connect theory and practice. In addition to introducing new teaching techniques, educators can test and compare new concepts and practices with previous techniques. This testing and comparison moves away from uncritically accepting new teaching methods. Critical-theory discussions can be implemented to guide educators in questioning the meaning and purpose of information, encouraging educators to question the selection of the information they provide to their students.

© 2019 Ona C. Miller, All Rights Reserved. 

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